پديد آورندگان :
عليپور، ليلا دانشگاه تهران - پرديس هنرهاي زيبا، تهران , اكرمي، غلامرضا دانشگاه تهران - پرديس هنرهاي زيبا، تهران , فيضي، محسن دانشگاه علم و صنعت ايران - دانشكده معماري و شهرسازي، تهران , محمد مرادي، اصغر دانشگاه علم و صنعت ايران - دانشكده معماري و شهرسازي، تهران
كليدواژه :
برداشت از اثر , ايده آفريني , طراح , آموزش معماري
چكيده فارسي :
دانشجويان معماري معمولا در شروع طراحي نمونه هاي مشابه را جست وجو و مطالعه مي كنند. توصيه به بهره گيري از آثار معماري در طراحي در جهت ارتقاي كيفيت طراحي انجام مي شود. اما اگر اين آثار به شيوه نادرست استفاده شوند به كپي برداري و برداشت سطحي منجر مي گردند. در اين پژوهش سوال اصلي اين است كه چگونه مي توان به دانشجويان شيوه صحيح برداشت از آثار معماري را آموخت. در اين تحقيق فرآيند بهره گيري از آثار تحت عنوان فرآيند برداشت در سه مرحله انتخاب اثر، خواندن اثر و آفريدن ايده تعريف مي شود. سپس به مطالعات و دستاوردهاي ساير پژوهشگران مراجعه شده، عوامل موثر، رويكردها و راهكارهاي ارتقاي هر مرحله از برداشت به روش كيفي بررسي مي شود. يافته هاي پژوهش نشان مي دهد در مرحله انتخاب اثر، نوع داده (نقشه ها، تصاوير، ديدن واقعيت اثر، زمينه و ساير آثار مرتبط) بر مراحل بعد تاثيرگذار است. يافته ها همچنين نشان مي دهد ويژگي هاي طراح (خبرگي، توانايي، اهداف و رويكردها) بر كل فرآيند برداشت موثر است. در انتها نتيجه گيري مي شود كه راهكارهاي ارتقاي برداشت كه مي تواند در آموزش معماري مورد استفاده قرار گيرد شامل استفاده از آثار متنوع و داده هاي متنوع از اثر، خواندن همه جانبه، ارتقاي مهارت ايده آفريني و تمرين برداشت است.
چكيده لاتين :
Searching for and analyzing similar examples is a common strategy in architecture education. Today due to simple access to the pictures of examples, students use examples more than before. However, designing with example has a dual effect on design outcome. The main question is how to educate students to correct their adaptation from precedents? This issue has been investigated in inspirational design, case base design, design precedents and design analogy areas. In all the researches the three main stages include: (1) selecting the source, (2) analyzing the source, and (3) creating a new design, that are considered as the main adaptation stages in this research. The adaptation can occur in superficial or structural ways. In the first stage, i.e. selection, the important effective factors are the distance between source and target, designer’s expertise, designer’s goals, the type of source, and the type of source data. Sources are categorized into between and within domain based on the distance factor between source and target. The source selection is affected by designer’s approach and is related to the reading method of source. The data of source is categorized into four types: pictures and maps, seeing the real cases, the real cases during real function in real context, and other related architectural precedents. The reading of precedents can take place by expert analyzer or designer with no enough skill in reading. In the first method, the expert reads architecture to produce architectural knowledge. This knowledge can be used in design indirectly. In this research the second method is considered, while the tools and approaches of the first method can be used to educate architecture students. Each reading pattern or strategy needs special tools and information. The types of information that are obtained from precedents are categorized into six categories: form, function, space, meaning, cultural-social, and historical aspects. Each type of information can be read superficially or structurally. The correct and comprehensive reading depends on designer’s ability. Creativity has different definitions and the main core of most of these definitions is the concept of “novelty”. The recent definitions considered both aspects of novelty and value of ideas. To have creative idea after reading stage, researchers have emphasized on different strategies based on problem-solving, incubation, transformation, and idea generation skills. One of main effective factors in the creation stage is designer’s creativity. Inability in creation is the common problem of students. The two stages of reading and creating are not separated and occur at the same time. We concluded that designer’s characteristics are the basic factors and the strategies that can be used in architecture education include: selecting diverse precedents, comprehensive data from precedents, reading different factors to obtain a whole perception, scrutiny of analysis, reading structurally, adaptation training, and enhancing ideation skills. Architecture education has a difficult path to empower students for successful adaptation, and architecture educators must have the necessary knowledge and plan to enhance the students’ capabilities.
