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An Examination of the Role of Practice in Design Education and Production of Space Process

Year 2022, Volume: 5 Issue: 1, 98 - 111, 27.06.2022

Selva Başçı , Duygu Koca

Abstract

The nature of design education tends to learn by doing and gain knowledge by experience. In this study, it is aimed to examine the role of practice in architectural and interior architectural design education, which is the art of creating space. In this context, “Basic Design” courses, which is the first place where design education begins, and “Design Studios”, which form the backbone of design education, are discussed in terms of their relationship with practice. The developments in design education in the historical process are mentioned and the relationship between design-application-education is examined. It has been examined how practice has gained a place in both undergraduate and graduate architecture/interior architecture education, and what kind of process is followed in design studios. How concepts such as “design thinking”, “research by design”, “practice-led” and “practice-based” research affect design education were questioned, and the contribution of new application-related methodologies to design education was discussed.

Keywords

Design education production of space practice

References

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  • Akbulut, D. (2014). Tasarımda Temel Etkileşim: Temel Tasarım Eğitiminde Bütünleşik Ortak Zemin. Sanat ve Tasarım Dergisi(13), 23-40.
  • Aktaş, G. G., & Sağlam, H. (2014). Re-thinking the Concept of “Space” in Interior Design Education.
  • Aktaş, G. G., & Sağlam, H. (2014). Re-thinking the Concept of “Space” in Interior Design Education.
  • Arıdağ, L., & Aslan, A. E. (2012). Tasarım Çalışmaları-1 Stüdyosunda Uygulanan Yaratıcı Drama Etkinliklerinin Mimarlık Öğrencilerinin Yaratıcı Düşünce Becerilerinin Gelişimine Etkisi//The Effect of Creative Drama Activities Performed at the “Design Studies-1” Studio on Development of Creative Thinking Skills of Architecture Students. Megaron, 7(1), 49.
  • Arıdağ, L., & Aslan, A. E. (2012). Tasarım Çalışmaları-1 Stüdyosunda Uygulanan Yaratıcı Drama Etkinliklerinin Mimarlık Öğrencilerinin Yaratıcı Düşünce Becerilerinin Gelişimine Etkisi//The Effect of Creative Drama Activities Performed at the “Design Studies-1” Studio on Development of Creative Thinking Skills of Architecture Students. Megaron, 7(1), 49.
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  • Baker, A. (2005). “Knowledge in Interior Design” Journal of Interior Design Vol: 31, pp: 13-21.
  • Bulat, S., Bulat, M., & Aydın, B. (2014). Bauhause Tasarım Okulu. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 18(1), 105-120.
  • Bulat, S., Bulat, M., & Aydın, B. (2014). Bauhause Tasarım Okulu. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 18(1), 105-120.
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  • Ciravoğlu, A. (2003). "Mimari Tasarım Eğitiminde Formel ve Enformel Çalışmalar Üzerine", Yapı Dergisi, 257, 43-47.
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  • Cross, N. (1982). Designerly ways of knowing. Design studies, 3(4), 221-227.
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  • Çelenk, T. ve Sağocak, A. M. (2014). Temel Tasarım Sürecinde Yaratıcılık, İstanbul, Grafik Kitaplığı Yayıncılık.
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  • De La Harpe, B., Peterson, J. F., Frankham, N., Zehner, R., Neale, D., Musgrave, E., & McDermott, R. (2009). Assessment focus in studio: What is most prominent in architecture, art and design? International Journal of Art & Design Education, 28(1).
  • De La Harpe, B., Peterson, J. F., Frankham, N., Zehner, R., Neale, D., Musgrave, E., & McDermott, R. (2009). Assessment focus in studio: What is most prominent in architecture, art and design? International Journal of Art & Design Education, 28(1).
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  • Demirbaş, O. O., & Demirkan, H. (2003). Focus on architectural design process through learning styles. Design Studies, 24(5), 437-456.
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  • Dewey, J. (1938). Experience and Education, The kappa delta pi lecture series. New York: Collier Macmillan.
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  • Dunin-Woyseth, H., & Nilsson, F. (2014). Design education, practice, and research: on building a field of inquiry.
  • Dunin-Woyseth, H., & Nilsson, F. (2014). Design education, practice, and research: on building a field of inquiry.
  • Eagen, W., et al. (2010). Design thinking: can creativity be taught. Proceedings from The Future of Education International Conference, Florence, Italy.
  • Eagen, W., et al. (2010). Design thinking: can creativity be taught. Proceedings from The Future of Education International Conference, Florence, Italy.
  • Erkan, D. Ç. (2006). Temel tasarım eğitimini sorgulayan bir araştırma. Yayımlanmamış Yüksek Lisans Tezi, Yıldız Teknik Üniversitesi, Fen Bilimleri Enstitüsü, İstanbul.
  • Erkan, D. Ç. (2006). Temel tasarım eğitimini sorgulayan bir araştırma. Yayımlanmamış Yüksek Lisans Tezi, Yıldız Teknik Üniversitesi, Fen Bilimleri Enstitüsü, İstanbul.
  • Fernando, N. A. (2006). Design as exploration: an integrative model. Open House International, 31(3).
  • Fernando, N. A. (2006). Design as exploration: an integrative model. Open House International, 31(3).
  • Findeli, A. (2001). Rethinking design education for the 21st century: Theoretical, methodological, and ethical discussion. Design issues, 17(1), 5-17.
  • Findeli, A. (2001). Rethinking design education for the 21st century: Theoretical, methodological, and ethical discussion. Design issues, 17(1), 5-17.
  • Frayling, C., Stead, V., Archer, B., Cook, N., Powel, J., Sage, V., Scrivener, S., & Tovey, M. (1997). Practice-based Doctorates in the Creative and Performing Arts and Design. Lichfield: UK Council for Graduate Education.
  • Frayling, C., Stead, V., Archer, B., Cook, N., Powel, J., Sage, V., Scrivener, S., & Tovey, M. (1997). Practice-based Doctorates in the Creative and Performing Arts and Design. Lichfield: UK Council for Graduate Education.
  • Hardin, M., (1994). Design Fundamentals I: An Iterative Loop, Beginnings In Architectural Education: Proceedings Of Acsa/Eaae Conference Prague 1993, Acsa Press, Washington, p.49.
  • Hardin, M., (1994). Design Fundamentals I: An Iterative Loop, Beginnings In Architectural Education: Proceedings Of Acsa/Eaae Conference Prague 1993, Acsa Press, Washington, p.49.
  • Hasgül, E., & B rer, E. (2019). Temel Tasarım Eğ t m nde Bauhaus Okulu'nun Mekân Üretimine Etkisi. Art-e Sanat Dergisi, 12(23), 26-42.
  • Hjort, B. (2002). Hundred Years of Swedish Architectural Research. Nordic Journal of Architectural Research, (4), 85-86.
  • Hjort, B. (2002). Hundred Years of Swedish Architectural Research. Nordic Journal of Architectural Research, (4), 85-86.
  • Kaptan, B. B. (2016). An Interior Architecture/Design Education Model within the Scope of New Approaches. Online Journal of Art and Design, 4(2).
  • Kaptan, B. B. (2016). An Interior Architecture/Design Education Model within the Scope of New Approaches. Online Journal of Art and Design, 4(2).
  • Kuhn, S. (2001). Learning From the Architecture Studio: Implications for Project-based Pedagogy. International Journal of Engineering Education, 17(4/5), 349-352.
  • Kuhn, S. (2001). Learning From the Architecture Studio: Implications for Project-based Pedagogy. International Journal of Engineering Education, 17(4/5), 349-352.
  • Kuloglu, N., & Asasoglu, A. O. (2010). Indirect expression as an approach to improving creativity in design education. Procedia-Social and Behavioral Sciences, 9, 1674-1686.
  • Legény, J., Špaček, R., & Morgenstein, P. (2018). Binding architectural practice with education. Global Journal of Engineering Education, 20(1), 6-14.
  • Legény, J., Špaček, R., & Morgenstein, P. (2018). Binding architectural practice with education. Global Journal of Engineering Education, 20(1), 6-14.
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  • Onur, D., & Zorlu, T. (2017). Tasarım Stüdyolarında Uygulanan Eğitim Metotları ve Yaratıcılık İlişkisi. The Turkish Online Journal of Design Art and Communication, 7(4), 542-555.
  • Poldma, T. (2009). Taking up space: Exploring the design process. New York: Fairchild.
  • Poldma, T. (2009). Taking up space: Exploring the design process. New York: Fairchild.
  • Rashdan, W. (2017). Impact of Desıgn Thınkıng on Conceptual Desıgn in Interıor Desıgn Studıo Courses.
  • Rashdan, W. (2017). Impact of Desıgn Thınkıng on Conceptual Desıgn in Interıor Desıgn Studıo Courses.
  • Reimer, Y. J., & Douglas, S. A. (2003). Teaching HCI design with the studio approach. Computer Science Education, 13(3), 191-205.
  • Salama, A. M., & Wilkinson, N. (2007). Design Studio Pedagogy: Horizons for the Future. Gateshead: The Urban International Press.
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Tasarım Eğitimi ve Mekân Üretimi Sürecinde Uygulamanın Rolü Üzerine Bir İnceleme

Year 2022, Volume: 5 Issue: 1, 98 - 111, 27.06.2022

Selva Başçı , Duygu Koca

Abstract

Tasarım eğitiminin doğası yaparak öğrenmeye ve deneyimle bilgi edinmeye eğilimlidir. Çalışmada mekân yaratma sanatı olan mimarlık ve iç mimarlık tasarım eğitiminde uygulamanın rolünün irdelenmesi hedeflenmektedir. Bu bağlamda tasarım eğitiminin başladığı ilk yer olan “Temel Tasarım” dersleri ve tasarım eğitiminin bel kemiğini oluşturan “Tasarım Stüdyoları” uygulamayla ilişkisi bakımdan ele alınmıştır. Tarihsel süreç içinde tasarım eğitimindeki gelişmelere değinilmiş, tasarım-uygulama-eğitim ilişkisi irdelenmiştir. Hem lisans hem de lisansüstü mimarlık/iç mimarlık eğitiminde uygulamanın nasıl bir yer edindiği, tasarım stüdyolarında uygulamayla ilişkili nasıl bir süreç izlendiği incelenmiştir. “Tasarım odaklı düşünme”, “Tasarım yoluyla araştırma”, “uygulama odaklı” ve “uygulamaya dayalı” araştırmalar gibi kavramların tasarım eğitimini nasıl etkilediği sorgulanmış, uygulamayla ilişkili yeni metodolojilerin tasarım eğitimine katkısı tartışılmıştır.

Keywords

Tasarım eğitimi mekân üretimi uygulama

References

  • Akbulut, D. (2014). Tasarımda Temel Etkileşim: Temel Tasarım Eğitiminde Bütünleşik Ortak Zemin. Sanat ve Tasarım Dergisi(13), 23-40.
  • Akbulut, D. (2014). Tasarımda Temel Etkileşim: Temel Tasarım Eğitiminde Bütünleşik Ortak Zemin. Sanat ve Tasarım Dergisi(13), 23-40.
  • Aktaş, G. G., & Sağlam, H. (2014). Re-thinking the Concept of “Space” in Interior Design Education.
  • Aktaş, G. G., & Sağlam, H. (2014). Re-thinking the Concept of “Space” in Interior Design Education.
  • Arıdağ, L., & Aslan, A. E. (2012). Tasarım Çalışmaları-1 Stüdyosunda Uygulanan Yaratıcı Drama Etkinliklerinin Mimarlık Öğrencilerinin Yaratıcı Düşünce Becerilerinin Gelişimine Etkisi//The Effect of Creative Drama Activities Performed at the “Design Studies-1” Studio on Development of Creative Thinking Skills of Architecture Students. Megaron, 7(1), 49.
  • Arıdağ, L., & Aslan, A. E. (2012). Tasarım Çalışmaları-1 Stüdyosunda Uygulanan Yaratıcı Drama Etkinliklerinin Mimarlık Öğrencilerinin Yaratıcı Düşünce Becerilerinin Gelişimine Etkisi//The Effect of Creative Drama Activities Performed at the “Design Studies-1” Studio on Development of Creative Thinking Skills of Architecture Students. Megaron, 7(1), 49.
  • Aristotle. (1976). The Nicomachean Ethics. Translated by J. A. K. Thomson. London: Penguin Books Ltd.
  • Baker, A. (2005). “Knowledge in Interior Design” Journal of Interior Design Vol: 31, pp: 13-21.
  • Bulat, S., Bulat, M., & Aydın, B. (2014). Bauhause Tasarım Okulu. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 18(1), 105-120.
  • Bulat, S., Bulat, M., & Aydın, B. (2014). Bauhause Tasarım Okulu. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 18(1), 105-120.
  • Candy, L. (2006). Practice based research: A guide. CCS report, 1, 1-19.
  • Candy, L. (2006). Practice based research: A guide. CCS report, 1, 1-19.
  • Ciravoğlu, A. (2003). "Mimari Tasarım Eğitiminde Formel ve Enformel Çalışmalar Üzerine", Yapı Dergisi, 257, 43-47.
  • Cross, N. (2011). Design thinking: Understanding how designers think and work. New York: Berg.
  • Cross, N. (2011). Design thinking: Understanding how designers think and work. New York: Berg.
  • Cross, N. (1982). Designerly ways of knowing. Design studies, 3(4), 221-227.
  • Cross, N. (1982). Designerly ways of knowing. Design studies, 3(4), 221-227.
  • Çelenk, T. ve Sağocak, A. M. (2014). Temel Tasarım Sürecinde Yaratıcılık, İstanbul, Grafik Kitaplığı Yayıncılık.
  • Çelenk, T. ve Sağocak, A. M. (2014). Temel Tasarım Sürecinde Yaratıcılık, İstanbul, Grafik Kitaplığı Yayıncılık.
  • De La Harpe, B., Peterson, J. F., Frankham, N., Zehner, R., Neale, D., Musgrave, E., & McDermott, R. (2009). Assessment focus in studio: What is most prominent in architecture, art and design? International Journal of Art & Design Education, 28(1).
  • De La Harpe, B., Peterson, J. F., Frankham, N., Zehner, R., Neale, D., Musgrave, E., & McDermott, R. (2009). Assessment focus in studio: What is most prominent in architecture, art and design? International Journal of Art & Design Education, 28(1).
  • Dede, B. (2017). Amerikan Sanat ve Tasarım Okullarında Bauhaus Ruhu. Ulakbilge Sosyal Bilimler Dergisi, 5(17), 1751-1763.
  • Dede, B. (2017). Amerikan Sanat ve Tasarım Okullarında Bauhaus Ruhu. Ulakbilge Sosyal Bilimler Dergisi, 5(17), 1751-1763.
  • Demirbaş¸, O¨ O. (2001). The relation of learning styles and performance scores of the students in interior architecture education. PhD thesis, Bilkent University, Ankara.
  • Demirbaş¸, O¨ O. (2001). The relation of learning styles and performance scores of the students in interior architecture education. PhD thesis, Bilkent University, Ankara.
  • Demirbaş, O. O., & Demirkan, H. (2003). Focus on architectural design process through learning styles. Design Studies, 24(5), 437-456.
  • Demirbaş, O. O., & Demirkan, H. (2003). Focus on architectural design process through learning styles. Design Studies, 24(5), 437-456.
  • Dewey, J. (1938). Experience and Education, The kappa delta pi lecture series. New York: Collier Macmillan.
  • Dewey, J. (1938). Experience and Education, The kappa delta pi lecture series. New York: Collier Macmillan.
  • Dunin-Woyseth, H., & Nilsson, F. (2014). Design education, practice, and research: on building a field of inquiry.
  • Dunin-Woyseth, H., & Nilsson, F. (2014). Design education, practice, and research: on building a field of inquiry.
  • Eagen, W., et al. (2010). Design thinking: can creativity be taught. Proceedings from The Future of Education International Conference, Florence, Italy.
  • Eagen, W., et al. (2010). Design thinking: can creativity be taught. Proceedings from The Future of Education International Conference, Florence, Italy.
  • Erkan, D. Ç. (2006). Temel tasarım eğitimini sorgulayan bir araştırma. Yayımlanmamış Yüksek Lisans Tezi, Yıldız Teknik Üniversitesi, Fen Bilimleri Enstitüsü, İstanbul.
  • Erkan, D. Ç. (2006). Temel tasarım eğitimini sorgulayan bir araştırma. Yayımlanmamış Yüksek Lisans Tezi, Yıldız Teknik Üniversitesi, Fen Bilimleri Enstitüsü, İstanbul.
  • Fernando, N. A. (2006). Design as exploration: an integrative model. Open House International, 31(3).
  • Fernando, N. A. (2006). Design as exploration: an integrative model. Open House International, 31(3).
  • Findeli, A. (2001). Rethinking design education for the 21st century: Theoretical, methodological, and ethical discussion. Design issues, 17(1), 5-17.
  • Findeli, A. (2001). Rethinking design education for the 21st century: Theoretical, methodological, and ethical discussion. Design issues, 17(1), 5-17.
  • Frayling, C., Stead, V., Archer, B., Cook, N., Powel, J., Sage, V., Scrivener, S., & Tovey, M. (1997). Practice-based Doctorates in the Creative and Performing Arts and Design. Lichfield: UK Council for Graduate Education.
  • Frayling, C., Stead, V., Archer, B., Cook, N., Powel, J., Sage, V., Scrivener, S., & Tovey, M. (1997). Practice-based Doctorates in the Creative and Performing Arts and Design. Lichfield: UK Council for Graduate Education.
  • Hardin, M., (1994). Design Fundamentals I: An Iterative Loop, Beginnings In Architectural Education: Proceedings Of Acsa/Eaae Conference Prague 1993, Acsa Press, Washington, p.49.
  • Hardin, M., (1994). Design Fundamentals I: An Iterative Loop, Beginnings In Architectural Education: Proceedings Of Acsa/Eaae Conference Prague 1993, Acsa Press, Washington, p.49.
  • Hasgül, E., & B rer, E. (2019). Temel Tasarım Eğ t m nde Bauhaus Okulu'nun Mekân Üretimine Etkisi. Art-e Sanat Dergisi, 12(23), 26-42.
  • Hjort, B. (2002). Hundred Years of Swedish Architectural Research. Nordic Journal of Architectural Research, (4), 85-86.
  • Hjort, B. (2002). Hundred Years of Swedish Architectural Research. Nordic Journal of Architectural Research, (4), 85-86.
  • Kaptan, B. B. (2016). An Interior Architecture/Design Education Model within the Scope of New Approaches. Online Journal of Art and Design, 4(2).
  • Kaptan, B. B. (2016). An Interior Architecture/Design Education Model within the Scope of New Approaches. Online Journal of Art and Design, 4(2).
  • Kuhn, S. (2001). Learning From the Architecture Studio: Implications for Project-based Pedagogy. International Journal of Engineering Education, 17(4/5), 349-352.
  • Kuhn, S. (2001). Learning From the Architecture Studio: Implications for Project-based Pedagogy. International Journal of Engineering Education, 17(4/5), 349-352.
  • Kuloglu, N., & Asasoglu, A. O. (2010). Indirect expression as an approach to improving creativity in design education. Procedia-Social and Behavioral Sciences, 9, 1674-1686.
  • Legény, J., Špaček, R., & Morgenstein, P. (2018). Binding architectural practice with education. Global Journal of Engineering Education, 20(1), 6-14.
  • Legény, J., Špaček, R., & Morgenstein, P. (2018). Binding architectural practice with education. Global Journal of Engineering Education, 20(1), 6-14.
  • Lowenfeld, V. (1957). Creative and Mental Growth. New York: Macmillan.
  • Lowenfeld, V. (1957). Creative and Mental Growth. New York: Macmillan.
  • Maslow, Abraham Harold, Robert Frager, and Ruth Cox, (1970). Motivation and Personality. Eds.
  • Maslow, Abraham Harold, Robert Frager, and Ruth Cox, (1970). Motivation and Personality. Eds.
  • Onur, D., & Zorlu, T. (2017). Tasarım Stüdyolarında Uygulanan Eğitim Metotları ve Yaratıcılık İlişkisi. The Turkish Online Journal of Design Art and Communication, 7(4), 542-555.
  • Onur, D., & Zorlu, T. (2017). Tasarım Stüdyolarında Uygulanan Eğitim Metotları ve Yaratıcılık İlişkisi. The Turkish Online Journal of Design Art and Communication, 7(4), 542-555.
  • Poldma, T. (2009). Taking up space: Exploring the design process. New York: Fairchild.
  • Poldma, T. (2009). Taking up space: Exploring the design process. New York: Fairchild.
  • Rashdan, W. (2017). Impact of Desıgn Thınkıng on Conceptual Desıgn in Interıor Desıgn Studıo Courses.
  • Rashdan, W. (2017). Impact of Desıgn Thınkıng on Conceptual Desıgn in Interıor Desıgn Studıo Courses.
  • Reimer, Y. J., & Douglas, S. A. (2003). Teaching HCI design with the studio approach. Computer Science Education, 13(3), 191-205.
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Details

Primary Language Turkish
Subjects Architecture
Journal Section Research Article
Authors

Selva Başçı 0000-0002-8728-0417

Duygu Koca 0000-0003-4176-8115

Publication Date June 27, 2022
Submission Date September 15, 2021
Published in Issue Year 2022 Volume: 5 Issue: 1

Cite

APA Başçı, S., & Koca, D. (2022). Tasarım Eğitimi ve Mekân Üretimi Sürecinde Uygulamanın Rolü Üzerine Bir İnceleme. Modular Journal, 5(1), 98-111.
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