EXPERIENCES OF THREE DIFFERENT
BASIC DESIGN STUDIOS
selin yıldız res.ass.
çiğdem polatoğlu assoc.prof.
Yildiz Technical University, Faculty of Architecture, Istanbul, Turkey
Basic Design Course
Basic Design Course taking part in Architectural Education,
emphasizes the awareness of the elements and principles
in design as the first step by creating successful visual
compositions. These fundamental concepts of Basic
Design Course concerns form and space in order to gain a
primary tool and systematic view for young designers
1
----------------------------------------------------------------------------------------------------------------------------------------EXPERIENCES OF THREE DIFFERENT BASIC DESIGN STUDIOS
selin yıldız res.ass. çiğdem polatoğlu assoc.prof.
Aim
to bring out the motivating teaching methods by
superposing the programme of three different Basic
Design Courses which were assisted in Yıldız Technical
University between the years of 2005-2011.
2
----------------------------------------------------------------------------------------------------------------------------------------EXPERIENCES OF THREE DIFFERENT BASIC DESIGN STUDIOS
selin yıldız res.ass. çiğdem polatoğlu assoc.prof.
Method
The methods used in Basic Design Course’s practices
are analysed in 2 parts to show the effects of
motivation and creativity on pedagogy:
Part 1: discusses the course flow by juxtoposing 3
programme to understand what is done for motivation
and creativity.
Part 2: brings out the highlighted successful practices
by observing the students’ works.
3
----------------------------------------------------------------------------------------------------------------------------------------EXPERIENCES OF THREE DIFFERENT BASIC DESIGN STUDIOS
selin yıldız res.ass. çiğdem polatoğlu assoc.prof.
Modules of the Basic Design Course

Module 1: DESIGN ELEMENTS
(Point, Line, Plane, Shape, Form, Color, Light –Shadow,
Texture, Proportion and Scale, Interval)
Basic design elements used in design are conveyed.
 Module 2: DESIGN PRINCIPLES
(Repetition, Rhythm, Harmony- Contrast, Gradation,
Dominance, Balance, Unity)
 Module3: PERCEPTION- The Principles of Visual
Perception “Figure-ground” relations / Form Organization
 Module 4: SPACE CONCEPT
(Space components and element, Cube design, Individual
space design, experimental space)
4
----------------------------------------------------------------------------------------------------------------------------------------EXPERIENCES OF THREE DIFFERENT BASIC DESIGN STUDIOS
selin yıldız res.ass. çiğdem polatoğlu assoc.prof.
PEDAGOGY : FLOW IN 3 GROUPS OF BASIC DESIGN COURSE
Group 1
Lecture and
Presentations
Group 2
Group 3
Giving the issue*
Presentation of posters,
assignments, comments
Lecture (instructor), slides
board using
Giving the issue*
Presentation of research posters,
comments
Lecture (instructor) with visual
documents (slides, video, etc)
board using
students are in charge
Giving the issue*
Lecture (instructor)
board using
Practice
Defining the problem,
-dimension of workspace is
generally limited (to see
different solutions)
-dimension of product is
generally limited (to see
different solutions)
-type of material is free
Limited time
Defining the problem,
-dimension of workspace is limited
-dimension of product is limited
-type of material is decided
Limited time- free time, changable
Defining the problem
-dimension of workspace
is limited
-dimension of product is
limited
-type of material is
decided
Limited
time,
NO
QUESTIONS
grading the assignments
(simultaneous)
Evaluation
grades (students can see the
scores)
*Successful
works
are
choosen for the semester
exhibition
grades (students aren’t allowed to
see the scores)
*Successful works are choosen for
the semester exhibition
*critics of each study in studio
grades (students can see
the scores)
5
---------------------------------------------------------------------------------------------------------------------------------------EXPERIENCES OF THREE DIFFERENT BASIC DESIGN STUDIOS
selin yıldız res.ass. çiğdem polatoğlu assoc.prof.
* Students can fallow the course by the syllabus given at first lesson.
Tabulating the course flow on 3 groups, Group 3 shows;
instructor dominant programme, systematic flow and
motivation by the scores. Number 1 and 2 shows mutual
relationship between the teacher and the students.
6
----------------------------------------------------------------------------------------------------------------------------------------EXPERIENCES OF THREE DIFFERENT BASIC DESIGN STUDIOS
selin yıldız res.ass. çiğdem polatoğlu assoc.prof.
Methods for MOTIVATION
•warm-up tours
•participated lectures
•enhancing the relationship
•self grading evaluation (SELF CONFIDENCE)
•exhibition at the end of the term
Method for CREATIVITY
•time flexibility (limited-free)
•using different methods
•solution focused rather than problem (PROBLEM
SOLVING)
•design thinking (ABSTRACTION, CONCEPTUALIZING,
TURNING ABSTRACT INTO CONCRETE)
7
----------------------------------------------------------------------------------------------------------------------------------------EXPERIENCES OF THREE DIFFERENT BASIC DESIGN STUDIOS
selin yıldız res.ass. çiğdem polatoğlu assoc.prof.
OUTSTANDING PRACTICES / PRODUCTS OF THE COURSE
Group 1
Module 1:
DESIGN ELEMENTS
(Point, Line, Plane, Shape,
Form, Color, Light –
Shadow, Texture,
Proportion and
Scale, Interval)
Color-Texture practices
on the surface of the
shaped cube.
-
Using
different
materials
enjoying for students.
is
-Design
an arrangement
which has a huge
light and shadow
effect with different
sizes of triangular
prism and pyramids.
Students can see the results of the
light
and
shadow
by
experimenting.
8
----------------------------------------------------------------------------------------------------------------------------------------EXPERIENCES OF THREE DIFFERENT BASIC DESIGN STUDIOS
selin yıldız res.ass. çiğdem polatoğlu assoc.prof.
Group 2
Module 1:
DESIGN ELEMENTS
(Point, Line, Plane, Shape,
Form, Color, Light –
Shadow, Texture,
Proportion and Scale,
Interval)
-Defining a music performance with lines.
-Defining the weekdays with lines.
Revealing the feelings makes the practice
interesting.
-Plane
(20x20 cardboard 2mm)
Turn your plane ito a
volume by repeating.
Repeating a form makes the product efective
because it gives volume to the
designed form.
-
Transform the basic forms into
others that can be used in
architecture via addition
and
deduction.
(cube,
sphere, cylinder, squarebased pyramid will be
converted to 4 times)
Thinking by drawing makes the design
process faster and also helps
students to overcome fear of finding
right design solution.
9
----------------------------------------------------------------------------------------------------------------------------------------EXPERIENCES OF THREE DIFFERENT BASIC DESIGN STUDIOS
selin yıldız res.ass. çiğdem polatoğlu assoc.prof.
Group 3
Module 1:
DESIGN ELEMENTS
(Point, Line, Plane, Shape, Form,
Color, Light –Shadow,
Texture, Proportion and
Scale, Interval)
-Designing
a park corner
STRAIGHT-CURVED
BROKEN SURFACES
will be arranged in the
area of
25x25 cm
workspace
Students try to transfer their
experiences of a park space by
doing physical model.
10
----------------------------------------------------------------------------------------------------------------------------------------EXPERIENCES OF THREE DIFFERENT BASIC DESIGN STUDIOS
selin yıldız res.ass. çiğdem polatoğlu assoc.prof.
Group 2
Module 2:
DESIGN PRINCIPLES
(Repetition, Rhythm,
Hormony, Contrast,
Gradation, Dominance,
Balance, Unity)
-CoverDesign
competition
of the Yearbook.
Competing and
expectation of award
makes the practice more
exciting.
11
----------------------------------------------------------------------------------------------------------------------------------------EXPERIENCES OF THREE DIFFERENT BASIC DESIGN STUDIOS
selin yıldız res.ass. çiğdem polatoğlu assoc.prof.
Group 3
Module 2:
DESIGN PRINCIPLES
(Repetition, Rhythm,
Hormony, Contrast,
Gradation, Dominance,
Balance, Unity)
-make
a creative open
space
with
a
“rectangle” form with
given measurement
(plan + perspective)
-make a creative open
space
with
a
“triangle” form with
given measurement
(plan + perspective)
-make a creative open
space
with
a
“square” form with
given measurement
(plan + perspective)
Supporting a physical model with 2
dimension
presentation
helps students to make
purposeful designs. Thinking
in 3 stages to produce a
model systematize
the
design process.
12
----------------------------------------------------------------------------------------------------------------------------------------EXPERIENCES OF THREE DIFFERENT BASIC DESIGN STUDIOS
selin yıldız res.ass. çiğdem polatoğlu assoc.prof.
Group 1
Module 3:
PERCEPTIONThe Principles That Help
Determine the
Definition in Visual
Perception“Figureground” issues /
Form Organization
-Transfering
a figure ground
arrangement
into 3
dimensional form
Ground design behaves as the initiator
for the practice
13
----------------------------------------------------------------------------------------------------------------------------------------EXPERIENCES OF THREE DIFFERENT BASIC DESIGN STUDIOS
selin yıldız res.ass. çiğdem polatoğlu assoc.prof.
Group 2
Module 3:
PERCEPTIONThe Principles That
Help
Determine the
Definition in
Visual
Perception“Fi
gure-ground”
issues / Form
Organization
-Abstraction of a leaf
Students try to recognise the
natural environment, a kind of
observation experiment.
14
----------------------------------------------------------------------------------------------------------------------------------------EXPERIENCES OF THREE DIFFERENT BASIC DESIGN STUDIOS
selin yıldız res.ass. çiğdem polatoğlu assoc.prof.
Group 1
Module 4:
SPACE CONCEPT
(Cube design, Individual
space design,
Space components
and elements)
-Experimental
space
(individual
space
flexible, portable)
design.
design
Enhances cretiveness, concrete the priciples by
making the physical model of the space.
15
----------------------------------------------------------------------------------------------------------------------------------------EXPERIENCES OF THREE DIFFERENT BASIC DESIGN STUDIOS
selin yıldız res.ass. çiğdem polatoğlu assoc.prof.
Group 2
Module 4:
SPACE CONCEPT
(Cube design, Individual
space design,
Space components
and elements)
-
CUBE; arranging 2 and 3
dimensional forms in at
9x9x9 meters cube. All the
elements and principles
should be interpreted.
All the design knowledge conveyed is used in
this practice. Students gain the ability
to critisize a design systematically.
-Entrance-Transition-arriving
Space (Design should be
composed of 3 cubes which
symbolizes all the basic
design
elements
and
principles)
Students gain the ability
to analyse an
architectural project by this practice.
16
----------------------------------------------------------------------------------------------------------------------------------------EXPERIENCES OF THREE DIFFERENT BASIC DESIGN STUDIOS
selin yıldız res.ass. çiğdem polatoğlu assoc.prof.
Group 3
Module 4:
SPACE CONCEPT
(Cube design, Individual
space design,
Space
components and
elements)
-CUBE
; connecting 2 and 3
dimensional forms each other,
which are placed on different
altitudes and at different
locations in your workspace
limited 25x25x25 cm cube by
using all basic design
elements.creating “purposeful
gaps”.
All the design knowledge conveyed is used in this
practice. Students gain the ability to
critisize a design systematically.
17
----------------------------------------------------------------------------------------------------------------------------------------EXPERIENCES OF THREE DIFFERENT BASIC DESIGN STUDIOS
selin yıldız res.ass. çiğdem polatoğlu assoc.prof.
CONCLUSION
As a result , Basic Design Course forming the base of
architectural design, emphasizes student focused,
mutual relationship methods. This kind of pedagogical
approach enhance improving self confidence, learning
by doing, time using, criticizing, gaining different
views and
design thinking and encouraged
motivation, creativity of the students.
18
----------------------------------------------------------------------------------------------------------------------------------------EXPERIENCES OF THREE DIFFERENT BASIC DESIGN STUDIOS
selin yıldız res.ass. çiğdem polatoğlu assoc.prof.
REFERENCES
*Çınar, K., Temel Tasar – Basic Design, 1999, Selçuk Üniversitesi
Mühendislik Mimarlık Fakültesi Yayını, Konya
*Ching, F., Architecture, Form-Space-Order, 1979, Van Nostrand
Reinhold, New York.
*Erdoğan, S., Mimari Tasarım Stüdyoları , Mimari Tasarım 1Architectural Design Studios, Architectural Design 1, Stüdyo 1999Journal of design, theory, and criticism, issue 1, İTÜ.
*Mimari Tasarım Eğitimi 09’ “Bütünleşme” Sempozyum Kitabı – The
Proceedings Book of Education of Architectural Design 09’ “
Integration”, 2009, YTÜ Basım Yayın Merkezi , İstanbul.
*Mimarlık Eğitiminde Tasarım Stüdyolarına Farklı Yaklaşımlar –
Different Approaches to Design Studios in Architectural Education ,
Mimarlar Odası İzmir Şubesi Yayınları, Aralık 2003, İzmir.
19
----------------------------------------------------------------------------------------------------------------------------------------EXPERIENCES OF THREE DIFFERENT BASIC DESIGN STUDIOS
selin yıldız res.ass. çiğdem polatoğlu assoc.prof.