A RESEARCH ON ARCHITECTURAL CONCEPTS AT FIRST YEAR DESIGN STUDIO Msc. Arch.

Selin EMR Research Asisstant/PhD Candidate Yildiz Technical University Faculty of Architecture Department of Architecture, Main Campus, 34349, Besiktas ISTANBUL-TURKEY Office Phone : 0090 212 383 26 07 Mobile Phone: 0090 555 634 43 34 Fax: 0090 212 261 89 29 e-mails: semir@yildiz.edu.tr selinemir@gmail.com

B. Arch. Hande DZGN Research Asisstant / Msc. Arch. Candidate Yildiz Technical University Faculty of Architecture Department of Architecture, Main Campus, 34349, Besiktas ISTANBUL-TURKEY

Office Phone : 0090 212 383 26 03 Mobile Phone: 0090 535 420 95 57 Fax: 0090 212 261 89 29 e-mails: hduzgun@yildiz.edu.tr handeebru@gmail.com

A RESEARCH ON ARCHITECTURAL CONCEPTS AT FIRST YEAR DESIGN STUDIO Keywords: Abstraction, Architectural Concepts, Design Thinking, Architectural Language, Conceptual. Abstract The process of turning abstract into concrete is important in the architectural education. Behind an architectural product there is an idea which is orientated by design principles. Architectural education provides us to read this idea behind the design by concepts. In this process of education which includes theory and practice, students gain to look in an other way to the architectural product with creativity and responsibility. In this context, a study has been made with YTU first year students about selected architectural concepts which are used as a tool of common language of architecture and the essence of design thinking. Concepts which has been chosen for this study are : form-geometry, transparency, horizontal-vertical effect, integration with nature, harmony with environment, inviting, architectural promenade, inside-outside relation, breathing spaces, continuity, declared inside / outside space. The four steps of the study is given as follows: 1. Architectural concepts: Giving some information to students about architectural concepts which are chosen. 2. Architectural research: Research on concepts, examples from literature, sketch of concepts 3. 3D thinking ability: Field excursion (to stiklal Str.stanbul), sketches, perspectives. 4. Architectural blend / superposition: To blend concepts studying and design principles Through the concepts which has been chosen for Architectural Design Studio 1, with the intention to get the student to perceive the space both outside and inside, following aims can be listed; to see the effect of turning abstract into concrete. to take out the idea behind the physical structure.

With these aims, a conceptualism study will be done and the skills of designing, presenting and perception via using the architectural language will be gained by the student. The details about the study will take place in the complete text with products acquired at the end of study. Introduction The design process can be thought of as a series of transformations going from uncertainty towards information. (Laseau, 1989) The process of turning abstract into concrete is important in the architectural education. Behind an architectural product there is an idea which is orientated by design principles. Architectural education provides us to read this idea behind the design by concepts. In this process of education which includes theory and practice, students gain to look in an other way to the architectural product with creativity and responsibility. While analysing a design problem, abstraction can make it easier: on the first steps, making a set of concepts concerned , not only helps to gain time, but also gives the ability to take out the idea behind an object. Morever, designing with the help of concepts make students more creative and ambitious. Conceptualizing can be determined as loosing an objects realities and moving into metaphysics. (nceo lu, 2004:58) Thinking design in an abstract way, needs to discuss common points but in a comprehensive way. In this context, we discuss conceptualizing as an abstraction. Filtering the irrelevant details and reducing the object into a simpler state, ruling out the possibilities, classifying are the ways of abstraction to produce a knowledge.(Serim, 2007:360) Conceptualizing method used in architectural education resembles a snapshot of a photographer (squinting the object) or beginning sketches of an artist. Figure 1. infiltration

In this context, a study has been made with YTU first year students of ADS about selected architectural concepts which are used as a tool of common language of architecture and the essence of design thinking. Architectural Design Studio 1 is the first design studio in the second semester of the architectural education. Students are expected to think three-diomensionally, compose spaces, gain skills and techniques related with designing and representation. Through the concepts which has been chosen for Architectural Design Studio 1, with the intention to get the student to perceive the space both outside and inside, following aims can be listed; to see the effect of turning abstract into concrete. to take out the idea behind the physical structure. With these aims, a conceptualism study will be done and the skills of designing, presenting and perception via using the architectural language will be gained by the student. Figure 2. The methods of conceptualizing

Methods of this study includes literature research, field excursion with sketches from the area and photographs. These steps which bring abstract in to concrete end with solutions related with design concepts. Steps of the study: 1.Architectural concepts: Giving some information to students about architectural concepts which are chosen Concepts which has been chosen for this study are : *form-geometry : Refers to the external three-dimensional outline, apperance of something-in contrast to the matter or content or substance of which it is composed. (Ching, 2002) *transparency : Is the physical property of alowing the transmission of light through a material. *horizontal-vertical effect: Physcologic effect of horizontal and vertical forms on human being. Perception of vertical items effect

someone to feel smaller than normal and horizontal ones have an impact of infinity. *integration with nature : Design concept adapted topography, including materials integrated with nature and giving the least harm to the nature. *harmony with environment : Design concept considering the features of the environment and existing buildings. *inviting : Attractive and tempting spaces (like entrances) which make people go towards it. *architectural promenade : Part of a path through the most active parts of the community. *inside-outside relation : Perception of outside from inside or vice versa. Interfaces which combines these spaces play a big role on the relation of inside-outside. *interspace: A space between the building parts which is used to welcome, combine the blocks or as a breathing space. *continuity : The linear pattern of the regular elements *declared inside / outside space : Inside & outside spaces with absolute boundaries declared by elements like walls, trees, streets...etc. Aim: To make students familiar with some architectural concepts which are used as a tool of common language of architecture and the essence of design thinking. Method: Giving the first information about some architectural concepts. 2. Architectural research: Research on concepts, examples from literature, sketches of concepts Aim: To read the idea behind an architectural product/the design by concepts. Method: Researching from literature and finding some examples for each concept given. And discussing about the idea why they have chosen those examples for. Outcomes: Examples for each concept as a photograph (researched by students)

Figure 3. architectural concepts .*form-geometry *transparency

*horizontal-vertical

*integration with nature

*architectural promenade *harmony with environment

*inside-outside relation

*continuity

*interspace

*inviting

*declared inside / outside space

3. 3D thinking ability: Field excursion (to stiklal Str.-stanbul), sketches, perspectives. Aim: To think the relationship between concepts & already existing products especially on historical sites Method: Finding & defining the relation between concepts and their reflections on building sides. Making an abstraction study by students with their own skills of presenting Outcomes: Photographes, sketches, perspectives of existing products in stiklal Str. and their presentations of them Figure 4. continuity

=continuity= Students emphasize the continuity on the facades by the lines of windows and floor levels. Rhtym of windows and doors on the

facade is conceptualized for continuity. Also this type of facade design decreases the building scale to the human scale. In the second sketch the window rthym of the wall continues the mosques windows rthym. ---------------------------------------------------------------------------------Figure 5. interspace

= interspace = This is the enterance part of the Saint Antuan Church as an interspace. It combines the other church blocks used as offices and residances. Also its a balcony and breathing space with flowers. Interspaces used as a passage is important for joining streets (the second sketch). Its also an enclosed space which is secure, far away from the crowded city and attractive for its mystery. ---------------------------------------------------------------------------------Figure 6. horizontal-vertical effect

= horizontal-vertical effect = In the first sketch, the vertical items of the facade are emphasized mostly, at the second, suprisingly horizontal items are shown as a vertical item on the whole. Although these items are made to change the effect of the buildings, in the second example the sketch shows that it doesnt work. These effects rescures the buildings from monotony. ----------------------------------------------------------------------------------

Figure 7. form&geometry

=form&geometry= Form and geometry concept differs building facades each other. Rounded form consoles from the building at the first sketch softens the dioganal edges and serves a space for use. On the second one, form of the church represents a style of rising. ---------------------------------------------------------------------------------Figure 8. harmony with environment

=harmony with environment= In this collage the combination of incompatible patterns as transparent and solid walls is used for harmony. In historical areas, designing old and new facades is an example of design approach. ---------------------------------------------------------------------------------Figure 9. inside-outside relation

=inside-outside relation= In these sketches we can see transparent facades provides insideoutside relation. We can feel uncertainty at boundries and feel as f were at outside with big windows. ---------------------------------------------------------------------------------Figure 10. inviting

=inviting= An example of enterance , inviting plan due to organization of the blocks. In the second sketch, the destined building directs to find way. ---------------------------------------------------------------------------------Figure 11. transparency

=transparency= Transparent faces draw our attenton in an existing environment . In order to feel inside and outside of the building at the same time, this concept is used as a solution. In the second sketch transparency is presented by a sketch under a transparent material (acetate). ---------------------------------------------------------------------------------

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Figure 12. architectural promenade

=architectural promenade= In these sketches of the stiklal Street , the concept of the architectural promenade is predicated on ideas of movement and sequence. It symbolizes the journey through the end of the street. 4. Architectural blend / superposition: To blend concepts given and design principles Aim: To see the effect of turning abstract into concrete, to take out the idea behind the physical structure Method: Making a conceptualism study in design & with their own skills of designing, presenting and perception via using the architectural language Outcomes: sketches of their projects , perspectives Figure. 13. outcome project 1 -transparency -integration with nature

Figure. 14. outcome project 2

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-transparency -integration with nature -interspace -horizontal-vertical effect -inviting -declared inside / outside space Figure. 15. outcome project 3

-form-geometry -transparency -interspace -integration with nature -inviting -horizontal-vertical effect Figure. 16. outcome project 4

-horizontal-vertical effect -integration with nature -harmony with environment -inside-outside relation -interspace

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Conclusions: In this study, reading the idea behind the design by concepts has been taken into consideration in the architectural design education. In this process of education which includes theory and practice, students have gained to look in an other way to the architectural product with creativity and responsibility. They have learned the process of turning abstract into concrete, the idea behind an architectural product and to read this idea behind the design by concepts & making a conceptualism study in design & with their own skills of designing, presenting and perception via using the architectural language. Students also have developed their own sketching styles to quickly represent their ideas with simple contour lines avoiding all unnecessary details. This simplicity refers to the need to make the clearest possible statement which looks like the simplicity at the concepts. So they have gained to use quick sketches and basic concepts which are enduring mechanisms used by architectural designers to guide the entire process of design development. After these parts of studies, students will learn other steps of design, deal with new problems like defining & solving the problem by themselves, working in an existing environment. Referances: Ching, F D K (2002), Mimarlk, Biim, Mekan ve Dzen (Architecture: Form, Space, and Order), YEM Yaynlar, stanbul, Trkiye (Turkish) nceo lu, N, M (2004), Mimarlkta Sylem Kuram ve Uygulama, Tasarm Yayn Grubu, stanbul, Trkiye Laseau, P (1989), Graphic Thinking For Architects and Designers, Van Nostrand Reinhold, New York, USA Serim, S (2007), 20.yyda Mimarlk Bilgisi ve Ba lamn Ke fi (The Discovery of Architectural Knowledge and Context in 20th century), Erciyes niversitesi Sosyal Bilimler Enstits E-dergisi, No 22, pp 359-366, (Turkish)

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