EVALUATION OF THE EXPECTATIONS, ASSIGNMENTS AND ACQUISITIONS OF ARCHITECTURAL PROJECT ATELIER PARTICIPANTS

Öz

Architectural Projects Lessons are the main applied courses of the Architectural Curriculum The main purpose of this Study is to understand the Atelier participant Students’ ideas and opinions of their early Expectations, gains from Assignments and final Acquisitions from the Architectural Project as an important shareholder of the Architectural education by applying a group of atelier participants that consist of varying age and experience levels a questionnaire that value their opinions on their personal gains on varying aspects of Architectural Design at three different stages of the semester. At the beginning of the semester all the students were highly expectant of the atelier, the subject and the earnings they believed they would derive from the semesters’ project study. The second survey at the middle of the semester results showed that the students’belief in their project preparation for the critical day decreased in time and resulted in lower valued answers to the Assignments survey. At the end of the semester It is possible to understand that the students were mostly satisfied by their final projects and were only disappointed by their understanding of the manifest of the Atelier and the final level of their models. As a Result, by applying a questionnaire to a group of atelier participants it is possible to understand and evaluate the Atelier participant Students’ ideas and opinions of their work and this is an effective method to understand and reshape the structure of the Atelier in a way that the student would benefit more from it.

Anahtar Kelimeler

• Architectural Education,Architectural Project Atelier,Student Feedback,Jury Feedback

Kaynakça

1. [1] Casakin, H., Davidovitch, N., “Social-academic Climate and Academic Satisfaction in Architectural Design Education”, Problems of education in the 21stcentury Volume 56, 16-31. (2013) [2] Casakin, H., Kreitler, S., “Correspondences and Divergences between Teachers and Students in the Evaluation of Design Creativity in the Design Studio.”, Environment and Planning B: Planning and Design, 35.(4), 666–678. (2008) [3] Çıkış, Ş., Çil, E., “Problematization of assessment in the architectural design education: First year as a case study”, Procedia - Social and Behavioral Sciences, Volume 1, Issue 1, 2103-2110. (2009) [4] De La Harpe, B., Peterson, J.F., Frankham, N., Zehner, R., Neale, D., Musgrave, E., McDermott, R., “Assessment Focus in Studio: What is Most Prominent in Architecture, Art and Design?.” International Journal of Art & Design Education, 28, 37-51. (2009) [5] Denson, N., Loveday, T., Dalton, H., “Student evaluation of courses: what predicts satisfaction?”, Higher Education Research & Development, 29(4), 339-356. (2010) [6] Eshun, E.F., Osei-Poku, P., “Design Students Perspectives on Assessment Rubric in Studio-Based Learning”, Journal of University Teaching & Learning Practice, 10(1),1-13. (2013) [7] Fasli, M., Hassanpour, B., “Rotational critique system as a method of culture change in an architecture design studio: urban design studio as case study”, Innovations in Education and Teaching International, 54(3), 194-205. (2017) [8] Gunday Gul,C.G., Afacan, Y., “Analysing the Effects of Critique Techniques on the Success of Interior Architecture Students”. Int J Art Des Educ, 37, 469-479. (2018) [9] Groat, L.N., Ahrentzen, S., “Reconceptualizing Architectural Education for a More Diverse Future: Perceptions and Visions of Architectural Students”, Journal of Architectural Education, 49(3), 166-183. (1996) [10] Kurt, S., “An analytic study on the traditional studio environments and the use of the constructivist studio in the architectural design education”, Procedia - Social and Behavioral Sciences,Volume 1, Issue 1, 401-408. (2009) [11] Németh, J., Long, J.G., “Assessing Learning Outcomes in U.S. Planning Studio Courses”, Journal of Planning Education and Research, 32(4), 476–490. (2012) [12] Tucker, R., Abbasi, N., “The architecture of teamwork: examining relationships between teaching, assessment, student learning and satisfaction with creative design outcomes”, Architectural Engineering and Design Management, 11(6), 405-422 (2015) [13] Utaberta, N., Hassanpour, B., Handryant, A., Nur, I., ,Adi Ani, C., “Upgrading Education Architecture by Redefining Critique Session in Design Studio”, Procedia - Social and Behavioral Sciences,Volume 102, Pages 42-47. (2013) [14] Dinç Kalaycı, P., “Etkileşimden Bütünleşmeye: Bir Mimari Tasarım Stüdyosu Pratiğinin Anatomisi”. Nobel Akademik Yayıncılık, (2016).