Design-Build Workshops in Architectural Education. A Case Study; Adobe Bus Stop in Northern Cyprus

Güner, Aysun Ferrah; Benli, Gülhan; Karaçar, Pelin; Kasapseçkin, Mustafa Adil

doi:10.21125/edulearn.2017.2592

Cited by 2 publications

(3 citation statements)

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“…Various workshop organizations explore the potentials of materials by delving into new fabrication techniques and form generation processes (Guner et al, 2017;Orhan, 2017;Tang, 2013). Another theme focuses on exploring the city while aiming to immerse students in context.…”

Section: Exploring (Material/techniques; City; Heritage; Use Of Computational Design and Fabrication Processes)mentioning

confidence: 99%

“…In these studios, students first develop a design model and build the project. Hence knowledge is explained to be assimilated better through the first-hand experience (Garcia Saez et al, 2016;Guner et al, 2017). Especially construction workshops reinforce theory courses by taking learning out of classrooms and textbooks to develop structural intuition while working with physical models (Tang, 2013).…”

Section: Design Studio: Hands-on (Design-build and Design-fabricate)mentioning

confidence: 99%

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Outside the school: A review of the non-formal short-term architectural workshops

Sipahioğlu

Abbas

Yılmaz

2021

DRArch

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Over the last fifteen years, apart from compulsory curricular studios, extracurricular intensive studios in architectural design (ISAD) have become a mainstream educational environment worldwide. ISADs cover an actual weight in non-formal architectural education. However, to date, there is no review on the methods, processes, or implementation of extracurricular ISADs. The field needs to enhance the visibility of workshop results with regular reporting of workshop activities to raise awareness among future professionals and the wider public. This review aims to make visible existing learning-teaching-experiencing environments and pedagogical conditions, practices, tendencies, and implementations in ISADs. The study follows three stages. It first conducts a scoping study to examine the research outputs on ISADs indexed in SCOPUS and Web of Science from January 1975 to September 2020. Second, it expands the workshop pool by including past ISADs reached via websites/papers. It codes each workshop with the codes and themes determined through the scoping study. Finally, it creates an interactive mapping detailing the following analysis: (1) Quantitative analysis of ISADs (Geographical distribution; outputs; principles, as elements creating the atmosphere and tactics); (2) Qualitative analysis to reveal the impact of workshop outputs on the interested stakeholders. The review suggests that ISADs, including their processes and outputs, contribute to the knowledge triangle in architecture by serving two fundamental roles: (1) A researchby-design activity to address socio-economic-ecological problems caused by the built environment; (2) A pioneering venture in improving the curriculum and practices of teaching and learning. Within the scope of the exigencies of the education field, this review uncovers the potential of ISADs in overcoming time-related, geographical, economic limitations; providing fresh perspectives on content and methods concerning architectural education; expanding the intellectual resources of students; enabling international collaboration between HEIs; breeding an experimental/flexible learning and research environment in the 1st and 2nd cycles to absorb ever-changing tools/methods promoted in professional/research sides of the field. This review provides the reader with an array of diverse teaching and learning practices on these non/informal grounds. The number of workshops included in this study is relatively small, therefore, researchers are encouraged to expand the number of workshops for further analysis.

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Section: Exploring (Material/techniques; City; Heritage; Use Of Computational Design and Fabrication Processes)mentioning

confidence: 99%

Section: Design Studio: Hands-on (Design-build and Design-fabricate)mentioning

confidence: 99%

Outside the school: A review of the non-formal short-term architectural workshops

Sipahioğlu

Abbas

Yılmaz

2021

DRArch

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“…Mimarlık eğitiminde, tasarım ve yapıma ilişkin bilgilerin öğretilmesinde çağdaş bir yaklaşım olan "tasarla-yap" atölye çalışmaları, öğrencilerin tasarım, yapım teknolojisi, malzeme ve inşaat sürecinin çeşitli gerekliliklerini tecrübe etmeleri, 1:1 ölçeğinde uygulamalı pratik becerilerini geliştirmeleri ve atölye çalışmasının yaratıcılığını ve enerjisini deneyimlemeleri açısından çok önemlidir [6]. Bu atölye çalışmalarının öğrenciler için mimarlık eğitiminin güçlendirici bir yolu olabileceği ifade edilmektedir [7]. Kuzey Kıbrıs'da Büyükkonuk eko köyünde yapılan "tasarla-yap" atölye çalışmasında yerel halkın talebi ile bir kerpiç otobüs durağı tamamlanmış ve kullanıma açılmıştır.…”

Section: Mimarlıkunclassified

Büyükkonuk Eko Festi̇val Alani Ve Çevre Düzenleme Projesi̇ Örneği̇nde Mi̇marlik Eği̇ti̇mi̇nde Mesleki̇ Prati̇ği̇n Önemi̇

Güner¹,

Benli²,

Karaçar³

2019

NWSA

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Since the knowledge obtained in architectural education does not become permanent unless the theory is turned into practice, the link between theory and practice is one of the main objectives of architectural education. Students will be able to realize effective learning depends on gaining experience by practice and in the process of education it is important to reinforce the knowledge and skills acquired in the subjects of design, material, building technology etc. with the studies to be carried out in order to make the information permanent. In addition to increasing the ratio and quality of applied courses in architectural education, especially internship and other professional practice studies will be very effective in integrating the knowledge and increasing the professional competencies of the students. In this article, which is prepared to touch on the importance of professional practice in architectural education, as an example of professional practice integrated into education, Büyükkonuk eco festival area and landscaping project where is on the list of registered ecovillages in the world, process, details and contribution to education will be discussed.

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Design-Build Workshops in Architectural Education. A Case Study; Adobe Bus Stop in Northern Cyprus

Cited by 2 publications

References 0 publications

Outside the school: A review of the non-formal short-term architectural workshops

Outside the school: A review of the non-formal short-term architectural workshops

Büyükkonuk Eko Festi̇val Alani Ve Çevre Düzenleme Projesi̇ Örneği̇nde Mi̇marlik Eği̇ti̇mi̇nde Mesleki̇ Prati̇ği̇n Önemi̇

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