experiences of three different basic design studios selin yıldız res.ass

EXPERIENCES OF THREE DIFFERENT BASIC DESIGN STUDIOS

selin yıldız res.ass.

çiğdem polatoğlu assoc.prof.

Yildiz Technical University, Faculty of Architecture, Istanbul, Turkey

Basic Design CourseBasic Design Course

Basic Design CourseBasic Design Course taking part in taking part in Architectural Architectural Education,Education, emphasizes the aemphasizes the awareness of the elements and principles wareness of the elements and principles in design as the first step in design as the first step byby creating successful visual creating successful visual compositions. These fundamental concepts of compositions. These fundamental concepts of Basic Basic Design CourseDesign Course concerns form and space in order to gain a concerns form and space in order to gain a primary tool and systematic view for young designersprimary tool and systematic view for young designers

1-----------------------------------------------------------------------------------------------------------------------------------------EXPERIENCES OF THREE DIFFERENT BASIC DESIGN STUDIOS selin yıldız res.ass. çiğdem polatoğlu assoc.prof.

Aim

to bring out the motivating teaching methods by superposing the programme of three different Basic

Design Courses which were assisted in Yıldız Technical University between the years of 2005-2011.


Method

The methods used in Basic Design Course’s practices are analysed in 2 parts to show the effects of

motivation and creativity on pedagogy:

Part 1: discusses the course flow by juxtoposing 3 programme to understand what is done for motivation and creativity. Part 2: brings out the highlighted successful practices by observing the students’ works.


Module 1: DESIGN ELEMENTS(Point, Line, Plane, Shape, Form, Color, Light –Shadow,

Texture, Proportion and Scale, Interval) Basic design elements used in design are conveyed. Module 2: DESIGN PRINCIPLES (Repetition, Rhythm, Harmony- Contrast, Gradation,

Dominance, Balance, Unity) Module3: PERCEPTION- The Principles of Visual

Perception “Figure-ground” relations / Form Organization Module 4: SPACE CONCEPT(Space components and element, Cube design,

Individual space design, experimental space)

Modules of the Basic Design Course


PEDAGOGY : FLOW IN 3 GROUPS OF BASIC DESIGN COURSE Group 1 Group 2 Group 3

Lecture and Presentations

Giving the issue*Presentation of posters, assignments, commentsLecture (instructor), slides board using

Giving the issue*Presentation of research posters, comments Lecture (instructor) with visual documents (slides, video, etc) board using students are in charge

Giving the issue*Lecture (instructor)board using

Practice Defining the problem, -dimension of workspace is generally limited (to see different solutions)-dimension of product is generally limited (to see different solutions)-type of material is freeLimited time

Defining the problem, -dimension of workspace is limited-dimension of product is limited-type of material is decidedLimited time- free time, changable

Defining the problem -dimension of workspace is limited-dimension of product is limited-type of material is decidedLimited time, NO QUESTIONS grading the assignments (simultaneous)

Evaluation grades (students can see the scores)*Successful works are choosen for the semester exhibition

grades (students aren’t allowed to see the scores)*Successful works are choosen for the semester exhibition*critics of each study in studio

grades (students can see the scores)

* Students can fallow the course by the syllabus given at first lesson. 5

----------------------------------------------------------------------------------------------------------------------------------------EXPERIENCES OF THREE DIFFERENT BASIC DESIGN STUDIOS selin yıldız res.ass. çiğdem polatoğlu assoc.prof.


Tabulating the course flow on 3 groups, Group 3 shows; instructor dominant programme, systematic flow and motivation by the scores. Number 1 and 2 shows mutual relationship between the teacher and the students.


Methods for MOTIVATION•warm-up tours•participated lectures•enhancing the relationship•self grading evaluation (SELF CONFIDENCE) •exhibition at the end of the term

Method for CREATIVITY•time flexibility (limited-free)•using different methods•solution focused rather than problem (PROBLEM SOLVING)•design thinking (ABSTRACTION, CONCEPTUALIZING, TURNING ABSTRACT INTO CONCRETE)


OUTSTANDING PRACTICES / PRODUCTS OF THE COURSE

Group 1

Module 1: DESIGN ELEMENTS(Point, Line, Plane, Shape,

Form, Color, Light –Shadow, Texture, Proportion and Scale, Interval)

-Color-Texture practices on the surface of the shaped cube.

Using different materials is enjoying for students.

-Design an arrangement which has a huge light and shadow effect with different sizes of triangular prism and pyramids.

Students can see the results of the light and shadow by experimenting.


Group 2

Module 1: DESIGN ELEMENTS(Point, Line, Plane, Shape,

Form, Color, Light –Shadow, Texture, Proportion and Scale, Interval)

-Defining a music performance with lines. -Defining the weekdays with lines.Revealing the feelings makes the practice

interesting.

-Plane (20x20 cardboard 2mm) Turn your plane ito a volume by repeating.

Repeating a form makes the product efective because it gives volume to the designed form.

- Transform the basic forms into others that can be used in architecture via addition and deduction. (cube, sphere, cylinder, square-based pyramid will be converted to 4 times)

Thinking by drawing makes the design process faster and also helps students to overcome fear of finding right design solution.


Group 3

Module 1: DESIGN ELEMENTS(Point, Line, Plane, Shape, Form,

Color, Light –Shadow, Texture, Proportion and Scale, Interval)

-Designing a park corner STRAIGHT-CURVED BROKEN SURFACES will be arranged in the area of 25x25 cm workspace

Students try to transfer their experiences of a park space by doing physical model.


Group 2

Module 2: DESIGN PRINCIPLES (Repetition, Rhythm,

Hormony, Contrast, Gradation, Dominance, Balance, Unity)

-CoverDesign competition of the Yearbook.

Competing and expectation of award makes the practice more exciting.


Group 3

Module 2: DESIGN PRINCIPLES (Repetition, Rhythm,

Hormony, Contrast, Gradation, Dominance, Balance, Unity)

-make a creative open space with a “rectangle” form with given measurement (plan + perspective)

-make a creative open space with a “triangle” form with given measurement (plan + perspective)

-make a creative open space with a “square” form with given measurement (plan + perspective)

Supporting a physical model with 2 dimension presentation helps students to make purposeful designs. Thinking in 3 stages to produce a model systematize the design process.


Group 1

Module 3:PERCEPTION- The Principles That Help

Determine the Definition in Visual Perception“Figure-ground” issues / Form Organization

-Transfering a figure ground arrangement into 3 dimensional form

Ground design behaves as the initiator for the practice


Group 2

Module 3:PERCEPTION- The Principles That

Help Determine the Definition in Visual Perception“Figure-ground” issues / Form Organization

-Abstraction of a leaf Students try to recognise the natural environment, a kind of observation experiment.


Group 1

Module 4: SPACE CONCEPT(Cube design, Individual

space design, Space components and elements)

-Experimental space design. (individual space design flexible, portable)

Enhances cretiveness, concrete the priciples by making the physical model of the space.


Group 2



- CUBE; arranging 2 and 3 dimensional forms in at 9x9x9 meters cube. All the elements and principles should be interpreted.

All the design knowledge conveyed is used in this practice. Students gain the ability to critisize a design systematically.

-Entrance-Transition-arriving Space (Design should be composed of 3 cubes which symbolizes all the basic design elements and principles)

Students gain the ability to analyse an architectural project by this practice.


Group 3



-CUBE ; connecting 2 and 3 dimensional forms each other, which are placed on different altitudes and at different locations in your workspace limited 25x25x25 cm cube by using all basic design elements.creating “purposeful gaps”.

All the design knowledge conveyed is used in this practice. Students gain the ability to critisize a design systematically.


CONCLUSIONAs a result , Basic Design Course forming the base of architectural design, emphasizes student focused, mutual relationship methods. This kind of pedagogical approach enhance improving self confidence, learning by doing, time using, criticizing, gaining different views and design thinking and encouraged motivation, creativity of the students.


REFERENCES *Çınar, K., Temel Tasar – Basic Design, 1999, Selçuk Üniversitesi Mühendislik Mimarlık Fakültesi Yayını, Konya*Ching, F., Architecture, Form-Space-Order, 1979, Van Nostrand Reinhold, New York.*Erdoğan, S., Mimari Tasarım Stüdyoları , Mimari Tasarım 1- Architectural Design Studios, Architectural Design 1, Stüdyo 1999- Journal of design, theory, and criticism, issue 1, İTÜ.*Mimari Tasarım Eğitimi 09’ “Bütünleşme” Sempozyum Kitabı – The Proceedings Book of Education of Architectural Design 09’ “ Integration”, 2009, YTÜ Basım Yayın Merkezi , İstanbul.*Mimarlık Eğitiminde Tasarım Stüdyolarına Farklı Yaklaşımlar – Different Approaches to Design Studios in Architectural Education , Mimarlar Odası İzmir Şubesi Yayınları, Aralık 2003, İzmir.

experiences of three different basic design studios selin yıldız res.ass

Documents

cube design

design elementspoint

basic design coursepedagogy

groups of basic design

different basic design

basic design courses

interval basic design

individual space design