The Impact of Basic Design Studio Courses on Interior Design: KTU Model

Ustaomeroglu, Ayca Araz; Aydintan, Erkan; Erbay, Muteber; Küçük, Pınar; Sadıklar, Zeynep

doi:10.1016/j.sbspro.2015.07.251

Cited by 7 publications

(6 citation statements)

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“…Design is associated with subjective creativity, but the empirical university paradigm emphasizes objective rationality in education [50,51]. To address more rigorous and more academic approaches to design education [50], it is necessary to adopt a new paradigm of education based on creative experience within the standards set by the university.…”

Section: Discussionmentioning

confidence: 99%

“…It is worth noting that the curriculums, such as the programs recognized in these specializations, or the nature of goals and results, are developed based on design creativity in one part and on theoretical foundations and knowledge in another. Students can learn from the design process and intensively demonstrate their creative abilities, dealing with how to communicate, discuss, and acquire knowledge [51]. Basic steps should be implemented to improve students' thinking abilities and teach them to solve design problems, improving their skills so that they can perform more design activities professionally at further stages in their careers.…”

Section: Discussionmentioning

confidence: 99%

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Visual Communication for Students’ Creative Thinking in the Design Studio: Translating Filmic Spaces into Spatial Design

Park

Kim

2021

Buildings

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Representing visual experiences is an essential part of architectural design education for creativity. The representation of creative ideas relates to the ability to communicate spatial design concepts. This study examined whether filmic spaces could function as visual communication to enhance students’ creative thinking in architecture. It explored how creativity can be supported throughout an architectural design studio with a conceptual tool that translates filmic spaces into spatial design. To investigate the ways to translate filmic space into spatial design tools for creative thinking, we conducted a design studio with first-year university students. Focusing on using various elements of film, including movement, frame, montage, light, and color, and scene changes to represent architectural languages, a curriculum was developed and implemented in a Visual Communication Design Studio for one semester, stimulating students to engage in expressing their ideas in three-dimensional spaces. The overall results suggested that the design education method that used the filmic space as a stimulating tool for creative thinking, emphasizing the role of visual communication, could enhance students’ creative thinking, leading to improved creative design processes.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Visual Communication for Students’ Creative Thinking in the Design Studio: Translating Filmic Spaces into Spatial Design

Park

Kim

2021

Buildings

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“…Basic Design is one of the basic courses in all educational institutions related to the visual arts. Offered in the first year at all design schools, the aim of this course is to teach the general rules of design so as to develop students' design skills and empower them to make decisions in a limited amount of time (Ustaömeroğlu et al, 2015). Basic Design courses aim to enable students to produce designs from an original and aesthetic point of view that meet the needs of current social, cultural and technological developments.…”

Section: Introductionmentioning

confidence: 99%

A Workshop Example of Basic Design Education in Interior Architecture

Azkur,

Oral

2023

Turkish JAF Sci.Tech.

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The “Basic Design” is one of the common introductory courses in design disciplines. It has great importance in interior architecture education as it forms the basis of design practice. Education that proceeds through abstract concepts creates difficulties for students to internalize this course. To avoid these difficulties, learning by doing is of great importance. The learning-by-doing approach was carried out in the form of a workshop within the scope of the “Basic Design 1” course of the Department of Interior Architecture at Konya Technical University in the fall semester of the 2022-2023 academic year. Students were asked to produce three-dimensional designs using basic design principles and elements. The class was divided into groups of eight people and studies were carried out with a workshop coordinator in each group. The duration of the workshop was planned as four weeks. During the workshop, students learned to use materials and colors, to design an original composition. At the end of the workshop, students learned to embody the abstract concepts they learned during the year by creating a composition that considers functionality and aesthetics. In order to evaluate the efficiency of the workshop, a survey study was carried out after the course period ended. As a result, it has been seen that the intelligibility of Basic Design 1, which is a course taught through abstract concepts, has increased thanks to the workshop.

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“…Enhancing creativity is crucial in design fields and helps students discover their visions, acquire core expertise and knowledge, and understand the professional philosophy and foundation of the design process [11]. Students can intensively demonstrate their creative skills while learning during the design process and engaging in communication, discussion, and knowledge acquisition methods [17]. Design thinking has become a way to lead students' creativity and innovation, teach creative problem solving, and improve or rediscover creative confidence [18,19].…”

Section: Introductionmentioning

confidence: 99%

“…One of the problems with architectural design education is the gap between knowledge acquisition and knowledge application in design studios [30][31][32]. Design is related to subjective creativity, but the empirical university paradigm emphasizes objective rationality in education [17,33]. Design education has generally been delivered to students through the subjective teaching method of teachers rather than through a systematic academic approach [34].…”

Section: Introductionmentioning

confidence: 99%

Creative Thinking in the Architecture Design Studio: Bibliometric Analysis and Literature Review

Park

Lee

2022

Buildings

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It is increasingly important for researchers and educators to find effective ways to stimulate students’ creativity. In design education, the specificity of design, defined as open-ended problems and ill-defined problems, provides a special opportunity to improve creativity. Nevertheless, design education itself encounters other issues concerning creativity, such as not specifying in detail what creative design pedagogy should be. Thus, a comprehensive review of existing studies is needed to guide research in this field better. We used bibliometric analysis to provide information on literature statistics of the 658 articles published in design research–related journals between 1982 and 2022. An in-depth review of the 36 selected articles revealed the existing research on the design studio to investigate creativity from three perspectives: (1) creativity criteria and evaluation, (2) idea generation and development, and (3) pedagogy in the design studio. This study provides a roadmap for global educators and researchers focusing on pedagogy that enhances students’ creativity in the design studio.

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The Impact of Basic Design Studio Courses on Interior Design: KTU Model

Cited by 7 publications

References 0 publications

Visual Communication for Students’ Creative Thinking in the Design Studio: Translating Filmic Spaces into Spatial Design

Visual Communication for Students’ Creative Thinking in the Design Studio: Translating Filmic Spaces into Spatial Design

A Workshop Example of Basic Design Education in Interior Architecture

Creative Thinking in the Architecture Design Studio: Bibliometric Analysis and Literature Review

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