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Towards design-build architectural education and practice : exploring lessons from educational design-build projects
Author(s)
Delport, Hermie Elizabeth
Date Issued
2016
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
This research explores design-build projects in
architectural education. The design-build studio is
an alternative to the conventional theory-oriented
studio. In design-build projects students both
design and build real buildings. Internationally,
design-build projects have increased rapidly in
architectural programmes over the past decade.
Literature suggests that design-build projects
are relevant for architectural education, but that
there is a definite need for more theoretical and
critical exploration.
Design-build projects in the context of this study
are defined as socially responsive, inhabitable,
full-scale investigations. The value of this
pedagogical construct for educators, students,
architectural practice and society in general was
an underpinning theme guiding this exploration.
Design-build projects are located on the
boundary between theory and practice. This
research provides a view into my journey across
this boundary, immersing myself in both the
theoretical and practical. Principles of the designbuild
process and design research mapped the
research path. The research process commenced
with the initiation of and active participation in a
number of design-build constructions. Through
critical reflection on the construction experiences
and the literature, specific pedagogical and
practice implications were explored. Cultural
historical activity theory provided me with a
sense of theoretical direction in this journey.
Collaboration as a pedagogical tool and the
possibility of exposing students to alternative
practice possibilities were foregrounded as being
uniquely situated within the design-build project.
The value of this research is the contribution
it makes to the current international call for a
clearer understanding of the pedagogical and
practice merit of design-build projects.
architectural education. The design-build studio is
an alternative to the conventional theory-oriented
studio. In design-build projects students both
design and build real buildings. Internationally,
design-build projects have increased rapidly in
architectural programmes over the past decade.
Literature suggests that design-build projects
are relevant for architectural education, but that
there is a definite need for more theoretical and
critical exploration.
Design-build projects in the context of this study
are defined as socially responsive, inhabitable,
full-scale investigations. The value of this
pedagogical construct for educators, students,
architectural practice and society in general was
an underpinning theme guiding this exploration.
Design-build projects are located on the
boundary between theory and practice. This
research provides a view into my journey across
this boundary, immersing myself in both the
theoretical and practical. Principles of the designbuild
process and design research mapped the
research path. The research process commenced
with the initiation of and active participation in a
number of design-build constructions. Through
critical reflection on the construction experiences
and the literature, specific pedagogical and
practice implications were explored. Cultural
historical activity theory provided me with a
sense of theoretical direction in this journey.
Collaboration as a pedagogical tool and the
possibility of exposing students to alternative
practice possibilities were foregrounded as being
uniquely situated within the design-build project.
The value of this research is the contribution
it makes to the current international call for a
clearer understanding of the pedagogical and
practice merit of design-build projects.
Additional information
Thesis (DTech (Architectural Technology))--Cape Peninsula University of Technology, 2016
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