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Approach Change in Building Technology Education;
From “Typical” Details to Performance Based Design
M. Cem ALTUN
Istanbul Technical University – Faculty of Architecture, Istanbul TURKEY
mcemaltun@yahoo.com
Ecem EDİS
Istanbul Technical University – Faculty of Architecture, Istanbul TURKEY
ecem@itu.edu.tr
Caner GÖÇER
Istanbul Technical University – Faculty of Architecture, Istanbul TURKEY
gocercan@itu.edu.tr
Abstract
Architecture is a highly local profession in some respects. Codes, regulations, preferred construction systems,
available building products and environmental conditions differ in each country. Related with this local
character, building technology education in architecture was mostly local in the near past and mainly
depended on local typical details.
Prior to technological advancements of mid 1900s, it was appropriate to use typical details in building codes
and regulations, and also in architectural education. However today, building materialisation alternatives tends
to be countless in number. Additionally, globalisation changes the local character of building technology.
Therefore, approaches based on typical details become insufficient, and performance codes and standards
are prepared as a new approach. Due to this progress in building sector, building technology education has
required an approach shift. In today’s education, as well as local building details, factors affecting building and
various technological alternatives need to be considered. Graduates should have the ability to appraise and
adapt technological alternatives according to project specific conditions while designing.
In building technology education, teaching to appraise and adapt technological alternatives can be achieved
by using performance and design based approaches. In the paper, such an education approach is introduced,
and “Building Element Design” course given by the authors in I.T.U. School of Architecture is presented as an
example.
Keywords: Building Technology Education, “Typical” Detail Approach, Performance Approach, Building
Elements Design, Construction
To this version of the paper 6 figures are added which are erroneously not included in the paper on the proceedings CD.
1. Introduction
Architecture is a highly local profession in some respects. Building codes and regulations, preferred
construction systems, methods and techniques, available building products and their quality, and
environmental conditions differ in each country. These may also differ in each region within a country.
Therefore local professional registration procedures based on exams and/or interviews are used in most
countries. However, globalization has an affect on this situation, and today building professionals (architects,
technicians, construction workers, etc.) may prefer to work in countries other than they are educated.
Moreover building knowledge and products can be exchanged easily. In order to overcome the problems
occurring due to increased mobility of professionals and goods, education approaches require to be changed,
especially in building technology education in schools of architecture.
Another reason for a change demand in building technology education is the scientific and technological
advancements occurring since mid 1900s. The executed scientific researches help to understand building and
its behavior, and also its effect on occupants. Thus reason - result relations can be constituted and
predictions can be made for differing situations (Groak, 1992). Hence building technology education based on
teaching “typical” building details that are developed gradually in a long period of time, is no longer needed.
Teaching only typical solutions is also insufficient because of the limited appropriateness of these solutions to
changing project specific conditions (Emmitt, 2002). Moreover, the accelerated development of building
methods and products limits the use of typical building details in building technology education due to the time
required to teach every technological combination alternative.
Building industry is also changing its approaches on account of the technological advancements. Performance
codes and standards, performance specifications in different scales are being used instead of prescriptive
standards, specifications and typical details (Anonymous, 2000; Emmitt & Yeomans, 2001). Performance
approach helps to cope with excessive number of technological alternatives. In relation with this approach
change in building industry, building technology education in architecture schools also needs to be changed.
For these reasons, building technology education is investigated in the paper on the example of I.T.U. School
of Architecture . In this respect, the previously used approach is explained briefly in order to reflect the change
in the curriculum. Subsequently, an alternative approach used in current curriculum of I.T.U. School of
Architecture is introduced briefly. Finally, “Building Element Design” course given by the authors in 2004-2005
Spring Trimester is explained and discussed in detail.
2. Building Technology Education
As in many other schools, in I.T.U. School of Architecture, the curriculum consists of two main parts: the
design studio and several “service” courses. The building technology education is realized through
“construction” courses, which are a part of the so-called “service” courses. Until the late 90’s, the “typical”
detail approach was used in the “construction” courses of I.T.U. School of Architecture. The “construction”
courses mentioned here are dealing mainly with building elements such as; external walls, wall openings,
roofs, floors, staircases and internal partitions. In relation with the character of the “construction” courses and
their place in the context of the curriculum, two arising problem areas can be mentioned: The disadvantages of
“typical detail” oriented education approach of the “construction” courses and the isolation of the “construction”
course from the “design studio”.
2.1 “Typical” Detail Approach in Building Technology Education
“Typical” details are, on one hand, rather specific solutions assuming, certain construction techniques,
legislative constrains and the availability of certain building materials. On the other hand, “typical” details are
“still life pictures” in terms of environmental conditions and user requirements. From the aesthetics point of
view “typical” details have either very specific relation to a specific building or are a part of “any” building
without an identifying character. One part of the “typical” details is “traditional” details. “Traditional” details are
an accumulation of centuries of constructional wisdom about what works and what doesn’t. As “traditional”
details comprise traditional building materials and construction techniques sometimes they are out of date,
regarding recent materials and techniques. Some of the “typical” details were developed regarding
contemporary materials and techniques of a certain period. Those “contemporary” typical details are
sometimes unproven according to their long-term performance and may lead to building failures.
In “construction” courses where “typical” detail approach is used, those details are mostly introduced as “best“
and “only” solutions for building elements. The students simply copy the suggested solutions without rethinking
the ideas behind it. Sometimes, the student’s perception of “typical” details is limited to a package of
knowledge that has nothing to do with the design process. Consequently and as a result of the isolation of the
“construction” course and the “design studio” from each other, most architecture students have difficulties in
integrating the knowledge delivered in the “construction” courses into the design process in the studio. On the
other hand, that knowledge is rarely a design parameter, with high priority, in the design studio.
2.2 Performance and Design Based Approach in Building Technology Education
In 2002/2003 Spring Term a new building technology curriculum was introduced after a self-assessment
process done in relation with school accreditation procedure. The curriculum was consisted of three courses
as; “Introduction to Building Construction”, “Building Construction Methods” and “Building Element Design”
given on second, third and fourth terms respectively. The courses are organized to give building technology
and design knowledge in three different levels as; “recognize”, “understand” and ”ability to use knowledge”.
The objective and content of these courses and the capabilities expected to be gained are explained briefly:
Introduction to Building Construction course aims to introduce the concept of building and construction.
Building is taken into consideration as a system and its subsystems as “building elements system”, “structural
system” and “service systems”, and its interaction with user and environment is analyzed on preliminary level.
At the end of the course, the students are expected to “recognize” building and its components, and some
factors affecting them.
Building Construction Methods course aims to give detailed knowledge about building elements system
consisting of external walls, windows and doors, roofs, floors, staircases and internal partitions. For each
system, design requirements, performance criteria, factors affecting their performance, available technological
opportunities, and traditional and advanced construction methods are explained in detail. At the end of the
course, the students are expected to “understand” building element systems, and their design and construction
in respect to affecting factors, required performance and available resources.
Building Elements Design course aims to teach how to design building elements in respect to requirements,
criteria and resources, and how to integrate different building elements such as roof and exterior wall, floor and
internal vertical partitions, etc. At the end of the course, the students are expected to “use” the building
technology knowledge in the design process.
Even though issues related with materials, structural systems, project and construction management, and
environmental control are briefly considered within these courses in order to reflect the effects and interactions
in a holistic manner, they are mainly taught in different courses given by different scientific sub-divisions.
3. Building Element Design Course of 2004-2005 Spring Trimester
This paper mainly deals with the “Building Element Design” course, as it is the most important part of the triple
sequence in terms of the capabilities expected to be gained by the students.
The “Building Element Design” (MIM244 Yapı Elemanları Tasarımı) course given by the authors in 2004-2005
Spring Trimester, consists of three “modules”. The first module comprises the theory of construction design
process. It’s mainly a review of the second term course “Introduction to Building Construction” and the third
term course “Building Construction Methods”. A construction design method is also introduced in the first
module. Performance-based design of building elements and the “systems approach” are important parts of
the method emphasizing the interaction of the whole and the part considering “the building” as a system and
“the building elements” as sub-systems. The second “module” comprises, “fragmental” construction design,
partly using “typical” details of building elements. The third “module” is the main core of the course and deals
with the design of building elements. The first module is covering two weeks, the second six weeks, and the
third module is covering six weeks in a 14-week trimester with four hours per week. Here it is mainly focused
on the third “module”.
In the third module, students are assigned to design a detached single family-house with an integrated home-
office for themselves. The site is an imaginary low-sloped area with a view towards the west direction. The
climatic environmental conditions are values for Istanbul. No further environmental conditions or site conditions
are taken into account as design criteria. The low complexity design problem in terms of environment, spatial
organization and form allows focusing mainly on the building element design.As building elements do not exist
for their own sake, the interaction of the building as “the whole” with the building elements as its “parts”, is an
important design criterion.
At the time when rough spatial organization and generic form alternatives are generated by the students, some
structural system alternatives are also integrated into the design. Starting with the construction design, the
building is “analyzed” by dividing it into its parts; the building elements, namely the exterior wall, wall openings,
roof, floor, staircase and internal partitions which are also forming the “space” and “form” besides their specific
basic functions.
A list of performance requirements, roughly 30 by number, for each building element is introduced to the
students. They are assigned to form a specific list, up to ten high-priority performance requirements for each
building element. The priorities for performance requirements are set individually by each student according
his/her design concept. Students are expected to investigate building materials fulfilling those performance
requirements. Students collect information about material properties from technical brochures gathered
through market and internet search, and construction fair visits.
The construction systems for building elements are chosen freely by the students. The building elements are
designed by assembling the selected materials, considering the performance requirements together with the
aesthetics and buildability design criteria. The design of each building element starts with making a partial
model in 1/20 scale and continues by integrating it into the 1/100 scaled model of the whole building. The
building elements design and building design are developed in interaction.
Once two neighboring building elements, such as roof and external wall etc., are generated separately,
students are assigned to design the integration of building elements and to express it in form of a system detail
model in 1/20 scale (Figure 1). Students are encouraged to use model materials corresponding to the real
materials in form and physical properties. Making those models by assembling model materials symbolizing
real materials of the actual building, gives the students the opportunity to experience the building sequence
and the three-dimensional relationship of components. Also 1/20 scale drawings of the system details are
prepared (Figure 2). The intersection areas of building elements are designed and expressed in 1/5 scale
detail drawings (Figure 3).
The designed building elements are assembled together to form the building as a whole. The whole building is
expressed in 1/50 scaled plans (Figure 4), sections (Figure 5) and elevations (Figure 6), and a 1/100 scaled
model. The structural system is presented in separate 1/50 scaled plan and section drawings. The students
are assigned to prepare a table listing partial, 1/10 scaled section drawings of each building element, high-
priority performance requirements and the material layers fulfilling those requirements.
Figure 1. External envelope system detail’s physical model, 1/20
(student: Fatih Coşkun)
Figure 2. External envelope system detail’s section drawing,
1/20 (student: Fatih Coşkun)
Figure 3. External wall + slab on grade intersection area detail
drawing, 1/5 (student: Fatih Coşkun)
Figure 4. Plan drawing, 1/50 (student: Fatih Coşkun)
Figure 5. Section drawing, 1/50 (student: Fatih Coşkun)
Figure 6. Elevation drawing, 1/50 (student: Fatih Coşkun)
4. Discussion and Conclusion
Rapid technological advancement and mobility of professionals and goods are the current dominant facts of
World building industry. Building technology education in architecture schools needs to be changed in relation
with the effects of these facts. Courses based on teaching with “time and technology dependant typical
building details” is no longer a sufficient approach for educating future’s professionals since they do not gain
the capability to adapt themselves to new situations in case of technological change and mobility. It can be
assumed that, the current approaches used in Building Technology Curriculum of I.T.U. in general and in
Building Elements Design course in detail will have the following advantages in coping with the above
mentioned facts of today’s building industry;
Building is investigated as a system and the student gains the insight that “even small-scale decisions can
affect the whole” and therefore “interactions leading to performance deficiencies need to be investigated in
decision-making process”. As a result of this insight, students in their professional practice, are assumed
to use new technological solutions consciously and cautiously, and this will help achieving properly
performancing buildings.
Building and building elements are investigated and analyzed by using performance approach and the
student gains the capability of “defining design requirements and criteria”, and “assessing technological
alternatives in respect to these requirements and criteria”. As a result of this capability, students in their
professional life, are assumed to be capable in practicing in different countries having different local
conditions (regulatory, environmental, constructional, etc.) and be capable in evaluating newly introduced
technologies, leading to both deficiency-free buildings and fast adoption of technological innovations.
Designing is a highly personal process almost in all areas of design, and gaining the ability to evaluate
excessive information while designing takes time. Therefore, experience is one of the important factors in
creating a successful design solution. In the course, design based teaching is used and the student is
assumed to gain the initial ability to integrate theoretical building construction knowledge and design. As a
result, this initial experience will lead to both properly performing buildings and professionals capable of
integrating new information (regulatory, environmental, constructional, etc.) into their designs.
Integration of different systems and components is a highly important issue in present-day practice. In the
lecture, by considering building elements separately and studying the interactions within them for forming
a design solution and then trying to integrate these separate design solutions into a whole as a building,
helps the student to gain the insight that “integration may be required in differing scales and while taking
decisions, integration with different systems needs to be evaluated”.
The curriculum explained in the paper is being executed since 2002/2003 Spring Trimester and the approach
used Building Element Design course is being executed since 2004/2005 Spring Trimester. In order to
evaluate the outcomes of the new curriculum and the applied teaching approach, a long-term research
investigating the performance of students in their following design projects and the performance of graduated
students in their professional life, is required. Therefore, the above mentioned advantages of the curriculum
and the teaching approach are assumptions based on globally accepted advantages of systems and
performance approaches in building industry.
References
Anonymous, (2000), Final Draft ICC Performance Code for Buildings and Facilities, International Code Council Inc., U.S.A.
Emmitt, S., Yeomans, D.T., (2001), Specifying Buildings – A Design Management Perspective, Butterworth-Heinemann, Oxford.
Emmitt, S., (2002), Architectural Technology, Blackwell Science Ltd., U.K.
Groak, S., (1992), The Idea of Building- Thought and Action in the Design and Production of Buildings, E&FN Spon, London.
