TEDU ARCH Bilge TEDL İmamo lu U · fundamental elements of architecture and yet, at the same time encourages the development of critical approaches that question these elements and

TEDU ARCH TED

U

CT

L

Increased Cooperation and

Collaboration of Various

Courses in a Semester:

The History/Theory Courses in

TEDU Department of Architecture

in their Relation to the

Studios

Bilge

İmamoğlu

30.03.2017

TEDU ARCH

«a dinosaur»

«small, mobile and intelligent»

Robert Fripp (1946-)

1. Everyone must be fully involved in the studios.

2. The involvement in the studios should be mobile.

3. Each ARCH course should search for ways to cooperate and

collaborate with the same term’s studio; and the studio should

respond.

TEDU ARCH TEDUArch, Some Initial Principles

ARCH 101 Basics of Design

ARCH 111 Architectural Communication

Techniques I

ARCH 121 Introduction to Architecture

ARCH 201 Architectural Design I

ARCH 241 Structure and Architecture

ARCH 221 History of Architecture I

ARCH 301 Architectural Design III

ARCH 381 Urban Design

ARCH 401 Architectural Design V

ARCH 102 Introduction to Architectural

Design


Tech II

ARCH 202 Architectural Design II

ARCH 222 History of Architecture II

ARCH 302 Architectural Design IV

ARCH 372 Building Technologies in

Architecture

ARCH 402 Architectural Design VI

ARCH 464 Construction and Management

Curriculum, Must Courses

TEDU ARCH

ARCH 101 Basics of Design


Techniques I

ARCH 121 Introduction to Architecture

ARCH 201 Architectural Design I

ARCH 241 Structure and Architecture

ARCH 221 History of Architecture I

ARCH 301 Architectural Design III

ARCH 381 Urban Design

ARCH 401 Architectural Design V

ARCH 102 Introduction to Architectural

Design


Tech II

ARCH 202 Architectural Design II

ARCH 222 History of Architecture II

ARCH 302 Architectural Design IV

ARCH 372 Building Technologies in

Architecture

ARCH 402 Architectural Design VI

ARCH 464 Construction and Management

TEDU ARCH Curriculum, Must Courses

TEDU ARCH Académie Royale d‘Architecture (1671–1793) École des Beaux-

Arts (1795— )

TEDU ARCH Académie Royale d‘Architecture (1671–1793) École des Beaux-

Arts (1795— )

TEDU ARCH Bauhaus (1919-1933)

TEDU ARCH Bauhaus (1919-1933)

TEDU ARCH The Studio

TEDU ARCH Year Book, Introduction

Design as “PRAXIS”

Design education unavoidably involves

conflicting yet intertwined issues; it

accepts the existence of registered

fundamental elements of architecture and

yet, at the same time encourages the

development of critical approaches that

question these elements and provide a

ground for the emergence of alternatives.

Then, the pedagogy of the studio is based

mainly on the development of critical

approaches, which requires the acceptance

of design not as an object of inquiry but

as a research approach.

Praxis, meaning to transform an idea into

an action is significant to the studio

pedagogy as it points out a process-

oriented disposition of architecture by

underlying the significance of research

that yields to an architectural product.

According to this point of view, design

process is an intellectual and

operational practice that involves the

employment of tools and actions for the

development of the product.

“Learning and knowing through the act of

design”

Approaching to design as praxis suggests

that the main objective of the design

process is to be not solving a problem

but defining new problems, taking

decisions and proposing design actions

that yield to an architectural product.

Thus, studio pedagogy indicates an open-

ended process that provides a ground for

the students to explore architecture as a

field of possible actions and relations.

It is in this process that learning and

production of knowledge are integrated.

Berin F. Gür

Head of Department of Archtecture

https://arch.tedu.edu.tr/en/arch/yearbook

https://arch.tedu.edu.tr/en/arch/yearbook

Design as “PRAXIS”

Design education unavoidably involves

conflicting yet intertwined issues; it

accepts the existence of registered

fundamental elements of architecture and

yet, at the same time encourages the

development of critical approaches that

question these elements and provide a

ground for the emergence of alternatives.

Then, the pedagogy of the studio is based

mainly on the development of critical

approaches, which requires the acceptance

of design not as an object of inquiry but

as a research approach.

Praxis, meaning to transform an idea into

an action is significant to the studio

pedagogy as it points out a process-

oriented disposition of architecture by

underlying the significance of research

that yields to an architectural product.

According to this point of view, design

process is an intellectual and

operational practice that involves the

employment of tools and actions for the

development of the product.

“Learning and knowing through the act of

design”

Approaching to design as praxis suggests

that the main objective of the design

process is to be not solving a problem

but defining new problems, taking

decisions and proposing design actions

that yield to an architectural product.

Thus, studio pedagogy indicates an open-

ended process that provides a ground for

the students to explore architecture as a

field of possible actions and relations.

It is in this process that learning and

production of knowledge are integrated.

Berin F. Gür

Head of Department of Archtecture

TEDU ARCH Year Book, Introduction

TEDU ARCH Syllabus 2017, ARCH 121 Introduction to Architecture

“How can I tell you what I think till

I see what I say?”

(E. M. Forster, Aspects of the Novel, 1927)

TEDU ARCH The History/Theory Courses

The course aims to introduce

the vocabulary of

architectural thought and

development of design

concepts in their relation to

the urban, social and

historical context.

The course aims to provide

the student with the

fundamental knowledge on the

development of architectural

thought and practices

throughout the history up to

the modern age.

The course aims to provide

the student with the

fundamental knowledge on

architectural thought and

practices throughout the

modern age.


Introduction

Space and Place

Architectural space. Meaning and experience of space. Place

and its identification.

Form. Gestalts

Production, reproduction and transformation of form. Its

perception.

Structure. Rhythm. Proportion

Natural body and man-made structures. Repetition. Proportion

and aesthetics.

Light and Color

Color theory. Light in art and architecture. Enclosure and

view.

Texture and Material

Visual and tactile expression of surfaces.

Context I

Physical context. Site. Topography. Climate. Urban context.

Historic context.

Context II

Social context. Political, demographic, economic, cultural

context.

Function and Programme

Function and use. Movement. Approach and circulation.

Universal Design.

Technology

Architecture and the history of civilizations. Development

and progress. Sustainability.

The Architect

The profession and its social role. Re-discussion on; the

architect, architecture, its function, vocabulary and

language.


INTRODUCTION (1 Week)

vocabulary; words; definitions; concepts; terminology…

I. THE STUDIO (2 Weeks)

design education; studio; design; architectural education;

studio practices; critics; juries; visual communication;

graphic communication; drawings; models; posters;

craftsmanship…

II. THE ACT (3 Weeks)

abstraction; perception; composition; structure; geometry;

visual relations; gestalts; order; units; unity; elements;

groups; figure; background; hierarchy; balance; grid; scale;

proportion; rhythm; repetition; variation; differentiation;

change; pattern;. integrity; symmetry; asymmetry; dimensions;

rupture; building; synthesis; assembly; grammar…

III. ELEMENTS (4 Weeks)

line; plane; volume; form; space; surface; light; character;

function; point; mass; shape; void; spatial; spacious;

texture; tectonics; transparency; density; smooth; gritty;

density; character; linear; central; planar; operations;

archetype; character; reason; rationality; texture; material;

color; shade; shadow; climate…

IV. IDEAS (3 Weeks)

strategy; tactics; concept; context; design decisions; theme;

scenario; good; beautiful; sublime; reason; rationality;

theme; motif; transparency; multiplicity; diversity;

simplicity; complexity; familiarity; legibility; flexibility;

interpretations; observations; inputs; principles; rules;

forces; response; operations; actions; originality;

invention; discovery; exploration; style; expression;

tradition; collectivity; time; memory…

TEDU ARCH Studios Handbook, ARCH 121 Introduction to Architecture


TEDU ARCH Weblog, ARCH 121 Introduction to Architecture

https://arch.tedu.edu.tr/en/arch/student-

weblogs

TEDU ARCH Weblog, ARCH 101 Basics of Design

https://arch.tedu.edu.tr/en/arch/student-

weblogs

mid-term exam I

70 minutes. 100 points (%20 of your final grade).

1. compare & discuss 10 minutes 15 points. 2. compare & discuss 10 minutes 15 points. 3. compare & discuss 10 minutes 20 points. 4. compare & discuss 10 minutes 20 points. 5. define& discuss 10 minutes 30 points.

in the light of the themes and issues as discussed in the lectures of ARCH121

At the end; 20 minutes extra, for you to go over what you have written.

Note: You can always add sketches to your answers.

November 21

TEDU ARCH Heinrich Wölfflin (1864-1945), Swiss art historian.

1. compare & discuss 10 minutes 15 points.

Cube. Sphere.


BAD: “The picture on the left shows a cube and the right is a sphere. A cube has 6 surfaces which are all squares. All the angles are 90 degrees and all sides are equal. The sphere is like a ball. The earth and all planets are (almost) spherical. Sculptures of Henry Moore work with spherical forms. Cubism is a 20th century art movement.» The Sphere here has a shadow; the cube does not. We can not see the back of both figures. ”

GOOD: “Both the cube and sphere are basic/ pure/ simple geometrical forms. The cube is composed of 6 surfaces, which are all squares meeting each other at 90 degrees, whereas the sphere is not made up of planes like the cube, its one surface is the composition of all the points that are at an equal distance from a given point, which is called the “center” of the sphere. And therefore it does not have sides or corners, like the cube. Since the cube is composed of 6 separate planar elements, you can say that its positioning or orientation differs in reference to the orientation of these elements. For instance, you can say that, in a 3D context, the cube is either parallel to an external plane, or not. Whereas the same thing is not true for the sphere. No matter how you rotate the sphere around (as long as you do not change its center’s position), its geometrical relation to an external element will always be exactly the same.”


“Both the cube and sphere are basic/ pure/ simple geometrical forms. The cube is composed of 6 surfaces, which are all squares meeting each other at 90 degrees, whereas the sphere is not made up of planes like the cube, its one surface is the composition of all the points that are at an equal distance from a given point, which is called the “center” of the sphere. And therefore it does not have sides or corners, like the cube. Since the cube is composed of 6 separate planar elements, you can say that its positioning or orientation differs in reference to the orientation of these elements. For instance, you can say that, in a 3D context, the cube is either parallel to an external plane, or not. Whereas the same thing is not true for the sphere. No matter how you rotate the sphere around (as long as you do not change its center’s position), its geometrical relation to an external element will always be exactly the same.”

This is a good sentence in terms of introduction in comparison, it shows what these two forms share when

they are compared to some others, such as a Mobius Strip, a snow flake or a rhineceros, which are rather complex forms.



Does not only show that she/he knows what a cube and a sphere is and how you can define them, but also

demonstrates how they are different from each other: they are different in reference to one particular geometric

property: “surface”. He/she understands that the question in fact is not testing his/her knowledge on the definition of a cube and a sphere but rather testing the understanding on

the concept of surface.



The good answer first defined what the difference is. Here it goes on to exemplify what the consequences of that

difference may be. (Similar to: Defining the difference; A is smaller than B. Defining consequence of this particular

difference; you can fit A in certain places where B would not fit.)


The Kiss, Auguste Rodin, 1882. Palazzo Medici Riccardi, Michelozzo

di Bartolomeo, 1460, Florence,

Italy.

TEDU ARCH Mid-Term I Question, 2012.

TEDU ARCH Mid-Term I Question, best answer, 2012.


A. Parthenon, Athens, Greece, 5th

century BC.

B. Villa Stein, Le

Corbusier,

1927, Garches, France.



Frank Lloyd Wright,

Falling Water House,

Pennsylvania, USA, 1939.

Mirei Shigemori,

Abbot’s Hall Garden,

Tofuki-Ji, Japan, 1938.



Carré d’Art, Norman Foster &

Partners,

Nîmes, France, 1984–1993.

Maison Carrée, Roman temple,

16 BC, Nîmes, France.


TEDU ARCH ARCH 121 Exercises on the Comparison Exams

Answer 1.

“Image 1 shows an example of a repetitive pattern design, where a

unit is repeated in a pattern that is organised within a grid

structure. In image 2, on the other hand, there is a single unit

which is not repeated but which is designed in a figure-ground

relationship. The pattern in Image 1 could have continued on any

side if it was meant to be larger, yet the dimensions that frame

the design in Image 2 is definite and meaningful in terms of the

proportions of the figure to the ground, therefore would be

difficult to change.”

Answer 2.

“Image 3 and Image 4 show two objects that are very different in

terms of use and scale, but one can say that they are very similar

in the way they are both designed in an asymmetrical balance of

groups of horizontal and vertical elements."

Answer 3 (bonus).

“Though the design in Image 5 is composed of many different

elements and variations, they are organised in a homogeneous grid

–though the grid itself is not visible. The Image 6 on the other

hand shows identical (or very similar) elements, yet the

compositional structure exhibits a very varied and complex

rhythm.”

TEDU ARCH ARCH 121 Exercises on the Comparison Exams

TEDU ARCH ARCH 121 The Collective Answer Study for Mid-Term Questions

TEDU ARCH ARCH 121 The Collective Answer Study for Mid-Term Questions

TEDU ARCH Joint Assignments with ARCH 111 Architectural Communication

Techniques


Techniques


Techniques


Techniques

TEDU ARCH ARCH 221 Histody of Architecture I, Syllabus 2016

INTRODUCTION (1 Week)

I. DWELLING (4 Weeks)

Dwelling; shelter; building; house; home; identity;

appropriation; character; place; temple; land; landscape;

vernacular; type; court; palace; hall…

II. CIVITAS (4 Weeks)

City; civilization; organization; accumulation; distribution;

administration; planning; politics; communication; monument;

icon; propaganda; public; leisure; everyday life…

III. TEKHNE (4 Weeks)

Technology; engineering; tradition; canon; style; historicism;

trend; pop; professionalism…

CONCLUSION

TEDU ARCH ARCH 221 Histody of Architecture I, Mid-Term I 2014

TEDU ARCH ARCH 221 Histody of Architecture I, Final Assignment 2016

TEDU ARCH ARCH 222 Histody of Architecture II, Syllabus 2017

EVALUATION

Presentation I: 20%

Presentation II: 20%

Final Paper: 35%

(Proposal 5%; Draft 10%; Paper 20%)

Peer Evaluations:

15%

Contribution to the Discussions:

10%

Bonus: Up to 15% (For blog posts on

extra/unassigned reading and research on modernity

and modern /contemporary architecture)

TEDU ARCH ARCH 222 Histody of Architecture II, Presentations




TEDU ARCH ARCH 202 Studio in Cooperation with ARCH 222 Histody of

Architecture II


Architecture II


Architecture II


Architecture II

Documents

TEDU ARCH Bilge TEDL İmamo lu U · fundamental elements of architecture and yet, at the same time encourages the development of critical approaches that question these elements and