scholarly journals First Design Studio Experience in Education of Interior Architecture: an Example of Akdeniz University

2012 ◽  
Vol 51 ◽  
pp. 1107-1111 ◽  
Author(s):  
Hilal Tugba Ormecioglu ◽  
Aydin Ucar
Keyword(s):  
Design Studio ◽  
Interior Architecture

The Analysis of A Hybrid Educational Approach in Interior Architecture Design Studio: The Case of Bahçeşehir University

2015 ◽  
Vol 40 (2) ◽  
pp. 80-87
Author(s):  
Sezin Tanrıöver ◽  
Zeynep Ceylanlı ◽  
Pınar Sunar
Keyword(s):  
Environmental Design ◽  
Design Studio ◽  
Educational Approach ◽  
Architecture Education ◽  
Interior Architecture ◽  
Human Needs ◽  
Physical Environments ◽  
Current Design ◽  
Post War ◽  
Studio Education

Architecture as a discipline has gone through a serious change since the post-war period and became a recognized profession focusing on human needs in the physical environments. The issue of educating new practitioners for the transforming field has turned out to be the subject of a lively debate for the last 10-20 years. The current position and approach in design studios of Department of Interior Architecture and Environmental Design of Bahçeşehir University, were thought to be worth putting forth and sharing with the design community to initiate a discussion for the future of the discipline in general. Consequently, this study was structured to present a paradigm in Interior Architecture Education by focusing on the case of Bahçeşehir University (BAU) Interior Architecture and Environmental Design Department design studio education. The four-year program consisting of eight academic semesters, is addressing the combination of two methods; namely, horizontally organized design studios (HODS), and vertically organized studio groups (VODS). Currently, this approach is subject to many discussions within the department due to many aspects. This approach was tested, evaluated and criticized through student and instructor comments collected via questionnaires. Results were collected and interpreted through three main issues of learning, teaching and assessment. Study moving from general design studio education to the case of Department of Interior Architecture and Environmental Design of Bahçeşehir University, concludes with general comments, mentioning the lack of literature on design studio education, and the significance of sharing different approaches and applications. Lastly and specifically, the revisions following the completion of the experiment in the department was put forth. With reference to the case of BAU, initiating a discussion regarding current design studio education was intended.

Performing a New Agenda for a First-Year Interior Architecture Studio

2021 ◽  
pp. 218-256
Author(s):  
Ethem Gürer ◽  
Firat Küçükersen
Keyword(s):  
Design Education ◽  
Complex Structure ◽  
Design Studio ◽  
First Year ◽  
Pedagogical Approach ◽  
Interior Architecture ◽  
Design Pedagogy ◽  
Final Project ◽  
And Performance ◽  
Principles Of Design

Considering the content and complex structure of design education, it is important to include the making, body, and movement in design pedagogy. In this context, thinking design with theatre opens to an aggregation of opportunities for thinking holistically and creatively about the character, elements, functioning, and the outcomes of the first-year design studio. This chapter presents a pedagogical approach for the first-year design studio through a final project, Theatre Space, which was devised as an integrated seven-week process of comprehending, interpreting, designing, fabricating, and performing Samuel Beckett's Quad 1+2, with all its components such as stage and décor, costume, accessories, makeup, light, sound, and performance. Students from the Departments of Architecture, Interior Architecture, and Industrial Design had a chance to display how they internalised and applied basic principles of design in their drawings, sketches, diagrams, writings, and collages, as well as the final physical products in 1/1 scale within a performative exhibition: Anti-Quad.

Performance Evaluation of Open and Cell Type Design Studios

2016 ◽  
Vol 41 (1) ◽  
pp. 27-34
Author(s):  
Umut Tuğlu Karsli
Keyword(s):  
Instructional Methods ◽  
Design Studio ◽  
Cell Type ◽  
Traditional Architecture ◽  
Architecture Education ◽  
Interior Architecture ◽  
Project Coordinator ◽  
Type Design ◽  
Space Organization ◽  
Spatial Use

Design studio courses take place at the core of education disciplinary design such as architecture and interior architecture. Studios in which design studio courses are conducted can also be used for other practical courses as well. Another important feature of these studios is that they are extensively used by students for individual or group work other than during class hours. Since the students, either on their own or with the project coordinator, experience design process in these studios, their spatial characteristics are highly significant to conduct this process effectively. Within this scope, the aim of the research is to evaluate open and cell type studios commonly used in traditional architecture education through Post-occupancy evaluation (POE) approach, to discuss to what extent these studios meet the spatial requirements of today’s instructional methods and to develop a suggestion for design studio spatial use by taking the strengths and weaknesses of these studios. Accordingly, technical, physical and behavioral variables determining the performance of design studios within the context of spatial requirements have been identified through reviewing the related literature. In framework of a case study, a survey formed with the aforementioned variables was administered to architecture and interior architecture students studying in open and cell type design studios in order to measure their spatial performance. Followingly, in the final part of the study, referring to survey results and evaluation of spatial requirements of today’s instructional methods and tools, a combi design studio space organization has been suggested.

An interior design studio: Colour

2018 ◽  
Vol 5 (6) ◽  
pp. 18-23
Author(s):  
Nilay Ozsavas Ulucay
Keyword(s):  
Interior Design ◽  
Significant Role ◽  
Design Studio ◽  
Colour Perception ◽  
Interior Architecture ◽  
Significant Difference ◽  
Studio Practice ◽  
Design And Methods ◽  
Architecture Profession ◽  
Three Phases

A workshop conducted with students about colour in interior design and methods of colour selection emphasises the importance of colour knowledge and its place in education. This paper contains studio practice and the evaluation of the works that are organised with the interior architecture students in a studio in Turkey. The studio aims to inform and practice the students about colour knowledge and methods of colour selection that has a significant role in the interior architecture profession. The workshop methodology consists of three phases: a pre-study, a presentation of this topic and finally, the same practice done again by students using the methods in presentations. Space is the same in the first and the last studies in which the students made colour selections, thus students can compare and interpret these two works. It is observed that the workshop made a significant difference in colour perception of the students.Keywords: Interior design, colour selection, workshop, education, method.

“Limited Material” as an Input for Creativity in Interior Architecture

2021 ◽  
pp. 280-305
Author(s):  
S. Banu Garip ◽  
Aycan Kızılkaya
Keyword(s):  
Urban Space ◽  
Social Factors ◽  
Architectural Design ◽  
Design Studio ◽  
Interior Architecture ◽  
Wide Perspective ◽  
Different Dimensions ◽  
Architectural Design Studio ◽  
The City ◽  
Single Material

This chapter mainly focuses on the influences of material as an input within different stages of design and production in the context of different dimensions that define the relations between user and environment. Properties of the material require discussion on different issues from the urban scale to the interior in a wide perspective such as the dialogue established by the interior and the urban space, psychological and social factors, sensation, temporality, mobility, portability, flexibility, sustainability, strength, durability, and economy. In this context, the topic is discussed through examples of the studies and experiences of the Interior Architectural Design Studio. Within the studio, sheltering alternatives for the homeless have been designed in Istanbul. The main intention is to discuss and question the possibilities of enabling the homeless to be socially integrated into the city and to provide them practical sheltering with using a single material. The limitations of the material increased the challenge while resulting in varied alternatives.

A comparative analysis of methods for triggering “creative thinking” in design studios

2016 ◽  
Author(s):  
Gokçe Atakan
Keyword(s):  
Comparative Analysis ◽  
Design Education ◽  
Creative Thinking ◽  
Idea Generation ◽  
Design Studio ◽  
Problem Situation ◽  
Architecture Education ◽  
Interior Architecture ◽  
Advantages And Disadvantages ◽  
Education Design

“Design Studio” is acknowledged as the core course for “spatial design” in both architecture and interior architecture education. The main idea of the design studio is based on uniting all the gathered information from other classes in a context of an architectural project. The key expectation from the studio is to teach ‘how to think creatively’. This paper, particularly concentrates on interior architecture education. Design studios in Turkey, mostly use what is referred as the “contextual model” which starts with a given problem/ situation and proceeds from that given context. During the process of this approach, the instructor guides the student, discusses space generation and corrects technical mistakes.  Taking “creative thinking” into consideration, it is important to constitute another model, which is referred as the “conceptual model”. This process starts with student’s thoughts triggered by chosen materials, and the instructor communicates through abstract and intellectual thinking, discusses idea generation and, corrects technical mistakes. In this paper, the method of comparative analysis is used to examine the advantages and disadvantages of each above mentioned design studio model. The comparison of models is done by criteria derived from Salama’s (1995) survey about the current situation in design studios. As a result of the study it is observed that, both models have some advantages and disadvantages regarding seven excogitated design studio criteria.Keywords: design education, design studio, creative thinking, ınterior architecture.

Sign in / Sign up

Export Citation Format

Share Document