設計教育における準実験的試み : 「場面」設定が設計に与える影響

概要

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In this study, we clarified the property of design process, between the students whose projects were evaluated higher (a higher group) and those projects were not evaluated higher (a lower group). We presented some design educational modules (E.M.) to the students at design practice to perceive the space and analyzed the effect of E.M. As a result, the higher group is able to have many experiences in imaginary spaces with various behavior settings than the lower group. And the spaces where the higher group's images are beyond the range of sketch area. E.M. enables the higher group to be able to imagine the spaces with various behavior settings, in which the lower group could not. Both time and method which E.M. has presented to the lower group must be changed to suit the situation tor them. In conclusion, spaces are generated through procedures guided by E.M..
社団法人日本建築学会の論文
1999-02-28