How does teaching architectural history meld into design education? A quick studio

Yıl 2021, Cilt: 9 Sayı: 2, 87 - 97, 31.08.2021

Uğur Tuztaşı Pınar Koç

https://doi.org/10.51664/artium.858580

Öz

This study aims to reveal a design case in architectural education so that the gap between theory and practice can be reduced. For this purpose, an architectural history course and working in an architectural studio were chosen as the fundamental courses which constitute experimental area of the study. The inquiry orientation of this experimental practice is the discussion of the contributions and consequences of different perceptual methods to the teaching/learning level, as well as the provision of a variety of practices for direct learning. The method chosen was to adapt the architectural history course, which is generally based on theoretical narrative and supported by visual stimuli, for use in the architectural studio. For this purpose, the concept of style, borrowed from the architectural history course, has been turned into a useful design resource. Styles are described with the use of keywords in terms of their formal, structural, and conceptual features, and these features have been used as a design resource in the design of a new facade. Depending on the cognitive activity of each student, the study and interpretation of style have changed, which has led to differentiation in terms of design behaviors. Although such a study can impose some restrictions in terms of creative behaviors and morphological approaches, they can be eliminated by the exercise of the designer’s cognitive ability. In addition, such a method has created a new experimental field involving the integration of theory and practice in architectural education by melding an architectural history course into architectural studio activities.

Anahtar Kelimeler

architectural design, experimentation, design research, style

Destekleyen Kurum

-

Proje Numarası

-

Teşekkür

-

Mimarlık Tarihi Öğretimi Tasarım Eğitimi ile Nasıl Bütünleşir? Hızlı Bir Stüdyo

Öz

Bu çalışmanın amacı, mimarlık eğitiminde teori ve pratik arasındaki uçurumu dengeleyebilecek bir tasarım araştırması sunumu gerçekleştirmektir. Bu amaçla mimarlık tarihi dersi ve mimari stüdyo, çalışmanın deneysel alanını oluşturan iki temel ders olarak seçilmiştir. Yöntem, genellikle teorik anlatıya dayanan ve görsel uyaranlarla desteklenen mimarlık tarihi dersinin, mimari stüdyoya entegrasyonunu uyarlamak üzere kurgulanmıştır. Bu amaçla, mimarlık tarihi dersinden ödünç alınan üslup kavramı, kullanışlı bir tasarım kaynağına dönüştürülmüştür. Üsluplar, biçimsel, yapısal ve kavramsal özellikleri doğrultusunda anahtar kelimelerle tariflenmiş ve bu özellikler, yeni bir cephenin tasarımında tasarım kaynağı olarak kullanılmıştır. Her bir öğrencinin zihinsel etkinliğine dayalı olarak üslubun etüt edilme ve yorumlanma biçimi değişmiş, bu da tasarım davranışlarının farklılaşmasına yol açmıştır. Dahası böyle bir yöntem, mimarlık tarihi dersinin mimari stüdyo içerisinde ergiyerek mimarlık eğitiminde teori ve pratik bütünleşmesinin yeni bir deneysel alanını yaratmıştır.

Anahtar Kelimeler

mimari tasarım, deney, tasarım araştırması, üslup

Proje Numarası

-

Kaynakça

• Ackerman, J. S. (1962). A theory of style. The Journal of Aesthetics and Art Criticism, 20(3), 227-237.
• Charalambous, N., & Phocas, M. C. (2013). Research based design. In E. de Vos, J. de Walsche, M. Michels & S. Verbruggen (Eds.), Proceedings of the conference theory by design architectural research made explicit in the design studio (pp. 289-296). UPA University Press Antwerp.
• Dostoğlu, S. (1981). Tarih, mimarlık tarihi ve bazı kavramlar. Mimarlık, 165, 7-11.
• Erdoğmuş Erkarslan, Ö. (2001). Mimarlık tarihi serüveninde türkiye. Mimarlık, 298, 50-51.
• Frankl, P. (1968). Principles of architectural history the four phases of architectural style, 1420-1900. MIT Press.
• Hadjiyanni, T., & Zollinger, S. W. (2010). Stimulating student interest in design history classes. Archnet-IJAR, 4(2-3), 296-309.
• Hauberg, J., Tamke, M., & Ramsgaard, T. M. (2013). Research by design- a research and teaching concept. In E. de Vos, J. de Walsche, M. Michels & S. Verbruggen (Eds.), Proceedings of the conference theory by design architectural research made explicit in the design studio (pp. 335-342). UPA University Press Antwerp.
• Pasin, B. (2017). Rethinking the design studio-centered architectural education a case study at schools of architecture in turkey. The Design Journal, 20(sup:1), 1270-1284.
• Salama, A. M. (2015). Spatial design education new directions for pedagogy in architecture and beyond. Ashgate Publishing.
• Schapiro, M. (1970). Criteria of periodization in the history of european art. New Literary History, 1(2), 113-125.
• Schurk, H. (2013). The role of theory-or what kind of knowledge does design contain? In E. de Vos, J. de Walsche, M. Michels & S. Verbruggen (Eds.), Proceedings of the conference theory by design architectural research made explicit in the design studio (pp. 71-78). UPA University Press Antwerp.
• Summit, J., & Wallace, D. (2007). Rethinking periodization. Journal of Medieval and Early Modern Studies, 37(3), 447-451.
• Vandenhende, K. (2013). Research by studio design as a means to enhance the focus on the ‘design process’ rather than the ‘design outcome’. In E. de Vos, J. de Walsche, M. Michels & S. Verbruggen (Eds.), Proceedings of the conference theory by design architectural research made explicit in the design studio (pp. 249-254). UPA University Press Antwerp.
• Vela Castillo, J. (2013). Re-search studio or do search twice, it’s all right. In E. de Vos, J. de Walsche, M. Michels & S. Verbruggen (Eds.), Proceedings of the conference theory by design architectural research made explicit in the design studio (pp. 37-44). UPA University Press Antwerp.