Architectural education inherently requires continuity. The transformative power of the world, which people have experienced in the last 5 years with crises such as pandemics and earthquakes, has changed and forced the form, style and tools of this continuity. Architectural design education, which was shaped on the axis of a studio culture, had to cope with the ruptures and transitions of a new phase. This case report aims to convey an experience that brought together the adaptation of face-to-face education of the students after the online education and the section-model practice that the studio tutors have experienced before. Since the study tries to repair the correlations between the continuity, ruptures and transitions of architectural design education, integration of section and model has been re-engaged in the studio. The study group consists of architecture students who switched to online education after the February 2023 earthquakes and started face-to-face education again in the fall semester of 2023/2024. As a result, well-thought models, few experiments on the models and quick transfers to digital programs were revealed as three main tendencies in the studio. In conclusion, the adaptation of the student on the axis of continuity and to reinforce the design productivity, design problem-solving skills and the habit of doing design research tried to provide.
{"title":"A New Experience for Integration of Section and Model: A Case Report","authors":"P. Koç, Uğur Tuztaşı","doi":"10.46474/jds.1475968","DOIUrl":"https://doi.org/10.46474/jds.1475968","url":null,"abstract":"Architectural education inherently requires continuity. The transformative power of the world, which people have experienced in the last 5 years with crises such as pandemics and earthquakes, has changed and forced the form, style and tools of this continuity. Architectural design education, which was shaped on the axis of a studio culture, had to cope with the ruptures and transitions of a new phase. This case report aims to convey an experience that brought together the adaptation of face-to-face education of the students after the online education and the section-model practice that the studio tutors have experienced before. Since the study tries to repair the correlations between the continuity, ruptures and transitions of architectural design education, integration of section and model has been re-engaged in the studio. The study group consists of architecture students who switched to online education after the February 2023 earthquakes and started face-to-face education again in the fall semester of 2023/2024. As a result, well-thought models, few experiments on the models and quick transfers to digital programs were revealed as three main tendencies in the studio. In conclusion, the adaptation of the student on the axis of continuity and to reinforce the design productivity, design problem-solving skills and the habit of doing design research tried to provide.","PeriodicalId":509383,"journal":{"name":"Journal of Design Studio","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141820165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Integration problems between building subsystems designed by different specialists may arise when not properly coordinated. Alongside their design duties, architects often have control/coordination responsibility to avoid these. Gaining experience in integrating building subsystems is an objective of the Construction Project course in the Istanbul Technical University Bachelor of Architecture Program. Final submissions of the author-led groups were evaluated to determine design deficiencies and integration problems observed and to discuss students’ performance in subsystem integration. Using a classification framework generated for determining the types of subsystem integration, design deficiencies and integration problems based on literature, 20 student projects were reviewed in this respect. Drawings of each project for the architectural, structural, heating and plumbing systems were assessed within themselves and in pairs to find inconsistencies. Regarding the integration problems identified, opinions of a few professionals on their significance in causing rework were taken via a questionnaire to assist the discussions. Students’ performance was assessed using both quantitative findings regarding the number and type of design deficiencies and integration problems identified and professionals’ opinions. In total, 12 design deficiencies and 20 integration problems were identified. Among the deficiencies, the occurrence rate of errors was higher than that of the omissions (i.e. 61% and 39.2% respectively). Among the integration problems, the structural system was always a component of the subsystem pairs with a high occurrence rate of problems (i.e. >50%). Regarding different types of integration problems, omission was the least commonly observed problem followed by error, and soft and hard clashes respectively.
{"title":"Constructional Designs of Architecture Students – Were Building Subsystems Successfully Integrated During the Project Process?","authors":"E. Edis","doi":"10.46474/jds.1454260","DOIUrl":"https://doi.org/10.46474/jds.1454260","url":null,"abstract":"Integration problems between building subsystems designed by different specialists may arise when not properly coordinated. Alongside their design duties, architects often have control/coordination responsibility to avoid these. Gaining experience in integrating building subsystems is an objective of the Construction Project course in the Istanbul Technical University Bachelor of Architecture Program. Final submissions of the author-led groups were evaluated to determine design deficiencies and integration problems observed and to discuss students’ performance in subsystem integration. Using a classification framework generated for determining the types of subsystem integration, design deficiencies and integration problems based on literature, 20 student projects were reviewed in this respect. Drawings of each project for the architectural, structural, heating and plumbing systems were assessed within themselves and in pairs to find inconsistencies. Regarding the integration problems identified, opinions of a few professionals on their significance in causing rework were taken via a questionnaire to assist the discussions. Students’ performance was assessed using both quantitative findings regarding the number and type of design deficiencies and integration problems identified and professionals’ opinions. In total, 12 design deficiencies and 20 integration problems were identified. Among the deficiencies, the occurrence rate of errors was higher than that of the omissions (i.e. 61% and 39.2% respectively). Among the integration problems, the structural system was always a component of the subsystem pairs with a high occurrence rate of problems (i.e. >50%). Regarding different types of integration problems, omission was the least commonly observed problem followed by error, and soft and hard clashes respectively.","PeriodicalId":509383,"journal":{"name":"Journal of Design Studio","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141819386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, as PhD candidates and teaching assistants working in the Interior Architecture Department of the Faculty of Architecture at Istanbul Technical University (ITU) we aimed to explore the interrelationship between the students’ messages and the studio’s affordances by using participant observation and photovoice methods in the classes we attended in the same physical space. We used the photographs taken by us during the studio courses as the central data set to explore the messages triggered by the studio affordances, which are formed based on the complex environments and relationships created by the limited physical facilities of our design studio, the high student quotas and the large project groups using the same physical space at different and even the exact times. Through collaborative commentary and reflective writing, we produced written and visual reports on the final themes at the conclusion of the analysis process. Finally, we concluded that the four main themes, namely, direct message, indirect message, transcendent message, and no message but action, guided us in exploring and explaining our studio’s affordances.
{"title":"Design Students’ Affordance-based Messages in an Undesigned Design Studio","authors":"Firat Kucukersen, Gozde Gokdemir, Uğur Efe Uçar","doi":"10.46474/jds.1446089","DOIUrl":"https://doi.org/10.46474/jds.1446089","url":null,"abstract":"In this study, as PhD candidates and teaching assistants working in the Interior Architecture Department of the Faculty of Architecture at Istanbul Technical University (ITU) we aimed to explore the interrelationship between the students’ messages and the studio’s affordances by using participant observation and photovoice methods in the classes we attended in the same physical space. We used the photographs taken by us during the studio courses as the central data set to explore the messages triggered by the studio affordances, which are formed based on the complex environments and relationships created by the limited physical facilities of our design studio, the high student quotas and the large project groups using the same physical space at different and even the exact times. Through collaborative commentary and reflective writing, we produced written and visual reports on the final themes at the conclusion of the analysis process. Finally, we concluded that the four main themes, namely, direct message, indirect message, transcendent message, and no message but action, guided us in exploring and explaining our studio’s affordances.","PeriodicalId":509383,"journal":{"name":"Journal of Design Studio","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141819741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study looks at interior design students' perceptions and remodeling ideas for their studio spaces through the lens of environmental psychology. It evaluates 10 student groups' proposals, with a focus on spatial layout, usefulness, aesthetics, and the emotional impact of the designed places. Key themes include ergonomic furniture, spatial zoning, color scheme preferences, and the incorporation of natural components. The study emphasizes students' need for multifunctional studio spaces that elicit good emotional responses and improve their sense of well-being. It also highlights the changing nature of interior design education, as students prefer ergonomic seats over stools. The findings highlight the necessity of incorporating students in the design of their learning environments, thereby connecting theory with real-world applications.
{"title":"Dreaming of Better Spaces: Environmental Psychology in Students' Redesign of Interior Architecture Studios","authors":"Yaren Şekerci, M. U. Kahraman","doi":"10.46474/jds.1427149","DOIUrl":"https://doi.org/10.46474/jds.1427149","url":null,"abstract":"This study looks at interior design students' perceptions and remodeling ideas for their studio spaces through the lens of environmental psychology. It evaluates 10 student groups' proposals, with a focus on spatial layout, usefulness, aesthetics, and the emotional impact of the designed places. Key themes include ergonomic furniture, spatial zoning, color scheme preferences, and the incorporation of natural components. The study emphasizes students' need for multifunctional studio spaces that elicit good emotional responses and improve their sense of well-being. It also highlights the changing nature of interior design education, as students prefer ergonomic seats over stools. The findings highlight the necessity of incorporating students in the design of their learning environments, thereby connecting theory with real-world applications.","PeriodicalId":509383,"journal":{"name":"Journal of Design Studio","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141820247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A Book Review for "From Tradition to Cittaslow TARAKLI" by Nevnihal Erdoğan, Hikmet Temel Akarsu Verita Publications, ISBN 978-605-67773-6-3..Explaining the role and importance of space in today's people's search for happiness in a different and sincere way than the usual academic language, "From Tradition to Cittaslow Taraklı" is a book prepared by Nevnihal Erdoğan (architect, academician) and Hikmet Temel Akarsu (architect, writer) and published by Verita Publications in 2018.
{"title":"Book review; “From Tradition to Cittaslow TARAKLI”","authors":"D. Atik","doi":"10.46474/jds.1472319","DOIUrl":"https://doi.org/10.46474/jds.1472319","url":null,"abstract":"A Book Review for \"From Tradition to Cittaslow TARAKLI\" by Nevnihal Erdoğan, Hikmet Temel Akarsu Verita Publications, ISBN 978-605-67773-6-3..Explaining the role and importance of space in today's people's search for happiness in a different and sincere way than the usual academic language, \"From Tradition to Cittaslow Taraklı\" is a book prepared by Nevnihal Erdoğan (architect, academician) and Hikmet Temel Akarsu (architect, writer) and published by Verita Publications in 2018.","PeriodicalId":509383,"journal":{"name":"Journal of Design Studio","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141820545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pursuing innovative methods in architectural education continually evolves in response to the profession's dynamic and changing demands. Today, Extended Reality (XR) technologies are emerging as powerful tools with the potential to transform design studio education fundamentally. Focusing on "Extended Reality (XR)" rather than individual terms like VR, AR, and MR is due to XR's encompassing nature. Using all realities collectively allows for a comprehensive evaluation of their synergies. Each reality has distinctive capabilities, and their combined use may offer a richer educational experience than focusing on them individually. This study examines the use and impact of XR technologies in architectural design studio education (ADSE), exploring how conventional components can evolve with XR from 2019 to 2024. It highlights XR's influence on design studio education and experiential learning, guiding students, educators, and researchers at the intersection of XR and ADSE. The authors conducted a systematic literature review following the PRISMA (2020) checklist (Page M.J.et al.,2021). Searches in three primary databases resulted in 183 articles. After identifying and removing duplicates, 178 abstracts were reviewed, and full texts were examined. Ultimately, three articles related to “XR Experiences in ADSE" were subjected to detailed analysis. The research found limited studies with the “the impact of the XR in architectural education" keyword. Following the systematic review, three articles remained. These articles were assessed to investigate the use of XR technologies in design studio education. The reviewed articles generally indicated positive outcomes from using XR technologies in one or more components of design studio education.
{"title":"XR Experience in Architectural Design Studio Education: A Systematic Literature Review","authors":"Ayşegül Kıdık, Burak Asiliskender","doi":"10.46474/jds.1472518","DOIUrl":"https://doi.org/10.46474/jds.1472518","url":null,"abstract":"Pursuing innovative methods in architectural education continually evolves in response to the profession's dynamic and changing demands. Today, Extended Reality (XR) technologies are emerging as powerful tools with the potential to transform design studio education fundamentally. Focusing on \"Extended Reality (XR)\" rather than individual terms like VR, AR, and MR is due to XR's encompassing nature. Using all realities collectively allows for a comprehensive evaluation of their synergies. Each reality has distinctive capabilities, and their combined use may offer a richer educational experience than focusing on them individually. This study examines the use and impact of XR technologies in architectural design studio education (ADSE), exploring how conventional components can evolve with XR from 2019 to 2024. It highlights XR's influence on design studio education and experiential learning, guiding students, educators, and researchers at the intersection of XR and ADSE. The authors conducted a systematic literature review following the PRISMA (2020) checklist (Page M.J.et al.,2021). Searches in three primary databases resulted in 183 articles. After identifying and removing duplicates, 178 abstracts were reviewed, and full texts were examined. Ultimately, three articles related to “XR Experiences in ADSE\" were subjected to detailed analysis. The research found limited studies with the “the impact of the XR in architectural education\" keyword. Following the systematic review, three articles remained. These articles were assessed to investigate the use of XR technologies in design studio education. The reviewed articles generally indicated positive outcomes from using XR technologies in one or more components of design studio education.","PeriodicalId":509383,"journal":{"name":"Journal of Design Studio","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141818866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Diyarbakır, its significant historical heritage, became an important city in terms of cultural history. However, in 2015, the central area of this cultural heritage, the Sur district, suffered destruction. Although restoration efforts are ongoing, there remains a debate on the extent to which the damage has been mitigated. This area, home to religious, civil, and social structures, is designated as an urban conservation site. Preserving this area is crucial for safeguarding architectural diversity and the traces of various civilizations. Over time, the cultural heritage in the region has been affected by various factors until 2015 when clashes exacerbated the damage, resulting in substantial losses. Prior to 2015, an inventory survey was conducted to identify the historical structures in the area, which were damaged or lost during the conflicts. Based on damage assessments conducted by the Ministry of Environment and Urban Planning in 2019, the buildings were classified as severely damaged, moderately damaged, slightly damaged, undamaged, or lost. According to the survey, out of the 479 buildings examined, restoration was carried out on 204, while 9 were severely damaged, 5 were moderately damaged, 4 were slightly damaged, 254 were undamaged, and 3 were lost. The data obtained from the study indicates that detailed efforts have been made to address the destruction in the region. Restoration activities have positively contributed to the preservation of documentary evidence. However, the best option for preserving similar areas is to cease terrorist activities in Turkey and around the world to maintain the originality of humanity's common heritage.
{"title":"Damage Degrees of Historical Buildings After the Conflict in Diyarbakır Sur District","authors":"S. Sipahi, Zeynep Bural","doi":"10.46474/jds.1470177","DOIUrl":"https://doi.org/10.46474/jds.1470177","url":null,"abstract":"Diyarbakır, its significant historical heritage, became an important city in terms of cultural history. However, in 2015, the central area of this cultural heritage, the Sur district, suffered destruction. Although restoration efforts are ongoing, there remains a debate on the extent to which the damage has been mitigated. This area, home to religious, civil, and social structures, is designated as an urban conservation site. Preserving this area is crucial for safeguarding architectural diversity and the traces of various civilizations. Over time, the cultural heritage in the region has been affected by various factors until 2015 when clashes exacerbated the damage, resulting in substantial losses. Prior to 2015, an inventory survey was conducted to identify the historical structures in the area, which were damaged or lost during the conflicts. Based on damage assessments conducted by the Ministry of Environment and Urban Planning in 2019, the buildings were classified as severely damaged, moderately damaged, slightly damaged, undamaged, or lost. According to the survey, out of the 479 buildings examined, restoration was carried out on 204, while 9 were severely damaged, 5 were moderately damaged, 4 were slightly damaged, 254 were undamaged, and 3 were lost. The data obtained from the study indicates that detailed efforts have been made to address the destruction in the region. Restoration activities have positively contributed to the preservation of documentary evidence. However, the best option for preserving similar areas is to cease terrorist activities in Turkey and around the world to maintain the originality of humanity's common heritage.","PeriodicalId":509383,"journal":{"name":"Journal of Design Studio","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141819303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores geometric modifications in letter design to encourage originality among elementary design students. It emphasizes viewing Computer-Aided Design (CAD) as a tool for boosting students' inspiration and familiarity with innovative letterforms. The study equips students with skills to create original designs and navigate copyright issues related to the use of typeface for their project. To achieve its objectives, the study targets: identifying challenges faced by design students, illustrating geometric modifications, developing procedures to encourage creativity, and evaluating the effectiveness of these procedures. An exploratory method is employed, involving focus groups with ten participants each, utilizing CAD for geometric modifications of existing and original design, and applying the semantic differential scale (SDS)/Likertscale to assess perceptions and efficacy of the suggested procedures. Both descriptive (mean, standard deviation, bar charts) and inferential statistics (chi-square, independent sample t-test, one-way ANOVA) are used in the analysis. The findings highlight gender issue, challenges related to inadequate access to technology and demonstrate CAD'S effectiveness in enhancing geometric modification processes. The study emphasizes the significance of understanding anatomy and design principles, particularly in original designs created from scratch, underscoring CAD's role in reinforcing these principles. The outcome shows that students can independently create display and decorative letters for various applications without relying entirely on already existing one for originality purpose. Suggested procedures, including drafting design briefs, seeking mentorship, and integrating CAD with manual techniques, are found to enhance creativity and originality. Thus, it is likely that the suggested procedure has significant effect on the student's creative letter design especially when the elementary design students are flexible and not when they are unyielding. The combination of CAD and manual techniques notably improves students' intuition and creativity in letter design, with the overall positive impact on their creative output.
{"title":"CAD Inspiration for Design Students on the Geometric Modification of Letters","authors":"Ayorinde Samuel Oluyemi","doi":"10.46474/jds.1461016","DOIUrl":"https://doi.org/10.46474/jds.1461016","url":null,"abstract":"This study explores geometric modifications in letter design to encourage originality among elementary design students. It emphasizes viewing Computer-Aided Design (CAD) as a tool for boosting students' inspiration and familiarity with innovative letterforms. The study equips students with skills to create original designs and navigate copyright issues related to the use of typeface for their project. To achieve its objectives, the study targets: identifying challenges faced by design students, illustrating geometric modifications, developing procedures to encourage creativity, and evaluating the effectiveness of these procedures. An exploratory method is employed, involving focus groups with ten participants each, utilizing CAD for geometric modifications of existing and original design, and applying the semantic differential scale (SDS)/Likertscale to assess perceptions and efficacy of the suggested procedures. Both descriptive (mean, standard deviation, bar charts) and inferential statistics (chi-square, independent sample t-test, one-way ANOVA) are used in the analysis. The findings highlight gender issue, challenges related to inadequate access to technology and demonstrate CAD'S effectiveness in enhancing geometric modification processes. The study emphasizes the significance of understanding anatomy and design principles, particularly in original designs created from scratch, underscoring CAD's role in reinforcing these principles. The outcome shows that students can independently create display and decorative letters for various applications without relying entirely on already existing one for originality purpose. Suggested procedures, including drafting design briefs, seeking mentorship, and integrating CAD with manual techniques, are found to enhance creativity and originality. Thus, it is likely that the suggested procedure has significant effect on the student's creative letter design especially when the elementary design students are flexible and not when they are unyielding. The combination of CAD and manual techniques notably improves students' intuition and creativity in letter design, with the overall positive impact on their creative output.","PeriodicalId":509383,"journal":{"name":"Journal of Design Studio","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141819758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores the intersection of sound and space in first-year design education through the "Unfolding the Rhythm" project. Sound is viewed as a dynamic force that shapes subjective experiences of time and space, creating invisible connections between people, objects, and places. The project captures sounds related to stories of escape from daily life, organising them into speculative spatial narratives using a digital audio workstation. These auditory tales are then translated into spatial notation drawings, which are further transformed into three-dimensional sound topographies within a predefined volume. This fluid void, representing non-hierarchical and open-ended layers of topography, becomes a component of the spatial narrative inspired by Jorge Luis Borges' "The Immortal." The story's spatial descriptions are intentionally omitted, with students detailing and reproducing these spaces in the void defined by subsequent sections. The singularity of each space influences the emergence of cross-sectional interactions that transform the collective topography of the story, creating a reversed process of space construction through cuts, sections. The resulting models, reflecting spatial intervals in "The Immortal," contribute to the evolution of transmediary spaces. This sectional thinking offers students a novel approach to the architectural design process. The workflow defined here involves cross-media transitions and imaginative gaps in translation that embrace diverse potential futures, non-linear cause-effect relationships, and organisational forms. As a result, the project considers temporal processes instead of static objects, topological formations instead of geometric operations, and new ways of thinking about materiality by seeking an immaterial approach to making space within auditory dimensions.
{"title":"Unfolding the Rhythm: Transmediary Thinking in Design","authors":"Eda Yeyman, Irem Naz Kaya Alkan, Irem Korkmaz","doi":"10.46474/jds.1479620","DOIUrl":"https://doi.org/10.46474/jds.1479620","url":null,"abstract":"This paper explores the intersection of sound and space in first-year design education through the \"Unfolding the Rhythm\" project. Sound is viewed as a dynamic force that shapes subjective experiences of time and space, creating invisible connections between people, objects, and places. The project captures sounds related to stories of escape from daily life, organising them into speculative spatial narratives using a digital audio workstation. These auditory tales are then translated into spatial notation drawings, which are further transformed into three-dimensional sound topographies within a predefined volume. This fluid void, representing non-hierarchical and open-ended layers of topography, becomes a component of the spatial narrative inspired by Jorge Luis Borges' \"The Immortal.\" The story's spatial descriptions are intentionally omitted, with students detailing and reproducing these spaces in the void defined by subsequent sections. The singularity of each space influences the emergence of cross-sectional interactions that transform the collective topography of the story, creating a reversed process of space construction through cuts, sections. The resulting models, reflecting spatial intervals in \"The Immortal,\" contribute to the evolution of transmediary spaces. This sectional thinking offers students a novel approach to the architectural design process. The workflow defined here involves cross-media transitions and imaginative gaps in translation that embrace diverse potential futures, non-linear cause-effect relationships, and organisational forms. As a result, the project considers temporal processes instead of static objects, topological formations instead of geometric operations, and new ways of thinking about materiality by seeking an immaterial approach to making space within auditory dimensions.","PeriodicalId":509383,"journal":{"name":"Journal of Design Studio","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141820474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Architecture education has been based on the design studio model focusing on learning by doing. In this academic program, critique is a vital component and inseparable from studio learning. Although widely practiced, critique has been a neglected area in design education and is often criticized for affecting the students’ learning experience. Using a grounded theory approach and mixed-method analysis, this article studies the student’s perspective of intermediate assessment and final evaluation of design studio courses in the form of desk critique and jury respectively with a case study of the Department of Architecture at the Military Institute of Science and Technology, Bangladesh. This study uses participant observation involving both the educators as well as learners and a questionnaire survey involving only the students. The results indicate that the learners’ and educators’ perspectives may not always be aligned. This can be useful to improve the studio-based learning program.
{"title":"Students’ Perspective of Design Studio Assessment: An Experience in Bangladesh","authors":"Sudipti Biswas, D. Saha","doi":"10.46474/jds.1479771","DOIUrl":"https://doi.org/10.46474/jds.1479771","url":null,"abstract":"Architecture education has been based on the design studio model focusing on learning by doing. In this academic program, critique is a vital component and inseparable from studio learning. Although widely practiced, critique has been a neglected area in design education and is often criticized for affecting the students’ learning experience. Using a grounded theory approach and mixed-method analysis, this article studies the student’s perspective of intermediate assessment and final evaluation of design studio courses in the form of desk critique and jury respectively with a case study of the Department of Architecture at the Military Institute of Science and Technology, Bangladesh. This study uses participant observation involving both the educators as well as learners and a questionnaire survey involving only the students. The results indicate that the learners’ and educators’ perspectives may not always be aligned. This can be useful to improve the studio-based learning program.","PeriodicalId":509383,"journal":{"name":"Journal of Design Studio","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141819501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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