Research Article
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A Study on the Perceptual Change of Design Principles Acquired by Architectural Students in Basic Design Education

Year 2023, Volume: 7 Issue: 2, 153 - 162, 01.09.2023

Abstract

This research aims to examine the change in the attitudes of architectural students on their
understanding of the principles of visual design that they have acquired in basic design education.
Within the scope of the study, (1) the level of understanding of design principles regarding
the perceptions of architecture students before they enrolled basic design education is examined,
and (2) it is questioned that which design principles change in students’ perceptions after they
completed basic design education. Furthermore, this research is also based on the measurement
of the perception levels of the architectural students' before they do not have the knowledge
of the theoretical qualities of the basic design principles are compared with the perception levels
formed after the visual design principles theories, they acquired with design education. As a
method in the research, two-stage questionnaires were conducted with architecture students.
The results show that before being introduced to the concepts of visual design principles, architectural
students have a clear understanding of the symmetry principle; additionally, there is a
strong possibility that they have already begin their design education with cognitive schemes
regarding the principles of repetition, rhythm, and movement. On the other hand, after learning
about the visual principles of design, architectural students add the principle of harmony to their
visual repertoire.

References

  • Adams, E. (2013). The elements and principles of design: A baseline study. International Journal of Art and Design Education, 32(2), 157–175. [CrossRef]
  • Akin, Ö., & Akin, C. (1998). On the process of creativity in puzzles, inven- tions, and designs. Automation in Construction, 7(2–3), 123–138. [CrossRef]
  • Amabile, T. M. (1990). Within you, without you: The social psychology of creativity, and beyond. In M. A. Runco & R. S. Albert (Eds.). Theories of creativity. Sage.
  • Arnheim, R. (1977). The dynamics of architectural form. Berkeley: Univer- sity of California Press.
  • Batchelder, E. A. (1911). The principles of design. Inland Printer Co.
  • Boucharenc, C. (2008). Design for a contemporary world: A textbook on fundamental principles. NUS Press.
  • Boucharenc, C. G. (2006). Research on basic design education: An inter- national survey. International Journal of Technology and Design Edu- cation, 16(1), 1–30. [CrossRef]
  • Casakin, H., Davidovitch, N., & Milgram, R. M. (2010). Creative thinking as a predictor of creative problem solving in architectural design stu- dents. Psychology of Aesthetics, Creativity, and the Arts, 4(1), 31–35. [CrossRef]
  • De Sausmarez, M. (1983). Basic design: The dynamics of visual form. Van Nostrand Reinhold.
  • Denel, B. (1981). Temel Tasarım ve Yaratıcılık. ODTÜ mimarlık Fakültesi Yayınları.
  • Esen, E., Elİbol, G. C., & Koca, D. (2018). Basic design education and Bau- haus. Turkish Online Journal of Design, Art and Communication, 8(1), 37–44. [CrossRef]
  • Findeli, A. (2001). Rethinking design education for the 21st century: Theo- retical, methodological, and ethical discussion. Design Issues, 17(1), 5–17. [CrossRef]
  • Gelernter, M. (1988). Reconciling lectures and studios. Journal of Architec- tural Education, 41(2), 46–52. [CrossRef]
  • Gero, J. S. (1996). Creativity, emergence and evolution in design. Knowl- edge-Based Systems, 9(7), 435–448. [CrossRef]
  • Ghom, V. (2017). Use of Abstraction in Architectural Design Process (in First Year Design Studio). International Journal of Engineering Research and Technology, 10, 118–122.
  • Graves, M. (1941). The art of color and design. McGraw-Hill Book Company, inc.
  • Haanstra, F. (1996). Effects of art education on visual-spatial ability and aesthetic perception: A quantitative review. Studies in Art Education, 37(4), 197–209. [CrossRef]
  • Kimball, M. A. (2013). Visual design principles: An empirical study of design lore. Journal of Technical Writing and Communication, 43(1), 3–41. [CrossRef]
  • Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174. [CrossRef]
  • Lang, J. (1984). Formal aesthetics and visual perception: Questions archi- tects ask. Visual Arts Research, 10(1), 66–73.
  • Ledewitz, S. (1985). Models of design in studio teaching. Journal of Archi- tectural Education, 38(2), 2–8. [CrossRef]
  • Mitford, W. (1824). Principles of design in architecture traced in observa- tions on buildings... In a series of letters to a friend. 2. edn. Rodwell and Martin.
  • Mittler, G. A. (1994). Art in Focus. Glencoe.
  • Paker Kahvecioğlu, N. (2001). Mimari tasarım eğitiminde bilgi ve yaratıcılık etkileşimi [Doktora Tezi, İTÜ Fen Bilimleri Enstitüsü]. Yüksek Öğretim Kurulu Tez Merkezi.112217.
  • Paker Kahvecioğlu, N. (2007). Architectural design studio organization and creativity. A| Z ITU Journal of the Faculty of Architecture, 4(2), 6–26.
  • Rhead, G. W. (1905). The principles of design: A text book for teacher, stu- dents and craftsmen. BT Batsford.
  • Salama, A. (1995). New trends in architectural education: Designing the design studio. Tailored Text & Unlimited Potential Publishing.
  • Salama, A. (2016). Spatial design education: New directions for pedagogy in architecture and beyond. Taylor & Francis
  • Schön, D. A. (1981). Learning a language, learning to design. Architectural Education Study 1, 339–471.
  • Smith, S. M. (1995). Fixation, incubation, and insight in memory and crea- tive thinking. In S. M. Smith, T. B. Ward, & R. A. Finke (Eds.). The crea- tive cognition approach (pp. 135–156). MIT Press.
  • Takala, T. (1993). A neuropsychologically based approach to creativity. In J.
  • S. Gero & M. L. Maher (Eds.). Modeling creativity and knowledge based creative design (pp. 91–108). Lawrence Erlbaum Association, Inc. Publishers.
  • Van Dooren, E., Boshuizen, E., van Merriënboer, J., Asselbergs, T., & van Dorst, M. (2020). Making the design process in design education explicit: Two exploratory case studies. Design and Technology Educa- tion, 25(1), 13–34.
  • Van Dooren, E., Van Dorst, M., Asselbergs, T., Van Merrienboer, J., & Boshui- zen, E. (2019). The tacit design process in architectural design educa- tion. Design and Technology Education: An International Journal, 24(1), 79–100.

Mimarlık Öğrencilerinin Temel Tasarım Eğitiminde Edindikleri Tasarım İlkelerinin Algısal Değişimi Üzerine Bir İnceleme

Year 2023, Volume: 7 Issue: 2, 153 - 162, 01.09.2023

Abstract

Bu araştırma, mimarlık öğrencilerinin temel tasarım eğitiminde kuramsal olarak edindikleri görsel tasarım ilkelerini anlamlandırma tutumlarındaki değişimi incelemeyi amaçlamaktadır. Çalışma kapsamında, (1) mimarlık öğrencilerinin temel tasarım eğitimi almadan önceki algıla- rına ilişkin tasarım ilkelerini anlamlandırma tutumlarının ne düzeyde olduğu irdelenmekte ve (2) temel tasarım eğitimini aldıktan sonraki algılarında tasarım ilkelerine dair anlamlandırma tutum- larının hangi tasarım ilkeleri bağlamında değişiklik gösterdiği sorgulanmaktadır. Bu doğrultuda öğrencilerin temel tasarım ilkelerinin kuramsal niteliklerine vakıf olmadan önceki algı düzeyleri ile tasarım eğitimi ile edindikleri görsel tasarım ilkeleri kuramlarından sonra oluşan algı düzeyleri kıyaslanmaktadır. Araştırmada yöntem olarak mimarlık öğrencileriyle iki aşamadan oluşan anket- ler gerçekleştirilmiştir. Sonuçlar değerlendirildiğinde, öğrencilerin görsel tasarım ilkelerine ilişkin kavramlarla tanıştırılmadan önce; simetri ilkesine dair net bir anlamlandırma tutumuna sahip ola- rak tasarım eğitimlerine başladıklarını; ilaveten tasarım eğitimine başlamadan önce tekrar, ritim ve hareket ilkelerine dair bilişsel şemalara sahip olma ihtimallerinin kuvvetli olduğunu, öte yandan tasarım ilkelerine dair bilgi edindikten sonra ise ahenk ilkesini görsel repertuvarlarına ekleyebildik- lerini söylemek mümkündür

References

  • Adams, E. (2013). The elements and principles of design: A baseline study. International Journal of Art and Design Education, 32(2), 157–175. [CrossRef]
  • Akin, Ö., & Akin, C. (1998). On the process of creativity in puzzles, inven- tions, and designs. Automation in Construction, 7(2–3), 123–138. [CrossRef]
  • Amabile, T. M. (1990). Within you, without you: The social psychology of creativity, and beyond. In M. A. Runco & R. S. Albert (Eds.). Theories of creativity. Sage.
  • Arnheim, R. (1977). The dynamics of architectural form. Berkeley: Univer- sity of California Press.
  • Batchelder, E. A. (1911). The principles of design. Inland Printer Co.
  • Boucharenc, C. (2008). Design for a contemporary world: A textbook on fundamental principles. NUS Press.
  • Boucharenc, C. G. (2006). Research on basic design education: An inter- national survey. International Journal of Technology and Design Edu- cation, 16(1), 1–30. [CrossRef]
  • Casakin, H., Davidovitch, N., & Milgram, R. M. (2010). Creative thinking as a predictor of creative problem solving in architectural design stu- dents. Psychology of Aesthetics, Creativity, and the Arts, 4(1), 31–35. [CrossRef]
  • De Sausmarez, M. (1983). Basic design: The dynamics of visual form. Van Nostrand Reinhold.
  • Denel, B. (1981). Temel Tasarım ve Yaratıcılık. ODTÜ mimarlık Fakültesi Yayınları.
  • Esen, E., Elİbol, G. C., & Koca, D. (2018). Basic design education and Bau- haus. Turkish Online Journal of Design, Art and Communication, 8(1), 37–44. [CrossRef]
  • Findeli, A. (2001). Rethinking design education for the 21st century: Theo- retical, methodological, and ethical discussion. Design Issues, 17(1), 5–17. [CrossRef]
  • Gelernter, M. (1988). Reconciling lectures and studios. Journal of Architec- tural Education, 41(2), 46–52. [CrossRef]
  • Gero, J. S. (1996). Creativity, emergence and evolution in design. Knowl- edge-Based Systems, 9(7), 435–448. [CrossRef]
  • Ghom, V. (2017). Use of Abstraction in Architectural Design Process (in First Year Design Studio). International Journal of Engineering Research and Technology, 10, 118–122.
  • Graves, M. (1941). The art of color and design. McGraw-Hill Book Company, inc.
  • Haanstra, F. (1996). Effects of art education on visual-spatial ability and aesthetic perception: A quantitative review. Studies in Art Education, 37(4), 197–209. [CrossRef]
  • Kimball, M. A. (2013). Visual design principles: An empirical study of design lore. Journal of Technical Writing and Communication, 43(1), 3–41. [CrossRef]
  • Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174. [CrossRef]
  • Lang, J. (1984). Formal aesthetics and visual perception: Questions archi- tects ask. Visual Arts Research, 10(1), 66–73.
  • Ledewitz, S. (1985). Models of design in studio teaching. Journal of Archi- tectural Education, 38(2), 2–8. [CrossRef]
  • Mitford, W. (1824). Principles of design in architecture traced in observa- tions on buildings... In a series of letters to a friend. 2. edn. Rodwell and Martin.
  • Mittler, G. A. (1994). Art in Focus. Glencoe.
  • Paker Kahvecioğlu, N. (2001). Mimari tasarım eğitiminde bilgi ve yaratıcılık etkileşimi [Doktora Tezi, İTÜ Fen Bilimleri Enstitüsü]. Yüksek Öğretim Kurulu Tez Merkezi.112217.
  • Paker Kahvecioğlu, N. (2007). Architectural design studio organization and creativity. A| Z ITU Journal of the Faculty of Architecture, 4(2), 6–26.
  • Rhead, G. W. (1905). The principles of design: A text book for teacher, stu- dents and craftsmen. BT Batsford.
  • Salama, A. (1995). New trends in architectural education: Designing the design studio. Tailored Text & Unlimited Potential Publishing.
  • Salama, A. (2016). Spatial design education: New directions for pedagogy in architecture and beyond. Taylor & Francis
  • Schön, D. A. (1981). Learning a language, learning to design. Architectural Education Study 1, 339–471.
  • Smith, S. M. (1995). Fixation, incubation, and insight in memory and crea- tive thinking. In S. M. Smith, T. B. Ward, & R. A. Finke (Eds.). The crea- tive cognition approach (pp. 135–156). MIT Press.
  • Takala, T. (1993). A neuropsychologically based approach to creativity. In J.
  • S. Gero & M. L. Maher (Eds.). Modeling creativity and knowledge based creative design (pp. 91–108). Lawrence Erlbaum Association, Inc. Publishers.
  • Van Dooren, E., Boshuizen, E., van Merriënboer, J., Asselbergs, T., & van Dorst, M. (2020). Making the design process in design education explicit: Two exploratory case studies. Design and Technology Educa- tion, 25(1), 13–34.
  • Van Dooren, E., Van Dorst, M., Asselbergs, T., Van Merrienboer, J., & Boshui- zen, E. (2019). The tacit design process in architectural design educa- tion. Design and Technology Education: An International Journal, 24(1), 79–100.

Details

Primary Language Turkish
Subjects Architecture (Other)
Journal Section Research Articles
Authors

Şadiye TOSUN This is me 0000-0001-5000-4104

Evren ÜLKERYILDIZ 0000-0002-2063-4305

Publication Date September 1, 2023
Submission Date February 25, 2023
Published in Issue Year 2023 Volume: 7 Issue: 2

Cite

APA TOSUN, Ş., & ÜLKERYILDIZ, E. (2023). Mimarlık Öğrencilerinin Temel Tasarım Eğitiminde Edindikleri Tasarım İlkelerinin Algısal Değişimi Üzerine Bir İnceleme. PLANARCH - Design and Planning Research, 7(2), 153-162.

Content of this journal is licensed under a Creative Commons Attribution NonCommercial 4.0 International License

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