Abstract:

The literature review about the quality of architectural education through three recent periods are show the acute problem of separation between the most of architectural courses taught by student and non-coherence/ integration among them. In addition to the imagination's weakness of most students, which produced from traditionally and non-innovative various educational courses. So there is a bad link between architecture, education and society through non intelligent architect.

Most of international quality standards are concerning by the student as the important product in the educational operation, therefore many methods of teaching/learning were existed. Also architectural education needs a deep transformation in order to produce dialogical critical thinking, both in educative settings, in professional studios and in social planning experiences. Moreover, the architectural model is an effective tool in the development of the design quality and the composition of architectural thought, beginning from project ideas, passing through clarify construction systems, access to final detailed design.

This paper aim to share innovative, comprehensive and integrated curricula which include a critical thinking experiences of teaching/ learning Architecture and Urbanism at the University and afterwards in practice field, to be a good link between other educational courses, and practice excerpts from those courses. It becomes a microcosm of them, and at the same time develops the sense of imagination, especially in the third dimension.

All of which would set up a strong and distinctive personality of architecture students, hence that paper to provide and evaluate this curricula to be tested, developed and modified, in order to be applied in the schools of architecture, and focuses on principles of two- three dimensional design process and composition.

The paper is divided into two parts: the first is theoretical base which is talking about the identification of the most strength /weaknesses of the educational problems, to identify the objectives, content and applications of proposed course. The second is practical base which illustrate/explain some of assignments/projects connected to the essential courses, and to clarify how to link between each other's through this course. By the end of the semester we should discuss pros and cons of the proposed curricula to be applied in the successive years, this course is entitled: "Modeling & Design Fundamentals".

The road map of the proposed curricula designed to connect its objectives of the assignments/ projects to the objectives of other courses, and thus this paper discuss in some detail the assignments of this curricula to emphasize its interaction with the rest of courses, horizontally through one academic year, and vertically in all successive academic years, the design of the innovative course consider skills/acknowledgements of the assignments/projects, including the ascending difficulty from this academic year to the next.

In order to make sure of the full interaction/ correlation of this innovative curricula with the rest of courses strongly, a coherent mechanism should be established to make a full coordination and cooperation with professors of other educational courses, to apply what they're doing automatically on the proposed course, in attempt to seriously builds the intelligence of the architecture student’s personality, and then a good architect later on.

Keywords:

The quality of architectural education, Modeling & Design Fundamentals, the Architecture Student’s Personality.