Inquiring the generative capacity of urban abstraction and mapping for first-semester basic design studio
Anahtar Kelimeler:
Basic design- First year design studio- Abstraction- Urban mapping- Critical-creative thinkingÖzet
The development of students’ critical and creative thinking skills is at the core of the first-semester basic design studio. Students’ perceptual experiences of their environment form the key references of abstraction in this beginning phase. This paper inquires studio approach based on abstraction and mapping as tools for intertwining visual reasoning and bodily experiences in the design process. Focusing on the case study of a basic design studio assignment, the authors analyze the structure, application, and products of the “Urban Abstraction and Mapping” project. The study adopted the case-study method as part of qualitative research approach and dwelled on researchers’ first-hand interaction with a phenomenon within its real-life context, ARCH/MIM101 studios. The findings showed that abstraction and mapping strategies based on students’ bodily experiences in urban contexts raised awareness of design as a generative and iterative research process. Students who were able to reveal and reconstruct the relationship between different forms of knowledge through experiential and conceptual levels of the design process managed to develop heuristic 2D and 3D design strategies. The findings of this study provide a ground for discussions on the effectiveness of teaching/learning methods applied in the introductory level of design education.
Referanslar
Acar, A., Acar, Ş. S. & Ünver, E. (2021). Mimarlık bölümü birinci sınıf öğrencilerinin kendi problem çözme becerilerine dair algılarının dikkat ve görsel-mekânsal becerileriyle ilişkisi üzerine bir araştırma. MEGARON, 16(2), 212-222. https://doi.org/10.14744/MEGARON.2021.98623
Akoury, C. (2020). Apprehending the creative process through drawing in the foundation design studio. iJADE, 39(1), 113-125. https://doi.org/10.1111/jade.12223
Al-Kodmany, K. (2001). Visualization tools and methods for participatory planning and design. Journal of Urban Technology, 8(2), 1-37. https://doi.org/10.1080/106307301316904772
Arslan, P. Y. (2019). Kitabın performansı ya da basılı bilginin haritalanması üzerine. Dosya 42: İlişkisel bir Eylem Olarak Haritalama (pp. 39-47), E. A. Aral (Ed.), TMMOB Mimarlar Odası Ankara Şubesi. http://www.mimarlarodasiankara.org/dosya/dosya42.pdf
Aydınlı, S. & Kürtüncü, B. (2014). Paralaks oda. Cenkler Matbaacılık.
Baudelaire, C. (2017). Modern hayatın ressamı (A. Berktay Çev.). İletişim Yayınları.
Belluigi, D. Z. (2016). Construction of roles in studio teaching and learning. The International Journal of Art & Design Education, 35(1), 21-35. https://doi.org/10.1111/jade.12042
Benjamin, W. (1999). The Arcades Project (H. Eiland & K. McLaughlin Trans.). The Belknap Press of Harvard University Press.
Boucharenc, C. G. (2006). Research on basic design education: an international survey. International Journal of Technology and Design Education, 16, 1-30. https://doi.org/10.1007/s10798-005-2110-8
Charlesworth, C. (2007). Student use of virtual and physical modelling in design development – an experiment in 3D design education. Design Journal, 10(1), 35-45. https://doi.org/10.2752/146069207789318027
Christensen, B. T. & Ball, L. J. (2016). Dimensions of creative evaluation: Distinct design and reasoning strategies for aesthetic, functional and originality judgments. Design Studies, 45(Part A), 116–36. https://doi.org/10.1016/j.destud.2015.12.005
Çelik, F. (2014). Basic design education in landscape architecture. International Journal of Architectural Research: ArchNet-IJAR, 8(1), 76-183. https://doi.org/10.26687/archnet-ijar.v8i1.334
Çil, E. & Demirel-Özer, S. (2021). Mimari habitusun eşiği olarak ilk yıl mimari tasarım stüdyoları. METU JFA, 38(1), 139-160. https://doi.org/10.4305/METU.JFA.2021.1.3
Cross, N. (2004). Expertise in design: an overview. Design Studies, 25(5), 427-441. https://doi.org/10.1016/j.destud.2004.06.002
De Certeau, M. (1988). The practice of everyday life. The University of California Press.
Demiri, K. (2021). Critical thinking and crits in the 1st year design studio. In C. Chatzichristou, P. Iacovou, P. & L. Koutsoumpos (Eds.), Proceedings of TYFD 2019-Practices of Teaching 1st Year Design in Architecture (pp. 106-114), University of Cyprus, Nicosia, 23-25 October 2019.
Ennis, R. (1994). The nature of critical thinking: an outline of critical thinking dispositions and abilities [Paper presentation]. The Sixth International Conference on Thinking, MIT, Cambridge, MA.
Erkök, F., Eren, C., Uz Sönmez, F., & Aydınlı, S. (2005). A paradigm shift in the first-year design education. ITU A|Z, 2(1/2), 62-78.
Gray, C. & Malins, J. (2004). Visualizing research. A guide to the research process in art and design. Ashgate.
Gray, C. M. & Smith, K. M. (2016). Critical views of studio. In E. Boling, R. A. Schwier, C. M. Gray, K. M. Smith & K. Campbell (Eds.). Studio teaching in higher education (pp. 271-280). Routledge.
Gros, F. (2014). A philosophy of walking (J. Howe, Trans.). Verso.
Groat, L. & Wang, D. (2013). Architectural research methods (Second Edition). John Wiley & Sons.
Humble, Áine M. (2009). Technique triangulation for validation in directed content analysis. International Journal of Qualitative Methods, 8(3), 34-51. https://doi.org/10.1177/160940690900800305
Hisarlıgil, B. B. (2012). Franz Kafka in the design Studio: A hermeneutic phenomenological approach to architectural design education. iJADE, 31(3), 256-264. https://doi.org/10.1111/j.1476-8070.2012.01764.x
Calvino, I. (1997). Invisible cities (W. Weaver, Trans.). Vintage Books.
Jonson, B. (2005). Design ideation: The conceptual sketch in the digital age. Design Studies, 26(6), 613-624. https://doi.org/10.1016/j.destud.2005.03.001
Kuhn, S. (2001). Learning from the architecture studio: implications for project-based pedagogy. International Journal of Engineering Education, 17, 349-52.
Le Breton, D. (2008). Yürümeye övgü (İ. Yerguz, Trans.). Sel Yayıncılık.
Love, J. S. (2019). Studio teaching experiments – spatial transitioning for autism schools. Archnet-IJAR: International Journal of Architectural Research, 13(1), 39-57. https://doi.org/10.1108/ARCH-11-2021-0321
MacEachren, A. M. (1992). Visualization. In R. F. Abler, M. G. Marcus & J. M. Olson (Eds.). Geography’s inner worlds (pp. 99-137). Rutgers University Press.
Mackintosh, L. (2014). Just doing it: the role of experiential learning and integrated curricula in architectural education. The International Journal of Pedagogy and Curriculum, 20(3), 67-78.
McDonnell, J. (2016). Scaffolding practices: A study of design practitioner engagement in design Education. Design Studies, 45, 9-29. https://doi.org/10.1016/j.destud.2015.12.006
Merleau-Ponty, M. (2002). Phenomenology of perception (C. Smith, Trans.). Routledge Press.
Moere. A. V. (2007). Aesthetic data visualization as a resource for educating creative design. From information visualization over ambient display to data art. In A. Dong, A. V. Moere & J. S. Gero (Eds.), Computer-aided architectural design futures: Proceedings of the 12 the International CAADFutures Conference 2017, pp. 71-84, Springer.
Özkar, M. & Steino, N. (2012). Shaping design teaching: exploring form as an agent in design reasoning and pedagogy. In M. Özkar and N. Steino (Eds.). Shaping design teaching: Explorations into the teaching of form (pp. 9-24). Aalborg University Press.
Özkar, M. (2017). Rethinking basic design in architectural education: Foundations past and future. Routledge Press.
Qureshi, H. (2020). Collaborative architectural design studio environment: An experiment in the studio of Architectural Design-I. Archnet-IJAR: International Journal of Architectural Research, 14(2), 303-324. https://doi.org/10.1108/ARCH-08-2019-0187
Pallasmaa, J. (2012). The eyes of the skin: Architecture and the senses. John Wiley & Sons.
Saghafi, M. R. (2021). Teaching strategies for linking knowledge acquisition and application in the architectural design studio. Archnet-IJAR: International Journal of Architectural Research, 15(2), 401-415. https://doi.org/10.1108/ARCH-01-2020-0005
Salama, A.M. (2008). A theory for integrating knowledge in architectural design education. International Journal of Architectural Research: ArchNet-IJAR, 2(1), 100-128.
Schön, D. A. (1984). The architectural studio as an exemplar of education for reflection-in-action. Journal of Architectural Education, 38, 2-9.
Steinø, N. & Özkar, M. (2012). Shaping design teaching: Explorations into the teaching of form (First Edition). Aalborg Universitetsforlag.
Şenel, A. (2019). Mimarlik eğitiminde haritalama: geleneksel eril mimarlık üretimine yaratıcı bir eleştiri. Dosya 42: İlişkisel bir Eylem Olarak Haritalama (pp. 5-17), E. A. Aral (Ed.), TMMOB Mimarlar Odası Ankara Şubesi. http://www.mimarlarodasiankara.org/dosya/dosya42.pdf
Teddlie, C. & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating qualitative and quantitative approaches in the social and behavioral sciences. Sage.
Temple, S. (2006). Developing a beginner’s mind. In S. Temple (Ed.), Proceedings of a beginner’s mind. The 21st National Conference on the Beginning Design Student (pp. 5-10). The University of Texas at San Antonio, College of Architecture.
Urry, J. (2016). Mobilities: New perspectives on transport and society. Routledge.
Wilkin, M. (2005). Reviewing the review: an account of a research investigation of the crit. In D. Nicol & S. Pilling, S. (Eds.). Changing architectural education: Towards a new professionalism (pp. 85-89). Taylor & Francis Group.
Yorgancıoğlu, D. & Çalak, l. E. (April 2020). Bedensel deneyime dayalı yer bilgisinin yeniden yapılandırılması için bir yöntem irdelemesi: Deneyimsel haritalama. MEGARON, 15(1), 126-137. https://doi.org/10.14744/megaron.2020.80269
Yorgancıoğlu, D. & Tunalı, S. (June 2020), “Critique’s role in the development of design literacy in beginning design education. RChD: Creación y Pensamiento (Review of Chilean Design), 5(8), 49-62. https://doi.org/10.5354/0719-837x.2020.57651
Yorgancıoğlu, D. & Genel, A. Ö. (April 2022). Reversing the design process in the introductory architectural design studio: The exploratory function of sketch modelling. ADCHE, 21(1), 67-84. https://doi.org/10.1386/adch_00047_1
Yorgancıoğlu, D. & Turgut, H. (2022, April 14-15). The role of methodology in new architectural research approaches: OzU ‘City and Architecture’ postgraduate program as a case [Presented Paper]. Unspoken Issues in Architectural Education (UIAE) 2022 Conference, Eastern Mediterranean University, Famagusta, Cyprus.
İndir
Yayınlanmış
Sayı
Bölüm
Lisans
Telif Hakkı (c) 2023 IDA: International Design and Art Journal
Bu çalışma Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License ile lisanslanmıtır.
IDA: International Design and Art Journal açık erişimli akademik bir dergidir. Kabul edilen makalelerin tüm yayın hakları IDA: International Design and Art Journal'a devredilmiş sayılır. Makaleler başka bir yerde yayınlanamaz, kopyalanamaz ve referans göstermeden kullanılamaz.
IDA: International Design and Art Journal Creative Commons Atıf-GayriTicari-AynıLisanslaPaylaş 4.0 Uluslararası Lisansı ile lisanslanmıştır.
