Daylighting design in the architectural design studio

Demirbilek, Nur, Garcia Hansen, Veronica, & Gard, Stefan (2009) Daylighting design in the architectural design studio. In Proceedings of the 43rd Annual Conference of the Australian and New Zealand Architectural Science Association, Australian and New Zealand Architectural Science Association (ANZAScA), University of Tasmania, Launceston, Tasmania, pp. 1-8.

View at publisher


This paper discusses two different approaches to teaching design and their modes of delivery and reflects upon their successes and failures. Two small groups of third year design students have been given projects focussing on incorporation of daylighting to architectural design in studios having different design themes. In association with the curriculum, the themes were Digital Tools and Sustainability. Although both studios had the topic of daylighting, the aim and methodology used were different. Digital Tool studio’s aim was to teach how to design daylighting by using a digital tool, where as, Sustainability studio aimed at using scale modelling as a tool to learn about daylighting and integrating it into design. Positive results for providing student learning success within the University context were the students’ chance to learn and practice some new skills –using a new tool for designing; integration of the tutors’ extensive research expertise to their teaching practice; and the students’ construction of their own understanding of knowledge in a student-centred educational environment. This environment created a very positive attitude in the form of exchanging ideas and collaboration among the students of Digital Tools students at the discussion forum. Sustainability group students were enthusiastic about designing and testing various proposals. Problems that both studios experienced were mainly related to timing. Synchronizing with other groups of their studios and learning of a new skill on top of an already complicated process of design learning were the setbacks.

Impact and interest:

Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

129 since deposited on 02 Dec 2009
0 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 29072
Item Type: Conference Paper
Refereed: Yes
Additional URLs:
Keywords: Daylighting design, design studio, architectural education, architectural science, HERN
ISBN: 9781862955479
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Education Systems not elsewhere classified (130199)
Australian and New Zealand Standard Research Classification > BUILT ENVIRONMENT AND DESIGN (120000) > DESIGN PRACTICE AND MANAGEMENT (120300) > Design Innovation (120302)
Australian and New Zealand Standard Research Classification > BUILT ENVIRONMENT AND DESIGN (120000) > ARCHITECTURE (120100) > Architectural Design (120101)
Divisions: Past > QUT Faculties & Divisions > Faculty of Built Environment and Engineering
Past > Schools > School of Design
Copyright Owner: Copyright 2009 Australian and New Zealand Architectural Science Association and the authors
Copyright Statement: The copyright in this volume belongs to ANZAScA. Copyright of the papers contained in this volume remains the property of the authors. Apart from fair dealing for the purpose of private study, research, criticism or review, as permitted under the Copyright Act, no part of this volume may be reproduced by any process without the prior permission of the publishers and authors.
Copyright of images in this publication are the property of the authors or appear with permissions granted to those authors.
Deposited On: 02 Dec 2009 22:57
Last Modified: 25 May 2016 05:47

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page