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“Active Studio” Experiences in Architectural Design Education [Megaron]
Megaron. 2020; 15(3): 412-429 | DOI: 10.14744/megaron.2020.57614  

“Active Studio” Experiences in Architectural Design Education

Bengi Yurtsever1, Çiğdem Polatoğlu2
1Department Of Architecture, Faculty Of Architecture, Building Science Division, Mugla Sitki Kocman University, Mugla
2Department Of Architecture, Faculty Of Architecture, Building Science Division, Yıldız Technical University, Istanbul

In today’s world, where everything is easily and frequently replicated, that which is unique is disappearing. These circumstances change the point of view of the individual regarding design and create a society that seeks and prefers uniformity, devalues what is unusual or different, and does not encourage or develop original, distinctive ideas. The environment is a reflection of the architectural approach and the prevailing thinking. The present study examines this scenario in the context of the educational dimension of architectural design and assesses these issues using a discovery process of constant change. Generation, experience, and meaning given to difference, space, place, atmosphere, and their components were examined to analyze the effect of cognitive differences and the value of originality in relation to the environment. An inverted approach was used, focused on alternative learning environments and participant interaction. To contrast a process with structured, stratified views, contemporary learning approaches were applied as the foundation of this study: a constructivist, embedded, qualitative research formula. The issues were explored from within the architectural design studio experience. An “active studio” concept based on experiences was used, incorporating personalized and constructivist ideas generated using blended learning and an inverted methodology. In this approach, the hypothesis of the study is not a static problem. Instead, it is flexible and organic, renewed in every new environment. The network of relationships among studio members, which reveals the field of experience, generates the initial formulation. The questions and problems identified in the first studio experience are the basis for new hypotheses, and create a different, second studio environment. The active studio experience, because it is dynamic and involves questioning what currently exists, is an environment that animates and inspires individual exploration. It fosters the ability to genuinely be involved in the flow of the moment and, without force, do what the moment requires, rather than simple, directed activity that does not explore beyond the present standard. In order to see the comprehensive, long-lasting experience environment, all three of these studio experiences were evaluated, including consideration of:

- Sharing
- Suggestion development
- Responsibility
- Volunteering
- Communication

These elements were measured after the studio experience according to the analysis of the structure and findings, including participant interaction. The active studio should be seen as an environment that adapts to the present and continues to flow with it, not as a differentiated environment. This could be considered a process of recovery. Given the increasing number of architecture students and the growth of academic departments, blended media provide a valuable addition or alternative. The rigid structure of today’s environment and architectural design studios have the potential to be active and truly creative in essence.

Keywords: Active studio, Architectural design education, blended learning; constructivist grounded theory; studio culture.


Mimari Tasarım Eğitiminde “Aktif Stüdyo” Deneyimleri

Bengi Yurtsever1, Çiğdem Polatoğlu2
1Muğla Sıtkı Koçman Üniversitesi Mimarlık Fakültesi, Mimarlık Bölümü, Bina Bilgisi Anabilim Dalı, Muğla
2Yıldız Teknik Üniversitesi Mimarlık Fakültesi, Mimarlık Bölümü, Bina Bilgisi Anabilim Dalı, İstanbul

Her şeyin her yerde, kolaylıkla varlık gösterebildiği günümüzde, kendine özgü olan zamanla yok olmaktadır. Bireyin tasarım ve bunun sürecine ilişkin bakış açısını da değiştiren bu durum, sürekli benzer üretimleri arayan, farklı olanı yadırgayan, tek tipleşmeden rahatsız olmayan, özgün fikir geliştiremeyen bir topluluğu da beraberinde getirmektedir. Bu topluluktaki kişilerin yaşadığı ve tasarladığı ortamlar da günün düşünce biçimi ile birlikte mimari yaklaşımını ortaya koymaktadır. Değişimlerin arka planda sürekli değerlendirildiği bu çalışmanın amacı, sorunu mimari tasarımın eğitim boyutunda ele almak; mimari tasarım eğitimine ilişkin deneyimleri paylaşırken, gömülü kalmış sorunları eş zamanlı olarak bu keşfetme sürecinde tartışmaya açmaktır. Soruna ilişkin arayışa, ters yüz bir yaklaşım ile başlanmış; katılımcı etkileşimi ile anlamlandırılan bir çalışma yapılmıştır. Yapılandırılan görüşlerin katmanlaştığı süreçte, çağdaş öğrenme anlayışlarından yararlanılmıştır. Yapılandırmacı gömülü kuram nitel araştırma örüntüsü, bu arayışın iskeletini oluşturmuştur. Günümüz ortamının çelişkili yapısının, özünde “aktif” olabilecek bir potansiyeli taşıdığı görüşünden yola çıkılarak, çalışma sürecinde üretilen “aktif stüdyo” kategorisinin farklı bileşenler ile mimari tasarım stüdyolarında deneyimlenebileceği düşünülmektedir.

Anahtar Kelimeler: Aktif stü,, dyo; harmanlanmış öğrenme; mimari tasarım eğitimi; stüdyo kültürü; yapılandırmacı gömülü kuram.


Bengi Yurtsever, Çiğdem Polatoğlu. “Active Studio” Experiences in Architectural Design Education. Megaron. 2020; 15(3): 412-429

Corresponding Author: Bengi Yurtsever, Türkiye


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