Research Article
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Year 2021, Volume: 3 Issue: 1, 19 - 36, 20.07.2021
https://doi.org/10.46474/jds.927181

Abstract

References

  • Aydınlı, S. (2016). Tasarım Eğitiminde Yapılandırıcı Paradigma: ‘Öğrenmeyi Öğrenme.’ Tasarım + Kuram, 11(20), 1–18. doi: 10.23835/tasarimkuram.239579
  • Caglar, N., & Uludag, Z. (2006). Architectural Design Education: Designing a Library, Public Communication and Information Center in the Manufacturing Zone of Central Eskisehir Turkey, a Case Study. International Journal of Art & Design Education, 25(2), 231–240.
  • Çavuşoğlu, Ö. H. (2013). Mimarlık Eğitim Programında Uzaktan Eğitim Yöntemi. (Unpublished M.Sc. thesis), Anadolu University, Graduate School of Sciences, Architecture Program.
  • Ceylan, S., Şahin, P., Seçmen, S., Somer, M. E., & Süher, K. H. (2020). An evaluation of online architectural design studios during COVID-19 outbreak. Archnet-IJAR. doi: 10.1108/ARCH-10-2020-0230
  • Dreamson, N. (2020). Online Design Education: Meta-Connective Pedagogy. International Journal of Art and Design Education, 39(3), 483–497. doi: 10.1111/jade.12314
  • Dutton, T. A. (1987). Design and studio pedagogy. Journal of Architectural Education, 41(1), 16–25. doi: 10.1080/10464883.1987.10758461
  • Fleischmann, K. (2020a). Online design education: Searching for a middle ground. Arts and Humanities in Higher Education, 19(1), 36–57. doi: 10.1177/1474022218758231
  • Fleischmann, K. (2020b). The Online Pandemic in Design Courses: Design Higher Education in Digital Isolation. In L. Naumovsk (Ed.), The Impact Of COVID19 On The International Education System (pp. 1–16). Proud Pen. doi: 10.51432/978-1-8381524-0-6_1
  • Grover, R., & Wright, A. (2020). National Design Studio Survey : Initial Results. Retrieved,from https://researchportal.bath.ac.uk/en/publications/national-design-studio-survey-initial-results
  • Gül, L. F., Wang, X., Bülbül, T. T., Çağdaş, G., & Tong, H. (2009). Global Teamwork: A Study of Design Learning in Collaborative Virtual Environments. Proceedings of the Undisciplined! Design Research Society Conference 2008. 16-19 July 2008, Sheffield Hallam University, Sheffield, UK.
  • Iranmanesh, A., & Onur, Z. (2021). Mandatory Virtual Design Studio for All: Exploring the Transformations of Architectural Education amidst the Global Pandemic. International Journal of Art & Design Education, 40(1), 251–267. doi: 10.1111/jade.12350
  • Kararmaz, Ö., & Civaroğlu, A. (2017). Erken Dönem Mimari Tasarım Stüdyolarına Deneyim Tabanlı Yaklaşımların Bütünleştirilmesi Üzerine Bir Araştırma. MEGARON, 12(3), 409–419.
  • Ockerti, D. (2020). What Coronavirus Can Teach Architecture Schools About Virtual Learning. Retrieved January 28, 2021, from https://www.archdaily.com/938784/what-coronavirus-can-teach-architecture-schools-about-virtual-learning
  • Özgüven, Y., Kumsal, A., Bayram, Ş., & Cantürk, E. (2020). Mimari Tasarım Stüdyosunda Bir Tamir Deneyimi: COVID-19 ve Uzaktan Eğitim Süreci. EgeMim, 4(108), 64–69.
  • Özorhon, G. (2021). Tasarım Eğitimine Ek-le (mle) nmek. In G. Özorhon, G. Sarman, & İ. Bayraktar (Eds.), +10 İstanbul Araştırma Çalıştayları 2019 (pp. 13–15). Özyeğin Üniversitesi Yayınları.
  • Özsoy, A., Çağdaş, G., Kocagil, L. A., & Sönmez, F. U. (2000). Mimari Tasarım Stüdyosu Üzerine Değinmeler. Stüdyo: Tasarım, Kuram, Eleştiri Dergisi, 1, 36–43.
  • Philips, S. (2020). How COVID-19 Will Shape Architectural Education. Retrieved April 8, 2021,from https://www.architecturelab.net/how-covid-19-will-shape-architectural-education/
  • Saghafi, M. R., Franz, J., & Crowther, P. (2012). Perceptions of physical versus virtual design studio education. Archnet-IJAR, 6(1), 6–22. doi: 10.26687/archnet-ijar.v6i1.74
  • Sagun, A., Demirkan, H., & Goktepe, M. (2001). A framework for the design studio in web-based education. International Journal of Art and Design Education, 20(3), 332–342. doi: 10.1111/1468-5949.00282
  • Salama, A. M. (1995). New Trends in Architectural Education: Designing the Design Studio. Raleigh, NC.: Tailored Text & Unlimited Potential Publishing.
  • Schon, D. A. (1984). The Architectural Studio as an Exemplar of Education for Reflection-in-Action. Journal of Architectural Education, 38(1), 2–9. doi: 10.2307/1424770
  • Şentürer, A. (1994). Mimari Tasarım, Stüdyo Eğitimi Bu Kadar Rastlantısal mı Olmalı? In Tasarım 43. İstanbul.
  • Tong, H., & Çagdas, G. (2005). Global Bir Tasarım Stüdyosuna Doğru. Tasarım Kuram Eleştiri Dergisi, 3.
  • Turgut, H., & Açımuz İşbakan, N. (2019). Yeni Yaşam Biçimleri Üzerine Denemeler: bir mimari tasarım stüdyosu deneyimi. MEGARON, 14, 70–82. doi: 10.14744/megaron.2019.48295
  • Varma, A., & Jafri, M. S. (2020). COVID-19 responsive teaching of undergraduate architecture programs in India: learnings for post-pandemic education. Archnet-IJAR. doi: 10.1108/ARCH-10-2020-0234
  • Yorgancıoğlu, D. (2020). Critical Reflections on the Surface, Pedagogical and Epistemological Features of the Design Studio under the "New Normal" Conditions. Journal of Design Studio, 2(1), 25–36. doi: 10.46474/jds.744577
  • Yurtsever, B., & Polatoğlu, Ç. (2020). "Active Studio" Experiences in Architectural Design Education. MEGARON, 15(3), 412–429.

Re-considering the Architectural Design Studio after Pandemic: Tools, Problems, Potentials

Year 2021, Volume: 3 Issue: 1, 19 - 36, 20.07.2021
https://doi.org/10.46474/jds.927181

Abstract

The Covid-19 outbreak has significantly influenced all disciplines from economics to politics, especially health, and forced every discipline to develop new strategies to adapt to this situation. For this reason, education has been suspended as of mid-March 2020 in our country; after the break, education methods have changed in a mandatory and rapid way and largely switched to distance education. This compulsory transformation has required the creation of new methods and approaches, especially for applied courses. In this context, this article focuses on a remote architectural design studio experience and explores this experience's problems and potential. This research is in the framework of an adapted architectural design studio setup enriched by authors with online environment-specific tools, including components that centralize participatory production (collaborative learning approach) and enable interaction such as workshops and seminars. The studio (201 A) was experienced in the 2020-21 fall semester by remote conducting with 2nd-grade architecture students. In the article, the process is revealed in detail, and the architectural design studio has been discussed extensively with the student survey and the instructors' experiences. As a result, it has been observed that the studio's components, such as interaction, collectivism, multilayeredness, dynamism, making criticism, and juries, can survive in distance education. Although verbal communication difficulties were experienced in the remote studio, visuality/screen sharing supported the communication throughout the process. However, it is obvious that the content, methods, and tools for remote architectural design studio education should be developed with a different and new approach than face-to-face education. In order to develop more effective methods in this scope, research is required to continue, prepare a large number of experience environments supported by these studies and, most importantly, share these experiences.

References

  • Aydınlı, S. (2016). Tasarım Eğitiminde Yapılandırıcı Paradigma: ‘Öğrenmeyi Öğrenme.’ Tasarım + Kuram, 11(20), 1–18. doi: 10.23835/tasarimkuram.239579
  • Caglar, N., & Uludag, Z. (2006). Architectural Design Education: Designing a Library, Public Communication and Information Center in the Manufacturing Zone of Central Eskisehir Turkey, a Case Study. International Journal of Art & Design Education, 25(2), 231–240.
  • Çavuşoğlu, Ö. H. (2013). Mimarlık Eğitim Programında Uzaktan Eğitim Yöntemi. (Unpublished M.Sc. thesis), Anadolu University, Graduate School of Sciences, Architecture Program.
  • Ceylan, S., Şahin, P., Seçmen, S., Somer, M. E., & Süher, K. H. (2020). An evaluation of online architectural design studios during COVID-19 outbreak. Archnet-IJAR. doi: 10.1108/ARCH-10-2020-0230
  • Dreamson, N. (2020). Online Design Education: Meta-Connective Pedagogy. International Journal of Art and Design Education, 39(3), 483–497. doi: 10.1111/jade.12314
  • Dutton, T. A. (1987). Design and studio pedagogy. Journal of Architectural Education, 41(1), 16–25. doi: 10.1080/10464883.1987.10758461
  • Fleischmann, K. (2020a). Online design education: Searching for a middle ground. Arts and Humanities in Higher Education, 19(1), 36–57. doi: 10.1177/1474022218758231
  • Fleischmann, K. (2020b). The Online Pandemic in Design Courses: Design Higher Education in Digital Isolation. In L. Naumovsk (Ed.), The Impact Of COVID19 On The International Education System (pp. 1–16). Proud Pen. doi: 10.51432/978-1-8381524-0-6_1
  • Grover, R., & Wright, A. (2020). National Design Studio Survey : Initial Results. Retrieved,from https://researchportal.bath.ac.uk/en/publications/national-design-studio-survey-initial-results
  • Gül, L. F., Wang, X., Bülbül, T. T., Çağdaş, G., & Tong, H. (2009). Global Teamwork: A Study of Design Learning in Collaborative Virtual Environments. Proceedings of the Undisciplined! Design Research Society Conference 2008. 16-19 July 2008, Sheffield Hallam University, Sheffield, UK.
  • Iranmanesh, A., & Onur, Z. (2021). Mandatory Virtual Design Studio for All: Exploring the Transformations of Architectural Education amidst the Global Pandemic. International Journal of Art & Design Education, 40(1), 251–267. doi: 10.1111/jade.12350
  • Kararmaz, Ö., & Civaroğlu, A. (2017). Erken Dönem Mimari Tasarım Stüdyolarına Deneyim Tabanlı Yaklaşımların Bütünleştirilmesi Üzerine Bir Araştırma. MEGARON, 12(3), 409–419.
  • Ockerti, D. (2020). What Coronavirus Can Teach Architecture Schools About Virtual Learning. Retrieved January 28, 2021, from https://www.archdaily.com/938784/what-coronavirus-can-teach-architecture-schools-about-virtual-learning
  • Özgüven, Y., Kumsal, A., Bayram, Ş., & Cantürk, E. (2020). Mimari Tasarım Stüdyosunda Bir Tamir Deneyimi: COVID-19 ve Uzaktan Eğitim Süreci. EgeMim, 4(108), 64–69.
  • Özorhon, G. (2021). Tasarım Eğitimine Ek-le (mle) nmek. In G. Özorhon, G. Sarman, & İ. Bayraktar (Eds.), +10 İstanbul Araştırma Çalıştayları 2019 (pp. 13–15). Özyeğin Üniversitesi Yayınları.
  • Özsoy, A., Çağdaş, G., Kocagil, L. A., & Sönmez, F. U. (2000). Mimari Tasarım Stüdyosu Üzerine Değinmeler. Stüdyo: Tasarım, Kuram, Eleştiri Dergisi, 1, 36–43.
  • Philips, S. (2020). How COVID-19 Will Shape Architectural Education. Retrieved April 8, 2021,from https://www.architecturelab.net/how-covid-19-will-shape-architectural-education/
  • Saghafi, M. R., Franz, J., & Crowther, P. (2012). Perceptions of physical versus virtual design studio education. Archnet-IJAR, 6(1), 6–22. doi: 10.26687/archnet-ijar.v6i1.74
  • Sagun, A., Demirkan, H., & Goktepe, M. (2001). A framework for the design studio in web-based education. International Journal of Art and Design Education, 20(3), 332–342. doi: 10.1111/1468-5949.00282
  • Salama, A. M. (1995). New Trends in Architectural Education: Designing the Design Studio. Raleigh, NC.: Tailored Text & Unlimited Potential Publishing.
  • Schon, D. A. (1984). The Architectural Studio as an Exemplar of Education for Reflection-in-Action. Journal of Architectural Education, 38(1), 2–9. doi: 10.2307/1424770
  • Şentürer, A. (1994). Mimari Tasarım, Stüdyo Eğitimi Bu Kadar Rastlantısal mı Olmalı? In Tasarım 43. İstanbul.
  • Tong, H., & Çagdas, G. (2005). Global Bir Tasarım Stüdyosuna Doğru. Tasarım Kuram Eleştiri Dergisi, 3.
  • Turgut, H., & Açımuz İşbakan, N. (2019). Yeni Yaşam Biçimleri Üzerine Denemeler: bir mimari tasarım stüdyosu deneyimi. MEGARON, 14, 70–82. doi: 10.14744/megaron.2019.48295
  • Varma, A., & Jafri, M. S. (2020). COVID-19 responsive teaching of undergraduate architecture programs in India: learnings for post-pandemic education. Archnet-IJAR. doi: 10.1108/ARCH-10-2020-0234
  • Yorgancıoğlu, D. (2020). Critical Reflections on the Surface, Pedagogical and Epistemological Features of the Design Studio under the "New Normal" Conditions. Journal of Design Studio, 2(1), 25–36. doi: 10.46474/jds.744577
  • Yurtsever, B., & Polatoğlu, Ç. (2020). "Active Studio" Experiences in Architectural Design Education. MEGARON, 15(3), 412–429.
There are 27 citations in total.

Details

Primary Language English
Subjects Architecture
Journal Section Research Articles
Authors

Guliz Ozorhon 0000-0002-7851-0575

Gülbin Lekesiz 0000-0002-1103-7859

Publication Date July 20, 2021
Published in Issue Year 2021 Volume: 3 Issue: 1

Cite

APA Ozorhon, G., & Lekesiz, G. (2021). Re-considering the Architectural Design Studio after Pandemic: Tools, Problems, Potentials. Journal of Design Studio, 3(1), 19-36. https://doi.org/10.46474/jds.927181

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