Issues‎ > ‎Vol7No3‎ > ‎


The Role of Architectural Awards for Enhancing Heritage-Based Graduation Projects Analytical Study of Tamayouz Excellence Award for Iraqi Students

Nahith Taha Abdullah1,a

a Cihan University of Sulaimaniya- Architectural Department

Received 24 December 2019 Accepted 16 April 2020 Available online 30 December 2020


The cultural heritage plays an important role in determining the identity of any community, and the architectural output is at the forefront of this subject since it‟s the direct visual product of a cumulative result of the experience led by the communities within a given time and place which is compatible with the cultural structure and social life.
From this point of view, the academic curriculum in many architectural schools tries to enhance the students‟ vision for the cultural heritage by introducing that heritage as a main source of inspiration in the creation of their design product. This comes in various ways, most of which are based on the employing of visual elements and external details showing their impact on the facades of the design projects as a blind repetition of that legacy, while some schools are investigating more deeply the ideology behind the production of that legacy and direct their students to study the deep structure of that heritage and reproduce it differently from previous to more contemporary architecture.
The process of evaluating student‟s architectural products supports those approaches of inspiring heritage-based projects as those processes considered as an evaluating means for the outputs. One of the most important sources for those evaluations were students‟ project competitions and awards, which play a vital role in implicitly inspiring the cultural values of that heritage. Tamayouz Excellence Award for Graduation Projects stands on the head of these awards for the final stage output of Iraqi students.
This paper aims to investigate the extent to which the academic output of the students' products which were chosen as a shortlist by (Tamayouz Excellence Award for Iraqi Students) can reflect the iconic, canonic, pragmatic, and analogy depiction of that heritage, and thus its ability to create a product with a deep local cultural vision. This is done by examining those output of several Iraqi architectural final stage students by analyzing those projects according to the structural elements that formulate their concepts, to point out those trends that help the promoting out values of identity within their works.
The research found that the projects which inspire the heritage were not the most likely to run for the final positions. The reason for this lies in the superficial approach in which these projects dealt with the heritage values, and the local culture has been limited to the inspiration of the just formal elements without going deeply into the intellectual depth of that heritage..


Identity, Heritage, Architectural pedagogy, Graduation projects, Tamayouz Excellence Award. Architectural concept tactics. 


1. Al-Chadirji R., (1986) Architectural Education in Iraq, in the seminar proceeding of “Architectural Transformation in the Islamic World” Granada-Spain.
2. Al-Hayagy, Y. (2016) The Role of International and Regional Organizations in the Protection, Administration, and Promotion of Cultural Heritage, Adumatu, Archaeological Journal on the Arab World, Abdulrahman Al-Sudairy Cultural Center, No. 34, pp. 77-87.
3. AL-Kaissi S., (1983) The Influence of Natural & Cultural Environment of the Fabric of the city, with special reference to Iraq, unpublished Ph.D. Thesis, University of Sheffield, U.K.
4. Al-Qemaqchi, N., & E. Ismaeel, (2014), The Transformation of Knowledge in Urban Design Studio, 2nd International Conference on Research in Science, Engineering and Technology (ICRSET‟2014), Dubai (UAE), pp. 167-173, Doi: 10.15242/IIE.E0314526.
5. Al-Qemaqchi, N., H. Alsoofe & E. Ismaeel, (2013), The impact of design concepts on thinking performance in urban design studio, Al-Rafidain Engineering Journal (AREJ), Collage of Engineering, University of Mosul, Vol.21, No. 2, pp. 99-105, Doi: 10.33899/rengj.2013.72808
6. Broadbent, G (1980) Building Design as an Iconic Sign System. In Broadbent, G., Bunt, R., & Jencks, C., (Ed.) Signs, symbols, and architecture. Wiley, New York
7. Broadbent, G., (1988) Design in Architecture; Architecture and the Human Sciences, (4th Ed), John Wiley & Sons Ltd. New York.
8. Clarke, N. et. al. (2019) Embedding built heritage values in architectural design education, International Journal of Technology and Design Education, Springer, Vol. 29, No. 98, pp. 1-17. DOI: 10.1007/s10798-019-09534-4
9. Helmy, M., (2019) The Role of Architectural Education in Promoting Urban Heritage: Opportunities and Challenges, (IEREK), The Academic Research Community Publication, Vol. 2, No. 3, pp. 196-207, Doi: 10.21625/archive.v2i3.359
10. Kuipers, M., & Wessel de Jonge, (2017) Designing from Heritage-Strategies for Conservation and Conversion, Rondeltappe Bernoster Kemmers Foundation, TU Delft, Rotterdam.
11. Lawson, B. (2005) How Designers Think: The Design Process Demystified, (4th ed.), Architectural Press, Oxford, UK.
12. Meurs P., (2016) Heritage-Based Design, Rondeltappe Bernoster Kemmers Foundation, TU Delft, Rotterdam.
13. Salama, A., (2008) A Theory for Integrating Knowledge in Architectural Design Education. Archnet (IJAR): International Journal of Architectural Research, Vol 2, No. 1, pp. 100-128, Doi: 10.26687/archnet-ijar.v2i1.180
14. Tamayouz Award web site news:
15. Waldemar J., (2015) TECHNITAS method for assessment of the values attributed to cultural heritage of technology, In Bogusław Szmygin (Ed.), How to assess built heritage? Assumptions, methodologies, examples of heritage assessment systems, (ICOMOS), Florence–Lublin.