Real projects versus instructed protocols: a compromised profile for proposing architectural design teaching projects

摘要

In teaching architectural design, schools have various perspectives concerning the projects taught in design studios. Some argue that students should challenge real design problems: the real project (RP) approach. Others claim that applying hypothetical projects could be more viable if they fit within the teaching protocol: the instructed protocol (IP) approach. Based on observations and a field survey comparing the RP approach, applied in Kunstuniversitat-Linz, Austria, and the IP approach, applied in Assiut University, Egypt, it was argued that both approaches have advantages and disadvantages. To reach a compromise, a teaching profile called the instructed protocol real projects (IPRP) profile was proposed. The profile has two components: an instructed teaching protocol and four different scenarios for proposing educational design projects.