International Journal of Contemporary Architecture ”The New ARCH“ Vol. 4, No.

3 (2017) ISSN 2198-7688

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DOI: 10.14621/tna.20170304

Creative Improvement in Architectural Education through

Inclusive Design Aspects and Methodical Concepts
Nina Ugljen-Ademović*, Senka Ibrišimbegović

University of Sarajevo, Faculty of Architecture, UNSA, AFS, Department of Architectural Design

71000 Sarajevo, Bosnia and Herzegovina;
[email protected], [email protected], [email protected], [email protected]

Abstract 1. Introduction
The actual role of architecture in the new social framework, Economic growth and social and cultural development
conditioned by the transition processes in Bosnia and Herzegovina,
are posed as imperatives today in overcoming problems
largely deviates from the enrooted aspirations of architecture as the
human paradigm of the society and culture. This is considered to be caused by transitional processes in Bosnia and
the turning point where the educational system needs to find Herzegovina. That is why the thesis on education as an
adequate answers to the whole range of problems of formal education initiator of such development, simultaneously
system. Therefore, introducing interdisciplinary thinking for the
improving the discipline itself and vitalising itself, seems
purpose of offering concrete solutions to the demands of places, users,
local community, as well as needs of architecture as a cultural product, appropriate. With respect to specific characteristics of
appears a necessity. The fundamental problem for education in the entire context, and following the contemporary
architecture begins with the question – how to connect the current educational trends, it is clear that the aforementioned
educational process and architectural practice in order to improve the
demands for recovery and development are not possible
profession itself?
Forming a studio was one of first solutions we wanted to implement. to realise without an adequately determined
But the formulations of studios shall focus on discussions of studio- methodological approach to the change of today’s
based design learning systems and curriculum developments on education.
integral design studios that aim significant and innovative frameworks.
In this context, integrated design studios are the newest approaches Of course, it should immediately be emphasised that the
to architectural education. In this education system, every studio has inherited educational process was fully adjusted to the
its own integral course. Integral courses give support to the design
studios. This support can be either theoretical or practical. The support
needs of that time and, as such, it was successfully
of the integral courses to studios must be evaluated deeply. This paper implemented within such framework. Though it
presents the positive and negative aspects of the new integral studio originated on a fragmented historical background, it was
approach in this context. The specific studio, which tends to improve consistently resisting changes.
the former one, is based on an integrated approach to design process.
It implies an active interaction between theory and practice through The environment we speak of in today’s architectural
cooperation on multiple levels, such as – academic staff, students,
education has drastically changed, especially taking into
experts from practice, experts from institutions responsible for the
planning and city development and future inhabitants. The important consideration the internal turmoil dominated by the
segment of the newly-introduced methodological concept is insisting neo-liberal market demands that have enabled the
upon critical, objective evaluation on every stage of design. process of co-modification to enter into all the spheres
Case Study: Issues of the family house modernity in Bosnia and
of society of which education is the most vulnerable
Herzegovina
A family house is both the most represented typology of residential (Figure 1).
space and most referent area of dealing with (this) new social reality.
Therefore, the Studio methodology is based on the basic tendency
In accordance with the change of the social organisation
towards the integration of theory and practice through the work on in the past two decades, but also the striving to gradually
specific locations in the city and in cooperation with relevant planning become a part of global trends, completely new
institutions. demands are set with regards to this issue. These
demands often involve tensions at several different
Keywords: Interactive education; Inclusive design; levels, most of which are those that try to solve local
New methodology; Modernity (as) problems within the context, where the global processes
process are involved. The apparent need to engage in modern
education processes has almost changed over the
Article history: Received: 13 October 2017 course of the night. This resulted in the non-selective
Revised: 01 / 04 December 2017 innovation of the entire process of architectural
Accepted: 07 December 2017
education, while neglecting the realistic frameworks in
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International Journal of Contemporary Architecture ”The New ARCH“ Vol. 4, No. 3 (2017) ISSN 2198-7688
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Figure 1. Actual relationship affecting education process

which it operates, the continuity of inherited values, and time in which they create, thus educating the wider
creating a gap between requirements and real public at the same time.
possibilities.
In that way, education does not cease within the
At that point, there was a need to "liberate" the classical academic process, but goes beyond the institutional
educational process and its active integration into the boundaries, entering the real framework and issues,
social environment, "listening to" the needs of the wider adopting an interdisciplinary approach. “I suggest that
community. architectural design pedagogy should be viewed as
training toward the manifestation of the ability to
The newly-envisaged education process revitalizes
conceptualize, coordinate, and execute the idea of
architectural education in a way that it ceases to be just
building [5].”
a companion of the status quo and becomes the initiator
and the holder of an integral approach to architectural Guided by the fact that family houses are still the most
design. frequent typology within the defined, constructed
space, the research will focus on the problems of
modernity of single/family houses (Case Study), as a
2. Interactive education methodology in the reference in conceptualisation of space as a whole,
projecting process epistemological notion, consisting of concrete, material
facts, social influences and personal thinking.
In order to prevent the entire process from becoming
That enables mutual activity between humans and their
haphazard, it is necessary to define adequate
environment, as well as the creation of an existential
methodology, based on a synchronous activity of theory
space as the foundation for understanding architecture
and practice in every segment of the work. Since
and the proposed educational process.
architectural education is in question, a very specific
scientific field, exact and abstract, artistic and applied, “The correspondence between man and his environment
the entire issue is at the turning between the newly- is a two-way process, a true mutual relationship.
created demands and real possibilities. In that, one ‘Architectural space’ is a concrete, physical
should keep in mind that we speak primarily and above manifestation and the result of such a relationship. One
all about education of designers-project engineers, could say that existential space, as one of the
whose creative solutions shape the world and reflect the psychological structural elements of the man’s existence
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International Journal of Contemporary Architecture ”The New ARCH“ Vol. 4, No. 3 (2017) ISSN 2198-7688
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in the world has a real reflection in the architectural By emphasising theoretical discourse as the essential
space [2].” part of this section of research, the development of
critical autonomy of architecture is also encouraged, for
in it, architecture is seen as a reflection of real needs of
2.1. Dialectical search for creative man and the context, opposite the non-selective and
contradictions uncontrolled architectural production. In that way, the
creation of forms per se is avoided, while educational
In order to realistically comprehend the idea of process is directed towards the applied knowledge or
existential space, in the context of the present social reconfiguration of the role of architecture as science
transformations, it is necessary to start from the fact within a reality. In the spirit of such an approach, it is
that architectural design is, essentially, a dialectical necessary to correctly comprehend and semantically
quest for creative contradictions for the purpose of differentiate the terms – modern, modernity and
establishing new qualities of both an individual housing modernisation, within which every design process is
unit and space in a wider sense [6]. unfolded and realised. That is why it is important for the
case study to emphasise the term modern as
In that context, space appears as the most important comprehensive and polysemantic, modernity as a
resource directly influenced by man who also operates concept and a “mediator” between the processes of
within it. The spatial complexity we speak of demanded socio-economic development (modernisation) and a
an integral approach to the study of theory and practice, subjective response to that development, and
as well as a working methodology that would not only modernisation as a process, in order to be able to set
understand the issue in question, but also continuously grounds for valorisation of that which is current and
develop awareness of the importance of the processes parameters for designing that what is to come.
within which it acts, in the sense of reshaping the social
The second level entails inclusion of findings and their
values and their influence to every individual [3].
application in the recent, realistic framework on the way
That is why the first step to the newly proposed to achieving a concrete design. Development of such
methodology suggests education at two levels that way of work enables students to go beyond the borders
constantly interact. of solving the issues strictly within the academic
community, and also encourages teamwork with
At the first, analytical level, the issue of modernity is inclusion of experts from practice and the future users.
explored through a phenomenological approach, while Consequently, students become “active learners” in the
the issue of housing is researched through the process design process, which is an open process, and
of transformations of needs of the society and an participate individually in setting the task, examining
individual. possibilities and proposing solutions (Figure 2).

Figure 2. Dominant studio’s methodology

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N. Ugljen-Ademović, S. Ibrišimbegović: “Creative Improvement in Architectural Education through Inclusive Design …”, pp. 32–38 34
International Journal of Contemporary Architecture ”The New ARCH“ Vol. 4, No. 3 (2017) ISSN 2198-7688
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2.2. Inclusive method in architectural character is examined in the sense of determining the
education private, semi-private and public aspect. Local population
is an important contributor – the future users of an
Fully aware of the fact that schools of architecture object who express their needs in the back
change their curricula, adjusting them to the current communication, but also accept suggestions. In that
issues of society and constructed surrounding at the way, the basic principles upon which rest the process of
global level, the matter is further complicated by redefining social sustainability of a space are achieved.
arriving to the level of local specificities and needs. The second segment of the work entails inclusion of
That finding initiated the “rethinking” of the role of experts from practice, urban designers and planners
architecture in a broader sense, and the conclusion into the design process. Students engage into a
followed that the real role of architecture in the past discussion with them and are thus enabled to analyse
thirty years has been at the border between two the existing regulatory and urban plans. They are also
demands – to create architecture by focusing exclusively encouraged to equally and within realistic framework
to the issue of form, or to create architecture that would participate in the discussion, detect possible lacks,
exchange attitudes and propose new solutions.
rationalise the creative process. Paying full respect to
both approaches, as well as the contemporary Within these two proposed segments, a kind of “design
tendencies of finding a balance between the rational dialogue” is realised at two levels: On the first level,
and the creative, we, however, opt for a solution that between real conditions and needs of users on the one
excludes neither attitude; a solution that will not try to hand, and designers on the other. At the second level,
bring those attitudes together, but rather juxtapose between the objectives circumstances from the practice
them through connections with the specificities of the and the educational process (Figure 3, 4, 5).
material and non-material context, and that will propose Finally, the third segment is the result of the first two
solutions and their evaluation through an analytical and is manifested through a more homogenous
process. relationship between the analysis and the project
In that way, the relationship the rational vs. the creative process. The way of work and the communication
will replace the relationship the creative from the professor – student simulates the work in a bureau,
rational, which means, in educational sense that the where the professor is also the critic.
focus is on the process of finding a solution or the Supporting the opinion that the “set limitations” initiate
“design thinking process”. creativity, work on a model is introduced into all stages
Such basic idea initiates the introduction of inclusive of design, where “the main goal has not been to use the
methodical concept that is unfolded in three segments. model exclusively as the final product of the design
process, but rather as a means/tool that enables
The first segment entails inclusion of social evaluation and the development of the very design
competences for the purpose of achieving social process through an open discussion student-group,
sustainability, and, in accordance to that, social student-group-professor, and student-group-planner
relationships within the specific locality are analysed, its [1].”

Figure 3, 4, 5. Design dialogue through studio education process

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N. Ugljen-Ademović, S. Ibrišimbegović: “Creative Improvement in Architectural Education through Inclusive Design …”, pp. 32–38 35
International Journal of Contemporary Architecture ”The New ARCH“ Vol. 4, No. 3 (2017) ISSN 2198-7688
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Figure 6, 7. Results of students of working in the studio on topic of “Issues of Family House Modernity” in Sarajevo

The proposed methodological concept was developed 4. Case study

as an answer to the real needs of the material and non-
material surrounding, and it implies introduction of a As part of the cooperation with NTNU, we were able to
studio where formulations of studios will focus on propose at the Sarajevo Faculty of Architecture (AFS)
discussions of studio-based design learning systems and this very work in the studio and thus introduce an
curriculum developments on integral design studios that innovation into the faculty’s curriculum. For three
aims at significant and innovative frameworks. In this academic years (2013 – 2016), we were able to monitor
context, integrated design studios are the newest students in their studio work through integration of the
approach to architectural education. aforementioned three segments of designing a family
house, as part of the subject “Issues of Family House
Modernity” at concrete locations in Sarajevo (Figure 6,
3. Introducing studio-based design into 7).
learning process
4.1. The first segment: Social sustainability in
Space, as Lefebvre reminds us, is a social product: What design process
we call space is an always-already-full texture of
trajectories and functions determined by natural Providing guidance to students within rather 'confusing
conditions and subsequent historical development. The and chaotic' interventions of inhabitants, in which
abstract spatial regime of modernity reifies space, students were accorded considerable freedom and were
detaching it from life. Space, Lefebvre explains, becomes encouraged to take initiative in communication with the
a set of formal relationships among objects, erasing inhabitants sometimes crossed the boundaries of the
distinctions that derive from nature and historical time customary working methods. The social component of
as well as this distinctions linked to our bodies, such as the settlement's sustainability was important to us in
age, sex, and ethnicity [7]. order to ensure their long-term functionality [8].

If we live in the postmodern age of multiple truths,

might it be possible to develop strategies for teaching 4.2. The second segment: Inclusion of experts
this epistemological discovery to students in studios? Do from practice in the in design process
we have to agree with Friedrich Nietzsche that historical
knowledge is bad and stifling, or on the contrary, could Research and analysis of proposed regulating and urban
the students’ recognition be, that the system of development plans, which were sometimes found to
include shortcomings and inconsistencies, allowed the
instruction in the studios can be liberating? Just as space
students to propose more optimal solutions and
is not a blank sheet but is continually compromised by
participate equally in discussions with authorized town
social interactions, the government agencies, and the planners and plan designers. Such discussions ranged
levelling affects of late capitalism and transition, so too from the analysis of the community level to the actual
architectural education is a contested terrain. Might it internal organisation of the structure in question.
be possible for instructions to foreground, rather than Students were permitted to challenge and test their
obscure, this contestation [9]? (One possible strategy for visions of space and constructed spatial structures
such an approach is outlined in Val K. Warke against realistic possibilities – economic, social and legal.
“Prolegomena to a Rethinking of Context in But they also offered the planners a different way of
Architecture», Cornell journal of Architecture 5 (1996) 8- thinking and treatment of the existing space, which
15.) could be incorporated into the existing town plans [1].

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N. Ugljen-Ademović, S. Ibrišimbegović: “Creative Improvement in Architectural Education through Inclusive Design …”, pp. 32–38 36
International Journal of Contemporary Architecture ”The New ARCH“ Vol. 4, No. 3 (2017) ISSN 2198-7688
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4.3. The third segment: Simulation of the work evaluation and development of the designing process
in a bureau; Designing with architectural through an open discussion between the student and
models the group, between the student, the group and the
professor, and the student, the group and the planner
The emphasis was placed on the exchange between the (Figure 8, 9, 10).
professor and the student, not ex cathedra, but through
Through construction of several model variants, each
simulation of the work in a design studio, with the
student and the group were confronted with the spatial,
professor acted also as a critic and where the role of the
substantive and formal repercussions of their
architect is contemplated between the two poles: the
creator vs. the critic. This manner of teaching was ideas/concepts. This permitted them, as future
possible through application of structural models in all designers, to comprehend the design process as a
stages of work. It is well-known that a structural model source of inspiration and ideas that are necessarily
clarifies architectural concepts for the general public, challenged for the purpose of deepening and improving
thereby serving as a presentation and representation of one’s own practice. Therefore we completely agree that
the entire project. Still, the main goal was not to use the ’making models and learning to master their
structural models exclusively as the final result of the possibilities, goes hand in hand with the development of
design process, but as the means / tools to allow a personal design signature’ (Figure 11, 12).

Figure 8, 9, 10. Presenting, making model and designing space in studio

Figure 11, 12. Results of students of working in the studio on topic of “Issues of Family House Modernity” in Sarajevo

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International Journal of Contemporary Architecture ”The New ARCH“ Vol. 4, No. 3 (2017) ISSN 2198-7688
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5. Conclusion making a living space better, more contemporary and

adjusted to the demands of the new age. In that context,
The nature and the character of the assignment during a dialogical character of sustainability in architecture
the Studio required an examination of the ambiguity of holds an important place and has no alternative.
sustainable architecture, so the students were guided to
understand this concept in its integrity. The prevailing References
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