Educational architectural and design activities of the student is carried out in interrelated levels: cognitive, problem-solving and creative. In architectural design, the processes of cognition and self-expression interact, while the creative process preserves a primacy in relation to the knowledge that impregnates it. Formation in future architects of professional skills and theoretical knowledge refers to the cognitive field, the formation of students' creative abilities and creative activity - to the emotional sphere of learning objectives.
The main educational criterion is not only the project, but also the possession of the method of actions of the architect. The project model is created in the process of creativity and at the same time the student-architect himself, his system of thoughts, worldview and means of expression are transformed. The process of creative experience of the student-author is embodied in the project being created.
The process of activity during all the years of study is improved under the influence of its own product - the project.
The scope of educational design includes four phases: the first is the creative process, when a student, under the supervision of a teacher, composes a project, trying to create a functionally sound and compositionally complete work; the second is a student’s attempt to critically evaluate your project, to see it from the side; the third is a review of projects by the department’s staff, a qualitative assessment of projects and a record of student performance: the fourth is a group and course discussion of projects in the form of a problem seminar and an exhibition arrangement as a condition of students' social and cultural orientation.
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