Abstract:

Addressing the architectural problems, considered as a multi-criteria decision-making process, is a complex issue. This complexity can be simplified via broadening the knowledge of architecture Form expression.

A series of practices, has been designed, through the analysis of architectural works, containing a series of techniques and strategies, being implemented on geometric and non-geometric volumes and masses. Three groups of students were volunteered to inter the empirical contest, differing in the duration of their practice based on the mentioned course, with having group A, with more than three years of practice, group B less than two years and group C with no Form-based training.

Some sort of design programs has been defined, consisting of a wide range of architectural subjects and the attending groups of students presented their works via imaginary sketches in the defined framework. The result is then evaluated by architectural experts and professionals and it shows a great impact on the creativity expressed in the project, and the quality of the architectural solution respectively from group A with the maximum attained result and group C with the minimum results.

The outcome of this research illustrates the functionality of implementing this method in different students and importing the course in the architecture school’s pedagogy leads to a significant improvement in form finding solutions and design creativity among architectural students.

Keywords:

Form-based practice, design studio, architecture students, architecture education.