PurposeThis paper aims to present a data mapping analysis that can be used for aligning the studio course with the United Nations (UN) Sustainable Development Goals (SDGs) by teaching professionals.Design/methodology/approachThe UN 2030 Agenda for Sustainable Development Goals (SDGs), released in 2015, has received global attention from various disciplines and sectors. Professional organizations in architecture have accelerated the engagement between their members and SDGs. This paper analyzes the two volumes of the Architecture Guide to the UN 17 Sustainable Development Goals prepared by the efforts of professional organizations or consortiums and published by the UIA between 2018 and 2020. The buildings presented as best practices in these guidebooks were analyzed to demonstrate various ways of capturing the SDGs in the architectural studio when designing the course content, process and teaching materials.FindingsThe analysis presents the kinship among the SDGs and architectural concepts, which are retrieved from the sample buildings in the guidebooks. The findings also refer to the targets for each goal to generate an easily applicable pedagogical path in architectural education. The results are presented as a model approach for SDG-focused studio teaching.Originality/valueAn in-depth review of the literature reveals the need for research based on SDG-focused pedagogies and the UN Architecture Guide.

United Nations (UN) released the 2030 Agenda for Sustainable Development in 2015. This agenda has received attention from various disciplines and sectors globally; partnerships from private and public sectors were formed to play a role in this challenging ambitious plan. However, architectural education and professional organisations in Turkey have not been strongly engaged with the agenda in particular. To meet this gap and create synergy, this paper aims at presenting pedagogical paths followed in a graduation studio, integrating the studio outcomes with UN 2030 Sustainable Development Goals (SDGs), which have not been widely covered either in nationwide architectural education or professional policies. In addition, the paper focuses on how the SDG action plan is echoed in higher education as well as in the discipline of architecture in Turkey. The paper is a case study in architectural education of which the motivation is to create awareness about UN SDGs among the students; to give insights and demonstrate a realistic design policy to achieve development targets. The pedagogical path presented here is original and aims to fulfill an interlude in the literature, which is still emerging. The case presentation includes the process and the results with a sufficient number of student projects as outcomes of the studio.

Buildings in our day are no more frozen pieces of music as ascribed by Johann Wolfgang von Goethe. They can move, rotate, flip and perform various physical gestures. This paper aims to explore the spatial, aesthetical, and technical characteristics of kinetic buildings within the framework of the theory of tectonics, which is still far away from covering the art form of movement. The study has been organized into two phases. The first phase sets up the theoretical framework of the topic by exploring the main dichotomy of the tectonic discourse on “ontological and representational parts of the building” and introduces the main concepts of kinetic architecture related to the characterization of architectural space. The second phase is a case study on The Shed as also known as Culture Shed in Hudson Yards in New York City. This part focuses on the interrelations between tectonics and the physical movement of architectural elements. The results indicate that the type of movement and the role of moving elements change not only the architectural space but also the tectonic character of the building. While some movements and moving parts are directly related to the representational aspects, some change the ontological character of the building. The impact of the movement on the tectonic character is a topic that hasn't been well investigated yet and has the potential to be developed through further research. As a result, the theoretical findings of this study can contribute to tectonic thinking during the design process of kinetic architectural products.

Architectural design studio is the most important course of architectural education and it is considered the central axis where the theoretical and technical knowledge obtained from other courses are brought together. This design studio is a form of disciplinary training in a social learning environment, where the instructors and students interact. In this environment, students learn from the instructor, as well as from each other; and nourish their creativity through experience and learning by doing (Ceylan et al, 2021).

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