EMULATION TO THE NATURE IN BASIC DESIGN EDUCATION OF LANDSCAPE ARCHITECTURE

2021 ◽  
Vol 0 (22) ◽  
pp. 0-0
Author(s):  
Banu BEKCİ ◽  
Çiğdem BOGENÇ
Keyword(s):  
Design Process ◽  
Design Problem ◽  
Design Education ◽  
Spatial Organization ◽  
Common Ground ◽  
Rural Landscape ◽  
Basic Design ◽  
Architecture Education ◽  
Analogical Thinking ◽  
Design Elements

Aim: The main purpose of the study is to create a recreational spatial organization with basic design elements and principles by emulating nature in increasing visual literacy. With this study, it was aimed to stimulate students' imagination and make them design spatial organization by emulating geological rock sections in sustainable design approaches of rural landscape areas. Method: The process of producing solutions to the design problem given was carried out by using (i) 14-week basic design training, (ii) taking thin samples from geological rocks for petrographical studies, and (iii) the analogical thinking method which was the inspiration of Goldschmidt and Smallov (2006) and Cardoso and Badke-Schavub (2011) for the transformation of their ideas into forms. Findings: By analyzing the concepts related to the given problem, the solution of the design problem began, and the designers’ abstract ideas were concretized and handled within the framework of the concept. Students, who received the subject of study during the design process, completed the product they prepared in line with the basic design education they received in order to obtain a product from the concept whichthey created in their mind by emulating geological rock sections. The process was successfully completed by adding something to the obtained product, removing something from the obtained product, and combining something with the obtained product in this process. Result: The ability to have a versatile perspective in design education, which finds common ground forart and architecture education, is vital. This study showed that in architectural education, the design process can collaborate with different disciplines and that the products may be unique and sensitive to ecosystem services.

BASIC DESIGN EDUCATION IN LANDSCAPE ARCHITECTURE

2014 ◽  
Vol 8 (1) ◽  
pp. 176
Author(s):  
Filiz Çelik
Keyword(s):  
Design Education ◽  
Landscape Architecture ◽  
Educational Experiences ◽  
Landscape Design ◽  
Theory And Practice ◽  
Basic Design ◽  
Architecture Education ◽  
Educational Methods ◽  
Design Concepts

The basic design course, a 1st semester curriculum course at the Department of Landscape Architecture, forms the basis of design education as a part of landscape architecture education.  The landscape design course, provided as part of the 2nd semester curriculum, is a continuation of the basic design course and allows basic design concepts to be transferred to landscape design. Similarly, courses for other semesters are also developed based on the knowledge and acquisitions attained through the basic design course. This article is based on the educational experiences that have been obtained in the basic design course administered at the Department of Landscape Architecture in the Faculty of Agriculture, Ankara University, between 2005 and 2010.  The content and objectives of the basic design course, and the educational methods and the process used in the course are described; the challenges and problems faced with respect to the theory and practice of the course are presented.  Additionally, instructions for education related to basic design are discussed, based on experience.

Transformation of basic design teachings into product: interior furniture

2018 ◽  
Vol 5 (1) ◽  
pp. 11-21
Author(s):  
Muteber Erbay ◽  
Ayça A. Ustaömeroğlu ◽  
Pınar Küçük ◽  
Zeynep Sadıklar
Keyword(s):  
Interior Design ◽  
Design Education ◽  
Three Dimensional ◽  
Basic Design ◽  
Furniture Design ◽  
Design Decisions ◽  
Design Elements ◽  
First Semester ◽  
Design Creativity ◽  
Gestalt Perception

In design-based disciplines, the basic design lesson generally covers theories of design elements-principles and Gestalt perception rules, then followed by two and three-dimensional abstract designs made by the students. All these studies play an important role in the development of visual language and expression. Particularly in the visualization of the imagination and in the process of transferring the design, the students are fed from these teachings and direct their design decisions. For this reason, the "Basic Design" course is of great importance for the students to develop a formal and aesthetic perspective. However, the transformation of these abstract thoughts into a concrete product is often not tested in the context of the course. In the scope of this study; the teachings that students gained from the   "Basic Design" course, which is given in the first semester in the Department of Interior Design at Karadeniz Technical University, was tested with a workshop. As method of the study, the functional characteristics of the furniture designed by the students and the basic design elements-principles and Gestalt perception rules used by the students were entered into the SPSS program and the obtained data were evaluated in accordance with the objectives of the study. Keywords: Furniture design; abstract thinking; design education; basic design; creativity Özet Tasarım tabanlı disiplinlerde temel tasarım dersi genel olarak; tasarım ögeleri, ilkeleri, Gestalt algı kuramlarını içeren teorik anlatımlarla verilmekte, sonrasında öğrencilere yaptırılan iki ve üç boyutlu soyut tasarımlarla desteklenmektedir. Tüm bu çalışmalar görsel dilin ve ifadenin geliştirilmesinde önemli bir rol oynamaktadır. Özellikle imgenin görselleştirilmesinde ve tasarıma aktarılması aşamasında öğrenciler, bu öğretilerden beslenerek tasarım kararlarına yön vermektedirler. Bu nedenle “Temel Tasarım” dersi, öğrencilerin biçimsel ve estetik bir bakış açısı geliştirebilmeleri için büyük bir önem arz etmektedir. Ancak bu bakış açısının soyut düşünceden, somut bir ürüne dönüştürülmesi genellikle ders kapsamında test edilememektedir. Bu çalışma kapsamında; Türkiye’nin kuzey doğusunda bir sahil kenti olan Trabzon’da bulunan Karadeniz Teknik Üniversitesi İç Mimarlık Bölümünde birinci yarıyılda verilmekte olan “Temel Tasarım” dersinin bir çıktısı olarak öğrencilerin dersten edinimleri dönem sonunda bir workshop çalışması ile sınanmıştır. Çalışmanın yöntemi olarak öğrencilerin tasarladıkları mobilyaların işlevsel özellikleri ve kullandıkları temel tasarım öge ve ilkeleri SPSS programına girilmiş, elde edilen veriler çalışmanın amaçları doğrultusunda değerlendirilmiştir. Keywords: Temel tasarım, mobilya tasarımı, yaratıcılık, soyut düşünme.

scholarly journals Gamification of design process in interior architecture education: Who? with whom? where? how?

2019 ◽  
Vol 66 ◽  
pp. 01040 ◽  
Author(s):  
Gülsüm Damla Aşkın
Keyword(s):  
Design Process ◽  
Interior Design ◽  
Design Education ◽  
Creative Design ◽  
Architecture Education ◽  
Interior Architecture ◽  
Design Students ◽  
Design Ideas ◽  
First Time ◽  
Interior Design Students

The design process in Interior Architecture education is the basis of all the studio courses and design-oriented courses. In this process, it is important for students to develop their creative thoughts and find different ideas. Students find it difficult to produce creative design ideas. As well as producing ideas, students also have difficulty in determining problem status and performing user analysis. In this respect, implementation of different methods and activities are important in the process. One of these methods is the integration of gamification into the design education. This education method was conducted as a workshop with a group of Interior Design students during the Spring term of 2018–2019 in İstanbul Şehir University. The students who took the project course for the first time were included in the research. In the workshop, firstly, the game ”Who? With Whom? Where? How?" was played manually, and the user ID was defined. Secondly, the results of the game were converted to the function scheme. After the study, a survey was conducted with the students. It was observed that the method of gamification increased the motivation of the students and offered more than one alternative in design process compared to the traditional thinking methods.

scholarly journals From Movie to Design Interpretation of Passengers in the Form of Basic Design Principles

2020 ◽  
pp. 173-181
Author(s):  
Damla Atik
Keyword(s):  
Learning Process ◽  
Design Education ◽  
Three Dimensional ◽  
Design Principles ◽  
Basic Design ◽  
Design Elements ◽  
Visual Composition ◽  
Wide Range ◽  
Visual Depiction ◽  
Teaching Learning

Design is a tough process in which knowledge, skill, awareness, sophistication, inspiration, time and creativity should be brought together efficiently within artistic and aesthetic approach. Design education involves observing, researching, thinking, interpretation, designing and producing processes concordantly. Due to its unusual formation; students face difficulties while transforming intangible concepts into tangible products in basic design courses. An encouraging and inspiring teaching-learning process is required in this unique course. Conventional basic design education is structured on teaching the design elements and principles that make up a visual composition. Basic design curriculums of different departments are correlated with various branches of art and present interpretation diversity within students’ applications and basic design studio experiences. It is aimed to make a contribution to the wide range of basic design course within a case study themed on cinema in this study. Regarding to experimental method and watching a movie, students designed three dimensional models representing their inferences. Interpretation diversity has been observed due to students' cognition, observation, ways of access to information and creativity. As a result, deductive thinking and visual depiction of the movie through basic design principles have resulted creative products and benefited students' teaching-learning process.

Significance of sketch in creativity process related to graphic design education

2016 ◽  
Author(s):  
Ezgi Karaata
Keyword(s):  
Design Process ◽  
Creative Process ◽  
Graphic Design ◽  
Design Problem ◽  
Design Education ◽  
Education Students ◽  
Technological Tools ◽  
New Ideas

Sketching holds significance for graphic design as well as it does in any other design process. The contribution of sketching to graphic design process comes in the form of generating new ideas and developing concepts. The solution of a design problem will not be the best one, if the designer uses technological tools, such as computers, directly in order to solve the design problem. The significance of sketching includes also the graphic design education. Even though computers are the mostly used tools in today's graphic design education, students should grasp the benefits of sketching. In this study, the role played in creative process by sketches that students do related to their projects during a course that is in the curriculum of a university’s Graphics Department will be discussed.Keywords: Design, graphic design, sketch, design process, creativity. 

scholarly journals From Movie to Design: Interpretation of “Passengers” in the Form of Basic Design Principles

2020 ◽  
pp. 173-181
Author(s):  
Damla Atik
Keyword(s):  
Learning Process ◽  
Design Education ◽  
Three Dimensional ◽  
Design Principles ◽  
Basic Design ◽  
Design Elements ◽  
Visual Composition ◽  
Wide Range ◽  
Visual Depiction ◽  
Teaching Learning

Design is a tough process in which knowledge, skill, awareness, sophistication, inspiration, time and creativity should be brought together efficiently within artistic and aesthetic approach. Design education involves observing, researching, thinking, interpretation, designing and producing processes concordantly. Due to its unusual formation; students face difficulties while transforming intangible concepts into tangible products in basic design courses. An encouraging and inspiring teaching-learning process is required in this unique course. Conventional basic design education is structured on teaching the design elements and principles that make up a visual composition. Basic design curriculums of different departments are correlated with various branches of art and present interpretation diversity within students’ applications and basic design studio experiences. It is aimed to make a contribution to the wide range of basic design course within a case study themed on cinema in this study. Regarding to experimental method and watching a movie, students designed three dimensional models representing their inferences. Interpretation diversity has been observed due to students' cognition, observation, ways of access to information and creativity. As a result, deductive thinking and visual depiction of the movie through basic design principles have resulted creative products and benefited students' teaching-learning process.

scholarly journals DESIGNING WITH NATURE- LATERAL THINKING AS A DESIGN STRATEGY FOR FOUNDATION YEAR STUDIO IN BACHELOR OF ARCHITECTURE

2019 ◽  
Vol 27 (2) ◽  
pp. 48-54
Author(s):  
Muhammad Waqas
Keyword(s):  
Design Process ◽  
Design Problem ◽  
Architectural Design ◽  
Design Thinking ◽  
Impulsive System ◽  
Natural Phenomenon ◽  
Teaching Methodology ◽  
Natural Phenomena ◽  
Architecture Education ◽  
Lateral Thinking

The role of educationists is to help students develop quality thinking through self-reflection and discovering. Nature is on top of the index of discovery. This study contains measures for enhancing sensitivity towards nature, with the basic assumption that nature is the primary guide that generates diverse empirical and creative design processes in architecture education. Understanding the importance of nature and environment at beginner level is more effective, as working with nature will become intrinsic part of students’ design thinking. Foundation studio at the Department of Architecture at COMSATS University, Islamabad, serves as junction of art, architecture and nature, which works towards developing the critical thinking process. In order to bring students closer to the goal of inclusion of nature in the core design thinking “Impulsive” teaching methodology was adopted. Lateral thinking, one of the tools of impulsive system of teaching, was carried through in three stages: observation of nature, recording observations in variety of media and correlating observed natural phenomena to solve a given design problem. In this case the design problem was a piece of furniture, using a very thin sheet of steel that had a thickness of sixteen to twenty gauge. The study highlights a studio model by describing one of the experimental processes that was designed to augment originality in architectural design thinking. A specific natural phenomenon that is wind, was focused upon as a natural parameter of this study. The objective of the studio model was to offer students an organic tool for exploring new design possibilities. This helped students to visit and revisit the central idea for multiple interpretations, in order to relate it with architectural design process at any stage of design development. Keywords: Architecture Education, Design Process, Natural Phenomena, Wind, Impulsive System

scholarly journals A Study on Selection of Effective Engineering Design Problem based on LEGO Mindstorm NXT for Basic Design Education

2016 ◽  
Vol 19 (2) ◽  
pp. 60-69 ◽  
Author(s):  
Shin Youn-Soon ◽  
정진우 ◽  
홍성호 ◽  
Lee Kang Woo ◽  
손대근 ◽  
...  
Keyword(s):  
Engineering Design ◽  
Design Problem ◽  
Design Education ◽  
Basic Design ◽  
Engineering Design Problem ◽  
Selection Of

scholarly journals Evaluating the resulting products with the use of basic design elements and principles

2020 ◽  
Vol 10 (1) ◽  
pp. 103-115
Author(s):  
N. Basak Yurttas ◽  
Tuba Terece
Keyword(s):  
Design Education ◽  
Freedom Of Expression ◽  
Three Dimensional ◽  
First Year ◽  
Basic Design ◽  
First Year Students ◽  
Design Elements ◽  
The Social ◽  
Original Works ◽  
Intellectual Activities

The basic design course is carried out in most institutions providing design education regardless of the area. The goal of this training process is to introduce students to the design elements and principles and to carry out intellectual activities such as observation, perception, impression, experience, research, memory, evaluation, the emergence of creativity and the end with the product. The student is expected to gain competencies such as gaining a different perspective and freedom of expression by communicating with the field and using different materials with new meanings. During the lesson, the students get acquainted with a workplace (studio space) that they are not familiar with. It is aimed that students create original works with different materials and expression techniques, sometimes by doing individual and sometimes group works. It is the first time that the student encounters with the concept of design, observing the social–physical environment from a different perspective, discovering and developing the ability to produce forms. In this study, the experiences of two-dimensional and three-dimensional outcome products shared by the Biruni University Interior Architecture and Environmental Design Department’s first-year students in the 'Basic Design I' course, which transfer the basic design elements and principles they learned during the semester to the final applications, are presented.   Keywords: Basic design, design, studio space, experience, creativity.

Empirical investigation of factors that enhance development of technology in design process improvement in architecture education: analyses of students' views

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Elnaz Imani ◽  
Maziar Asefi
Keyword(s):  
Design Process ◽  
Process Improvement ◽  
Design Education ◽  
Architectural Design ◽  
Technology Development ◽  
Architecture Education ◽  
Developed Country ◽  
Content Type ◽  
Factors Affecting ◽  
Qualitative Approaches

PurposeTechnology development quality in architectural design is affected by the quality of the process and factors used to develop it. The purpose of this study is to investigate the factors for effective enhancement (EE) of technologies in design process improvement (DPI).Design/methodology/approachMajor databases have been explored to identify a list of factors affecting technology development in DPI because of the main elements of architecture design education. Then, a survey-based empirical study has been done in two high-rank architecture schools (one in a developing country and one in a developed country), during the years 2015–2018. Data have been collected from analyzing the design process, design reviews, design team viewpoints, researchers' observations and organizations' features about the development of production, conceptualization and communication technologies in DPI initiatives. Both quantitative and qualitative approaches have been utilized to provide deep contextual data.FindingsComparative analysis of the groups showed that high levels of EE of technologies lead to high levels of DPI, and these are because of the positive performance of conceptualization, communication and production technologies.Originality/valueComparing two groups, the category of design process and the factors related to the design stages of ask, imagine and improve approved to be the right factors to use technologies in more effective ways. Efficiency in collecting information and doing research, efficiency in developing solutions, efficiency in communicating results, team processes and organization communications have been rated top most effective factors based upon overall categories.

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