Performance based early design in architectural education : framework, methods and experiences / by Işıl Kalpkırmaz Rızaoğlu. Wuppertal, 2024
Inhalt
- Acknowledgements
- Abstract
- Kurzfassung
- Nomenclature
- Contents
- Chapter 1
- INTRODUCTION
- Chapter 2
- THE STATE OF THE ART OF BPS IN ARCHITECTURAL PRACTICE AND EDUCATION
- 2.1. Framework of the Terminology
- 2.1.1. Building design
- 2.1.2. Building performance
- 2.1.3. Performance based design
- 2.1.4. Building performance simulation
- 2.1.5. Design and performance assessment tools
- 2.2. BPS in Architectural Practice
- 2.2.1. Historical background
- 2.2.2. BPS in architecture
- 2.2.3. Architect as a performer
- 2.2.4. BPS in early design
- 2.3. BPS in Architectural Education
- 2.3.1. Relevance of BPS
- 2.3.2. Current use: challenges and possible solutions
- 2.3.3. Integrated architectural design education: creativity and science
- 2.3.4. BPS and design studio
- 2.4. Conclusion: Research gap and thesis focus
- Chapter 3
- INVESTIGATING BPS IN HIGHER EDUCATION
- 3.1. Introduction
- 3.2. Methodology
- 3.3. BPS in Teaching - Survey
- 3.3.1. Introduction
- 3.3.2. Methodology
- 3.3.3 Results
- 3.3.3.1. Respondents’ Background
- 3.3.3.2. Courses Utilizing BPS
- 3.3.3.3. BPS Tools
- 3.3.3.4. Suggestions and Comments from Respondents
- 3.3.4. Discussion
- 3.3.5. Conclusion
- 3.4. BPS in SDE21/22 - Review and Survey
- 3.5. Design-Integrated BPS Teaching - Interviews to capture educators’ views
- Chapter 4
- EARLY DESIGN BPS PLATFORM FOR TEACHING
- 4.1 Introduction
- 4.2. Methodology
- 4.3. Prototype 1: “EnergyPlus UI for Rhino “
- 4.4. Prototype 2: “Radiance UI for Rhino”
- 4.5. Testing Prototypes
- 4.6. Discussion
- 4.7. Conclusion
- Chapter 5
- PERFORMANCE BASED EARLY DESIGN TEACHING
- 5.1. Introduction
- 5.2. Studio Prototype 1: “Semi-Integrated Studio”
- 5.2.1. Content, structure and tools
- 5.2.2. Studio entrance survey
- 5.2.3. Methodology
- 5.2.4 Students’ works
- 5.2.5. Students’ feedback
- 5.3. Studio Prototype 2: “Integrated Studio”
- 5.3.1. Content and structure and tools
- 5.3.2. Studio entrance survey
- 5.3.3. Methodology
- 5.3.4. Students’ works
- 5.3.5. Students’ feedback
- 5.4. Educators’ Feedback on the Studios – Interviews
- 5.5. Discussion
- 5.5.1. Observations during the tests of the studio prototypes
- 5.5.2. Students’ feedback on the studio prototypes
- 5.5.3. Educators’ comments on the studio prototypes
- 5.6. A Framework for Performance Based Early Design Teaching
- 5.7. Conclusion
- Chapter 6
- CONCLUSION AND FINAL REMARKS
- References
- List of Figures
- List of Tables
- List of Publications
- Appendix
- Appendix A
- AI: “BPS in Teaching” Survey – Questionnaire summary
- AII: “BPS in Teaching” Survey – List of BPS tools
- AIII: Interview – Questionnaire
- Appendix B
- BI: “EnergyPlus UI for Rhino” - Example scripting for building elements and materials: “Heavy Construction Wall”
- BII: “EnergyPlus UI for Rhino” - Example scripting for building elements with different thermal mass properties
- BIII: “EnergyPlus UI for Rhino” – Settings GUI
- BIV: “Radiance UI for Rhino” – Example daylight factor analysis
- BV: “Radiance UI for Rhino” – Example radiation analysis
- BVI: “Radiance UI for Rhino” – Example shadow range analysis
- Appendix C
- CI: Semi-integrated Studio – Syllabus
- CII: Semi-integrated Studio – Entrance survey
- CIII: Semi-integrated Studio – Example “Assignment” document
- CIV: Semi-integrated Studio – Example “Expectations for Colloquium” document
- CV: Semi-integrated Studio – Evaluation Survey
- CVI: Integrated Studio – Syllabus
- CVII: Integrated Studio – Entrance Survey
- CVIII: Integrated Studio – Example “Assignment” document
- CIX: Integrated Studio – Example “Expectations for Colloquium” document
- CX: Integrated Studio – Students’ Posters
- CXI: Integrated Studio – Evaluation Survey
- CXII: Studio Interview – Presentation