• Journal of The Korean Digital Architecture Interior Association
• /
• v.11 no.1
• /
• pp.53-61
• /
• 2011

The purpose of this study is to propose an integrated curriculum for architectural studio in university to implement BIM process. There have been several BIM education methods occurred in school, but most of them are not successive courses but independent events. To integrate BIM into architectural curriculum successfully, it needs continuous and gradual approach. This study is proceeded by the research of precedent and analysis of key factors in foreign school program. Also fundamental objectives of the current domestic architectural curriculum are categorized to match the BIM process and functionality. As a result of this study, the new architectural design education process integrated with milestone of BIM tool is proposed.

• Architectural research
• /
• v.15 no.3
• /
• pp.123-132
• /
• 2013

Design studio is a unique type of course in architecture and interior design education, in which learning is based on student-instructor interaction and learning by doing; yet little research has been conducted on student perceptions of the ideal design studio instructor. The purpose of this paper was to identify characteristics of the ideal studio instructor from student perspectives. Three award-winning design studio instructors' studio activities were observed, and the three instructors and their 40 students were interviewed. As a result, characteristics in four categories were identified. The author argues that providing customized feedback and allowing student autonomy are the two distinct characteristics that students value in design studio as compared to students in other fields or type of courses. The findings provide valuable insights to design educators who would like to strengthen their teaching studios by listening to student voices.

• Journal of The Korean Digital Architecture Interior Association
• /
• v.13 no.3
• /
• pp.33-40
• /
• 2013

The purpose of this study is to propose an curriculum for architectural studio in university to implement BIM process, through the analysis of the advantages of the BIM tool. The limitation of this study was to analyze the case study of only half year a single university. University education in the design process, the design that can be used in applying BIM content should be universal, university education considering the special working conditions, excessive BIM-based application can be difficult. Therefore, a systematic and reliable design that can be applied to education applies BIM design process is necessary to establish. University education applying BIM design review and design proposal the various 3D visualization can be used effectively to determine. In addition, the planned representation for thinking about and drawing 3D model building, architectural space can be used for visualization, and other subjects in conjunction with structural analysis, environmental analysis, facility layout, etc. can be used.

• Journal of The Korean Digital Architecture Interior Association
• /
• v.8 no.1
• /
• pp.5-14
• /
• 2008

This study is the one of the step to propose the Design studio course that apply concept of 'BIM" that is new digital environment of Architecture. This Study propose as followed, First. The proposal of the experimental course of the Design studio, Second, Application of course of study, Third, The design course of study is proceeded by purpose of completion of BIM. This study is proceeded by the purpose of the concept of the BIM first and proposals of fundamental ideas that apply the idea. Proposed training courses are marked by that divide three areas of information - architecture information, environment information, drawing information - with process consisted in professional practice of design and adjust each process and sequence. Also, this study suggest process that applying BIM tools in this work as the basis frame.

• Journal of the Korean Institute of Landscape Architecture
• /
• v.27 no.4
• /
• pp.108-121
• /
• 1999

Creative spatial production in Environmental design relies, in large part, on the artistic talent of the designer(s) that is applied to the design solutions or schematic plans. This study proposes the importance and necessity of the use of 'Plastic Arts" or the technique of artistic manipulation and definition of space in Environmental Design studio programs. This fundamental design approach is currently lacking in Korean design studio programs. Moreover, the current trend of interdisciplinary design (that is, between landscape architecture, architecture, urban and environmental planning) emphasizes the importance of such techniques. "plastic Arts" techniques can serve as a basic code of communication between design disciplines and can in itself be a common approach. The method of this study is based on the empirical datas, that is, the educational performances which are executed in Landscape studio programs of some Korean Universities. The results are summarized as follows; 1. The program, "Plastic Arts" Should be included in the basic organization of Landscape design studio programs. 2. Unlike France where "Plastic Arts" program is implemented through out Landscape Architecture programs in Korea, "Plastic Arts" should be intensified and continued for longer period of time for students in the initial years. 3. In creation of "Plastic Arts" programs for Korean Landscape Design studios, the traditional and contemporary values of aesthetic of the Nature should be taken in consideration. 4. In order to confirm the necessity of "Plastic arts" program in the organization of landscape curriculum, more studies should be done, with empirical datas.pe curriculum, more studies should be done, with empirical datas.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.12 no.11
• /
• pp.5314-5320
• /
• 2011

The purpose of this study is to draw the digital design curriculum in architectural design studio. For this study, works using digital design process in professional and academic projects were investigated. Digital design curriculum is consisted of 3 steps; fundamental, intensive and advanced courses. The fundamental course acquires capability for raising architectural thought through digital media. The intensive course acquires capability for raising architectural design process. Finally, the advanced course acquires capability for raising synthesis design works and professional abilities in architectural design. It is also a urgent need of unified roadmap about digital design curriculum for architectural design education in Korea.

• The Journal of Sustainable Design and Educational Environment Research
• /
• v.2 no.1
• /
• pp.1-15
• /
• 2002

New media is an emerging industry sector. It sits at the nexus of what has become a main vehicle of the Knowledge Based Economy. the crossroads where the use of interactive multimedia technology meets the traditional uses of media. The current Education information Act provided school with PC, multimedia labs and connection to internet. Having such a facility in schools encourage teachers and students to use computers more often. Teachers demand for more educational multimedia contents than they can find in the market. Although there are many good contents, teachers find them unfit or inflexible for their curriculum. The purpose of this study is to identify the elements of standard multimedia studio facilities to develop multimedia contents in primary and secondary schools. The result of this study will provide guidelines for schools to facilitate their multimedia studio for teaching and learning activities, and developing contents for effective use of their facilities.

• The Journal of Art Theory & Practice
• /
• no.1
• /
• pp.7-22
• /
• 2003

What is 'Art Theory'? In the western sense, the term poses a vague ambiguity, and in the eastern, it is rather an abstract and metaphysical concept. As for etymology, theory is derived from theoria and theoria from theoros. It refers to an act of viewing or seeing, of course not in a metaphysical sense. Plato understood it as 'eide'. During the time of Plotinus, theoria encompassed gazing at every possible reality, and this gazing, that is theoria, is closely related to reality as aunit that theoriacan perceive. However, we tend to distinguish, as other scientists of dualism have done, studio art from theory since a pre-modern approach to art has been particularly tuned to studio practice, set apart from theory. Therefore, in studio classes, students are expected to learn the subject based on the foundational curriculum methods such as medium, genre, technique:, rather than bringing out their own interpretations and discussing theories. As a result, students have become artists, who are not able to understand their own art. Art professors who conduct class in studio are required to proceed with specific 'theories' as well as 'intellectual reflections'. In this respect, this thesis presents poiesis and an idea of 'acting out'. Although art history and aesthetic theory tend to view art as a finished product, actual art-making and related theories should not only be acknowledged as 'completion' (finition) but also be accompanied by theoretic interpretations of the act itself and process. Accordingly, it is to accept and appreciate art as finished result in view of current theory and aesthetics thus boils down to aisthesis. Likewise, poietics starts from a point where an artist is related to studio and examines the 'work process' that extends as far as to the exact end of work. Through the study of such relationship, it is possible that theory understands 'studio' and 'process', and an artist can grant an independent meaning to studio where s/he pours her/his heart out creating a work of art. Theory is a study on artistic discovery thus should be equipped with functions that can accommodate fortuity, imitation, thinking, culture, and surrounding.

• Journal of the Korean Institute of Landscape Architecture
• /
• v.43 no.1
• /
• pp.139-156
• /
• 2015

The knowledge-based society of the 21st century requires a new kind of professional. Studio education has been the core pedagogical method to bridge the practical world and higher education in the field of landscape architecture. However, it is questioned whether studio classes have truly been performed from the learners' perspectives to solidify the competencies to meet the demands of the changing society. This study tries to draw key issues related to studio pedagogy in order to make a foundation for the improvement of studio classes in landscape architectural education. Five issues regarding landscape architectural studio education have been suggested through the literature review of three categories: the core competencies required for the future professionals, the pedagogical paradigm shift, and the changes along the evolution of landscape professions and curricula. The first issue is suggested as to approach the competencies from the holistic and systematic approach to define landscape architectural professionals for the 21st century. Second, studio classes should be redefined in the context of an entire curriculum, and, as a consequence, the linkage among the individual courses is found to be important. Third, design studio classes need to be restructured to have differentiated pedagogical objectives for the development of the learning phase. Fourth, it becomes crucial to research the pedagogical methodology and the reflective actions of instructors. Finally, it is required to think about what it means to be practical in the context of studio classes and the enhancement of educational infrastructure for the studio classes is to be important.

• The Research Journal of the Costume Culture
• /
• v.29 no.1
• /
• pp.134-151
• /
• 2021

The aim of this research is to develop a clothing and textiles studio course for preservice home economics teachers applying principles of Project-Based Learning (PBL) and maker education to equip future teachers with the ability to nurture creativity among adolescents. The studio course was developed in the following stages: analysis, design, development, implementation, and evaluation. We concluded that the resulting course met the following objectives extracted from the 2015 revised curriculum of home economics subjects: to promote creative and environmentally-friendly fashion design and styling abilities, gain the ability to use makerspace tools, understand flat pattern making and sewing processes, and develop creative thinking, aesthetic sense, and communication skills. Furthermore, the educational effects of PBL and maker education were confirmed through student comments on the course. Students mentioned the practicality of the material in their actual lives along with their enhanced integration of the subject material, self-directedness, aesthetic sense, ability to learn through trial and error, collaboration and communication, and sharing. Based on results from the implementation and evaluation stages, a clothing and textiles studio course should include the following modules: introduction of terms and tools, submission and sharing of clothing reformation and upcycling techniques, introduction to hand sewing, pouch making, heat-transfer printing, 3D printing, mask making, hat making, vest making, and the final team project on fashion styling. It is important for instructors to provide detailed guidelines on selecting personas for styling, looking for available materials, and selecting materials online.