1. The model of educational architectural and design activity that has developed in the architectural school is based on the concept of integrated scientific and creative education. The model proceeds from the integrity of design, cognitive and theoretical training and education, and involves the repetition of cycles of architectural and design activities at each of the educational levels.
The method of architectural design includes teaching methods (teacher’s activities) - information methods, student’s creative activity management methods and ways of transferring a certain system of knowledge and skills to a student, as well as learning methods (students ’activities) –– ways to carry out search design and cognitive activities. Each teaching method is associated with a corresponding learning method.
The technique explores the structure of the educational process of architectural design in the chain of interaction between the teacher and the student on the basis of direct and feedback links through the design object, which ensures the productivity of the activity.
2. The intensification of the interaction of the teacher and students is provided by the method of joint cognitive and creative activities of the teacher and the learner. The relations between the “master” and the “slave”, which take place at the initial levels of education, at senior courses will be transformed into a methodology of cooperation in the course of practical exercises on AP, based on the principle of partnership. The system of interaction teacher - the object of design - the student provides a high level of communication activities aimed at developing the potential abilities of the student, mastering his profession and stimulates independent, exploratory, creative, problem-solving and cognitive activity of students.
The technique intensifies the creative process, gives the educational project activity the character of a single scientific and creative complex, which covers the modeling of an object from the first sketch through a preliminary design to its development. The systematic and consistent design of the creative process into stages, levels and steps, the correct arrangement in time allows you to convert educational architectural design in a controlled and programmable process, the product of which is the design model of the object. As a result, the student masters the method of gradual solution of design problems and masters the design methodology.
The strategy of architectural creativity, the mechanism of the creative process, the path of development of the idea and the dynamics of the creation of the project model are revealed in variant modeling. Conducting educational architectural design using the method of variant modeling and the accompanying procedures for comparing and comparing options is one of the most important provisions of the methodology
learning architect. In creative variant modeling, the interrelation of the processes of cognition and self-expression of a student is realized in the designed object. When solving each specific task, the cycle of educational design should contain pre-project studies, a critical analysis of project proposals, a detailed development of the chosen option, its theoretical justification, and project protection.
Particular importance is attached to the methodological pre-project stage, at which the “object of study” is determined, the target setting is developed to begin solving project problems. Research contributes to the student’s deep understanding of the design object and the creation of conceptual models that open up fundamental possibilities for design. Ideas about the object of design are formed on the basis of the method of ascent from the abstract to the concrete.
The peculiarity of the structure of architectural creative activity is that, as a mandatory component, it includes an ideal plan, anticipating the result of the activity and determining the process of finding a solution. Training in pre-project methods of action opens up the fundamental possibilities of examining design objects and research at a theoretical level.
5. The core of the project activity is a creative search, containing the phases of the clause, sketch-idea, primary sketching, which correspond to the structural levels of the organization of the project model. The stage comes to the end with development of the design concept and transfer of design to a problem situation. At the creative search stage, the creative intuition of the architect works mainly with the auxiliary value of knowledge, intelligence, experience and professional skills. At the same time, the moment of the conception origin also includes theoretical thinking, which provides the logic for constructing the design model. At the end of the sketch stage, the problem situation gets its principal resolution, both in relation to the environment and the object, and its morphology. The method recommends the introduction of the clause method, including the sequential execution of clausures, including the “leading” and valid ones.
6. The stage of creative development contains a sequential ordering of the structure of the object, the choice regarding the best option by the method of approximations and concessions, as a result of which an architectural composition is created as an integral system. In order to approximate the learning process to the programmable teacher uses the method of managing the project procedure, consisting in the dismemberment
ADF for interconnected operations - steps located in the design mode required for the development
whether the sequence. A regulatory decision plan is a specific algorithm, the application of which governs the student’s actions on the way to
desired target. The final stage of educational design - the exhibition, evaluation and discussion - aims to create a field of public opinion around the results of creative design.
The methodology of architectural design, based on the provisions of the psychological theory of the decisive role of the objective action in the process of forming the student’s mental and professional activities, focuses on simultaneous graphic sketching and working prototypes with mental and logical activities leading to the visualization of the project process.
modeling. Subject and spatial modeling - prototyping - is an active means of intensifying training for variant design and serves to increase the efficiency of the creative process. The creative process of the architect is embodied in the product - the design model, which
contains new material and spiritual values and has a social significance.
The importance of architectural design as a creative, problem-solving and cognitive activity lies in the fact that it is aimed at transforming the student’s consciousness, at shaping his creative outlook, at developing spatial thinking and structural imagination, at developing a personality with individual artistic and aesthetic taste, compositional skills, graphic mastery and ultimately mastering the creative method. The synthesis of artistic creative ability with modern theoretical and scientific and technical knowledge is of paramount importance in the formation of the architect.
Architectural and design activity is a “crossroads” where theory and practice converge. The model of the educational creative process reflects the objective experience of real architectural design and teacher
practice of higher architecture school. Educational ADF is the expedient organization of the system of actions, including cognitive aspects, the logic of the idea and its creative interpretation and material embodiment in the project model.
A systematic curriculum of educational activities provides for the execution of a number of architectural projects in accordance with the logical sequence, the complexity of the tasks and tasks that contribute to the development of the method of the architect, the accumulation of professional experience and the development of the personality of the student.
9. In the educational process it is necessary to resolve the problem situation: a) contradictions between the content of curricula and the need to bring training closer to the modern requirements of practice; b) the contradiction between the use of traditional methods and complex problem-based learning, which activates the creative activity of students, but requires more time and effort from the participants in the process; c) the contradictions between the organization of collective learning in a group and the upbringing of a student as a person, taking into account his individual creative and psychological characteristics, character and pace of work.
10. In the course of the educational process the student masters: the system of knowledge included in the content and curriculum of the AE; application of knowledge in typical and problematic situations; search strategy training in the design modeling process; information structures - the system of concepts (form, space, structure, artistic image); cognitive processes (analysis, synthesis, abstraction, generalization); processes that develop reproductive thinking
(standardized actions); processes that develop creative thinking (heuristic, innovative and non-stereotyped actions); motivational processes (motives, programming, action planning, self-control, self-assessment); emotional processes
(response to actions and learning outcomes).
11. Improving the process of teaching architectural design can be achieved by enhancing the role and quality of work of an architecture teacher, on the one hand, and increasing the role and scope of independent creative, creative, and cognitive activity of a student, on the other. In unity
these two areas - the revitalization of the learning process.
12. The professionalism of training in the architectural school is formed in the process of systematic labor, and
although in modern conditions the role of the intellectual factor in the work of the architect is increasing, the architectural and design activities are of a spiritual and practical nature and synthesize the technical and artistic components of creativity. Professional training of the architect is associated with the development of figurative formation of content.
The technique of architectural design is designed to manage and regulate the creative process.
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