International Journal of Art & Design Education, 2021
Basic Design is the beginning of design course series in architectural education which initiates ... more Basic Design is the beginning of design course series in architectural education which initiates architecture students to both architectural education and the profession. First-year design curricula have generally common goals of students’ acquisitions about design knowledge, skill and competence; however, ways of teaching may vary. Here, we discuss our approach to teaching basic design during the second semester focusing on a particular phase of the curriculum. The aim of the article is to evaluate our teaching method, which is based on Kolb’s Experiential Learning Theory and targets at developing students’ comprehension and internalisation of body and space relations. Experiential Learning Theory underscores a four-stage learning cycle: concrete experience, reflective observation, abstract conceptualisation and active experimentation. Referring to this cycle, we prioritised real-life experiences to encourage students to explore various ways, modes and stages of designing. The cycle begins with lived experiences of body movements and space through ‘contact improvisation’ which simultaneously involves discovering movements of one’s body in relation to other bodies and space using basics of sharing improvised touch and movement consciousness. While practising contact improvisation in groups, students reflect on their experiences through sketches, photographs and videos. Based on their reflections, they produce three-dimensional abstractions, which later transform into spatial designs. By the end, we state that these experimental exercises positively contribute to teaching/learning ‘body, scale and space’ within the basic design curriculum and question how future studies can be articulated to enhance design learning.
International Journal of Art & Design Education , 2021
Basic Design is the beginning of design course series in architectural education which initiates ... more Basic Design is the beginning of design course series in architectural education which initiates architecture students to both architectural education and the profession. First-year design curricula have generally common goals of students’ acquisitions about design knowledge, skill and competence; however, ways of teaching may vary. Here, we discuss our approach to teaching basic design during the second semester focusing on a particular phase of the curriculum. The aim of the article is to evaluate our teaching method, which is based on Kolb’s Experiential Learning Theory and targets at developing students’ comprehension and internalisation of body and space relations. Experiential Learning Theory underscores a four-stage learning cycle: concrete experience, reflective observation, abstract conceptualisation and active experimentation. Referring to this cycle, we prioritised real-life experiences to encourage students to explore various ways, modes and stages of designing. The cycle begins with lived experiences of body movements and space through ‘contact improvisation’ which simultaneously involves discovering movements of one’s body in relation to other bodies and space using basics of sharing improvised touch and movement consciousness. While practising contact improvisation in groups, students reflect on their experiences through sketches, photographs and videos. Based on their reflections, they produce three-dimensional abstractions, which later transform into spatial designs. By the end, we state that these experimental exercises positively contribute to teaching/learning ‘body, scale and space’ within the basic design curriculum and question how future studies can be articulated to enhance design learning.
PAPERS FROM THE INTERNATIONAL SCIENTIFIC THEMATIC CONFERENCE EAHN 2015 BELGRADE ENTANGLED HISTORIES, MULTIPLE GEOGRAPHIES, 2015
Papers presented bring together different responses to questioning architectural history to perpl... more Papers presented bring together different responses to questioning architectural history to perplexing, competing and complementary perceptions and interpretations of the past, its geography and culture. The focus is on the multiple perceptual forms and interpretations of architecture and their entanglements regarding conditions of historicity, notions of geographical belonging, as well as concepts of cultural or political identity.
Ephesus and Miletus, the leading port cities of the ancient world in western Anatolia, fell into ... more Ephesus and Miletus, the leading port cities of the ancient world in western Anatolia, fell into gradual decline during the Byzantine period. While governed as Turkish beyliks, from the fourteenth to the early fifteenth century, both port cities witnessed a revival period. Ephesus/Ayasuluk was governed by Aydınid and Miletus/ Balat by Menteşeid rulers, when they once more thrived as dynamic overseas ports in the trade network between east and west. This article presents a comparative morphological analysis of Ayasuluk and Balat with a particular focus on the spatial transformations they underwent in the period of the Beyliks. In addition to examining the cities in their current physical setting, related historical documents, texts and visual depictions are used to reveal the similarities and differences between these two port cities with regard to their urban form, settlement patterns, cityscape and architecture.
Power and culture : new perspectives on spatiality in european history / edited by Pieter Françoi... more Power and culture : new perspectives on spatiality in european history / edited by Pieter François, Taina Syrjämaa, Henri Terho. -Pisa : Plus-Pisa university press, 2008. -(Thematic work group. 1, Power and culture ; 3) 110 (21.) 1. Spazio -Concetto 2. Europa -Cultura -Storia I. François, Pieter II. Syrjämaa, Taina III. Terho, Henri CIP a cura del Sistema bibliotecario dell'Università di Pisa
(14. -16. YÜZYILLAR) Çağla CANER YÜKSEL Özet: Anadolu'da 14. -16. yüzyıllarda inşa edilen yapı to... more (14. -16. YÜZYILLAR) Çağla CANER YÜKSEL Özet: Anadolu'da 14. -16. yüzyıllarda inşa edilen yapı toplulukları dönemin mimari pratikleri bağlamında dikkat çekici yer tutmaktadır. Çoğunlukla yönetici sınıfını oluşturan baniler hayır sahibi iyi birer Müslüman olmak adına, kamu yararı için, imar iskâna yönelik ve güçlerini somutlaştırdıkları propaganda amaçlı yapı toplulukları yaptırmışlardır. Bu yapı toplulukları bir cami etrafında gelişen sosyal kuruluşlar ya da Beylikler ve Erken Osmanlı dönemlerinde son derece etkin olan heterodoks dervişlerin fethettikleri toprakları "şenlendirmek" için yaptırdıkları zaviyeler biçiminde olabilir. Zaviyeler daha çok kırsalda etkili olurken kent içinde, Tire örneğinde görüldüğü üzere, bir cami etrafında çeşitli işlevleri içeren birimlerin bir araya geldiği en başından planlanarak ya da zaman içinde eklenerek inşa edilen yapı toplulukları içinde bulundukları kentsel bağlamları da dönüştürmek, geliştirmek ve biçimlendirmek üzere etkili olmuşlardır. İşte bu çalışma 14. -16. yüzyıllar arasında Tire'de Aydınoğulları ve devamında Osmanlılar tarafından yaptırılan bu yapı topluluklarının mimari gelişim ve dönüşümlerini ve ait oldukları kentsel bağlamlarına katkılarını irdelemekte ve karşılaştırmalı olarak değerlendirmektedir.
This study investigates the spatial developments, transformations and changes of a significant We... more This study investigates the spatial developments, transformations and changes of a significant Western Anatolian urban centre, namely Tire between the 14th and 16th centuries, which correspond to the Aydınid and the subsequent Ottoman rule. One of the administrative districts under the city of İzmir today, Tire had been home to various cultures that settled in Western Anatolia from ancient times onwards. However, the town owes the shaping of its urban form and fabric to the Turkish -Islamic rule in the region, which had been effective since early 14th century. It can be said that, the foundations of the town's urban structure, which is almost similar to its current situation, had been established back in the 14th -15th centuries by the Aydınid Principality. As such, the urban structure acquired its final form under the subsequent Ottoman rule, particularly in the 15th and 16th centuries. This paper also claims that urban form and fabric were developed and shaped in accordance to urban architecture. In this framework, urban development and spatial transformation of Tire is studied in relation to the public buildings, monuments such as mosques, madrasas, baths and especially to building groups in the form of building complexes. In other words, Tire is comparatively analysed in terms of its spatial transformation and being reshaped in relation to its urban architecture first under the Aydınid and next the Ottoman rule.
International Journal of Art & Design Education, 2021
Basic Design is the beginning of design course series in architectural education which initiates ... more Basic Design is the beginning of design course series in architectural education which initiates architecture students to both architectural education and the profession. First-year design curricula have generally common goals of students’ acquisitions about design knowledge, skill and competence; however, ways of teaching may vary. Here, we discuss our approach to teaching basic design during the second semester focusing on a particular phase of the curriculum. The aim of the article is to evaluate our teaching method, which is based on Kolb’s Experiential Learning Theory and targets at developing students’ comprehension and internalisation of body and space relations. Experiential Learning Theory underscores a four-stage learning cycle: concrete experience, reflective observation, abstract conceptualisation and active experimentation. Referring to this cycle, we prioritised real-life experiences to encourage students to explore various ways, modes and stages of designing. The cycle begins with lived experiences of body movements and space through ‘contact improvisation’ which simultaneously involves discovering movements of one’s body in relation to other bodies and space using basics of sharing improvised touch and movement consciousness. While practising contact improvisation in groups, students reflect on their experiences through sketches, photographs and videos. Based on their reflections, they produce three-dimensional abstractions, which later transform into spatial designs. By the end, we state that these experimental exercises positively contribute to teaching/learning ‘body, scale and space’ within the basic design curriculum and question how future studies can be articulated to enhance design learning.
International Journal of Art & Design Education , 2021
Basic Design is the beginning of design course series in architectural education which initiates ... more Basic Design is the beginning of design course series in architectural education which initiates architecture students to both architectural education and the profession. First-year design curricula have generally common goals of students’ acquisitions about design knowledge, skill and competence; however, ways of teaching may vary. Here, we discuss our approach to teaching basic design during the second semester focusing on a particular phase of the curriculum. The aim of the article is to evaluate our teaching method, which is based on Kolb’s Experiential Learning Theory and targets at developing students’ comprehension and internalisation of body and space relations. Experiential Learning Theory underscores a four-stage learning cycle: concrete experience, reflective observation, abstract conceptualisation and active experimentation. Referring to this cycle, we prioritised real-life experiences to encourage students to explore various ways, modes and stages of designing. The cycle begins with lived experiences of body movements and space through ‘contact improvisation’ which simultaneously involves discovering movements of one’s body in relation to other bodies and space using basics of sharing improvised touch and movement consciousness. While practising contact improvisation in groups, students reflect on their experiences through sketches, photographs and videos. Based on their reflections, they produce three-dimensional abstractions, which later transform into spatial designs. By the end, we state that these experimental exercises positively contribute to teaching/learning ‘body, scale and space’ within the basic design curriculum and question how future studies can be articulated to enhance design learning.
PAPERS FROM THE INTERNATIONAL SCIENTIFIC THEMATIC CONFERENCE EAHN 2015 BELGRADE ENTANGLED HISTORIES, MULTIPLE GEOGRAPHIES, 2015
Papers presented bring together different responses to questioning architectural history to perpl... more Papers presented bring together different responses to questioning architectural history to perplexing, competing and complementary perceptions and interpretations of the past, its geography and culture. The focus is on the multiple perceptual forms and interpretations of architecture and their entanglements regarding conditions of historicity, notions of geographical belonging, as well as concepts of cultural or political identity.
Ephesus and Miletus, the leading port cities of the ancient world in western Anatolia, fell into ... more Ephesus and Miletus, the leading port cities of the ancient world in western Anatolia, fell into gradual decline during the Byzantine period. While governed as Turkish beyliks, from the fourteenth to the early fifteenth century, both port cities witnessed a revival period. Ephesus/Ayasuluk was governed by Aydınid and Miletus/ Balat by Menteşeid rulers, when they once more thrived as dynamic overseas ports in the trade network between east and west. This article presents a comparative morphological analysis of Ayasuluk and Balat with a particular focus on the spatial transformations they underwent in the period of the Beyliks. In addition to examining the cities in their current physical setting, related historical documents, texts and visual depictions are used to reveal the similarities and differences between these two port cities with regard to their urban form, settlement patterns, cityscape and architecture.
Power and culture : new perspectives on spatiality in european history / edited by Pieter Françoi... more Power and culture : new perspectives on spatiality in european history / edited by Pieter François, Taina Syrjämaa, Henri Terho. -Pisa : Plus-Pisa university press, 2008. -(Thematic work group. 1, Power and culture ; 3) 110 (21.) 1. Spazio -Concetto 2. Europa -Cultura -Storia I. François, Pieter II. Syrjämaa, Taina III. Terho, Henri CIP a cura del Sistema bibliotecario dell'Università di Pisa
(14. -16. YÜZYILLAR) Çağla CANER YÜKSEL Özet: Anadolu'da 14. -16. yüzyıllarda inşa edilen yapı to... more (14. -16. YÜZYILLAR) Çağla CANER YÜKSEL Özet: Anadolu'da 14. -16. yüzyıllarda inşa edilen yapı toplulukları dönemin mimari pratikleri bağlamında dikkat çekici yer tutmaktadır. Çoğunlukla yönetici sınıfını oluşturan baniler hayır sahibi iyi birer Müslüman olmak adına, kamu yararı için, imar iskâna yönelik ve güçlerini somutlaştırdıkları propaganda amaçlı yapı toplulukları yaptırmışlardır. Bu yapı toplulukları bir cami etrafında gelişen sosyal kuruluşlar ya da Beylikler ve Erken Osmanlı dönemlerinde son derece etkin olan heterodoks dervişlerin fethettikleri toprakları "şenlendirmek" için yaptırdıkları zaviyeler biçiminde olabilir. Zaviyeler daha çok kırsalda etkili olurken kent içinde, Tire örneğinde görüldüğü üzere, bir cami etrafında çeşitli işlevleri içeren birimlerin bir araya geldiği en başından planlanarak ya da zaman içinde eklenerek inşa edilen yapı toplulukları içinde bulundukları kentsel bağlamları da dönüştürmek, geliştirmek ve biçimlendirmek üzere etkili olmuşlardır. İşte bu çalışma 14. -16. yüzyıllar arasında Tire'de Aydınoğulları ve devamında Osmanlılar tarafından yaptırılan bu yapı topluluklarının mimari gelişim ve dönüşümlerini ve ait oldukları kentsel bağlamlarına katkılarını irdelemekte ve karşılaştırmalı olarak değerlendirmektedir.
This study investigates the spatial developments, transformations and changes of a significant We... more This study investigates the spatial developments, transformations and changes of a significant Western Anatolian urban centre, namely Tire between the 14th and 16th centuries, which correspond to the Aydınid and the subsequent Ottoman rule. One of the administrative districts under the city of İzmir today, Tire had been home to various cultures that settled in Western Anatolia from ancient times onwards. However, the town owes the shaping of its urban form and fabric to the Turkish -Islamic rule in the region, which had been effective since early 14th century. It can be said that, the foundations of the town's urban structure, which is almost similar to its current situation, had been established back in the 14th -15th centuries by the Aydınid Principality. As such, the urban structure acquired its final form under the subsequent Ottoman rule, particularly in the 15th and 16th centuries. This paper also claims that urban form and fabric were developed and shaped in accordance to urban architecture. In this framework, urban development and spatial transformation of Tire is studied in relation to the public buildings, monuments such as mosques, madrasas, baths and especially to building groups in the form of building complexes. In other words, Tire is comparatively analysed in terms of its spatial transformation and being reshaped in relation to its urban architecture first under the Aydınid and next the Ottoman rule.
In architectural education, basic design courses are initial courses, which introduce first-year ... more In architectural education, basic design courses are initial courses, which introduce first-year architecture students with the basics of design and provide a learning environment to develop their skills in design making and prepare them for further architectural design courses. Basic design studios are paradigmatic and important in helping students improve their competencies to respond to complex design problems in subsequent studios. This study explores the contribution of incorporating transdisciplinary knowledge into the basic design studio to increase students’ knowledge acquisition in relation to learning outcomes of the course, and to develop their skills and creativity in design making. Considering that transdisciplinary knowledge production necessitates a combination of academic and non-academic knowledge, theory and practice, and discipline and profession, when compared to interdisciplinary knowledge that is located in scholarly environments, this study focuses on attempts and practices to introduce students with non-academic knowledge and experience in basic design studios at the beginning of their architectural education. Accordingly, this study argues that the integration of transdisciplinary knowledge and experience into the learning process in a basic design studio contributes to improving students’ knowledge and skills in producing and designing spaces and stimulating their creativity in doing so. Keywords: Architectural Education; Basic Design; Transdisciplinary Knowledge; Architectural Design; Creativity.
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Keywords: Architectural Education; Basic Design; Transdisciplinary Knowledge; Architectural Design; Creativity.