Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INTRODUCTION to DESIGN II | - | Fall Semester | 2+6 | 5 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Yazgı AKSOY |
| Name of Lecturer(s) | Assist.Prof. Şehnaz CENANİ DURMAZOĞLU |
| Assistant(s) | Res. Asst. Özcan Ernur Aktaş |
| Aim | For Department of Architecture, Department of Interior Architecture and Environmental Design, Department of Urban Design and Landscape Architecture: In the second semester of the training, the student is primarily aimed to recognize the users and their environment, program, functional and structural concept. On a structure group (shelter function), scheduling, location-structure-space relationships, spatial organization in whole and unit scale are heading to be addressed particularly structural features in the design process. For Industrial Design Department: Three dimensional, structural and simple functional design studies. Moving with different materials, design studies on mass, texture and light. Design as problem solving method. Creativity strategies in design. For Visual Communication Design Department: Tools and Technologies, Printing / Printing Production and Presentation, Web and Interactivity Expert Methods and Collaborations |
| Course Content | This course contains; Getting to know each other, introduction to the program "ABOUT PLACE, ABOUT FUNCTION" Field Trip ,Critique of Analyzes (1/1000-1/200- Concept Map -1/100 Land Model and Section),- Concept development seminar (video can be watched together during class time) - Discussions on specific housing examples (weekend house, country house, chalet, etc.), analysis of the concept and design criteria of a selected project - Creating a relationship diagram of the user needs diagram (open + closed area). - Determining and zoning user open usage areas on 1/200 site plan - Testing weekend house layout alternatives on a 1/100 model - Ergonmic Vertical Circulation Seminar ,- Testing weekend "place" layout alternatives on a 1/100 model - Developing a 1/100 site plan including walking paths, green areas, parking and weeekend place boundaries,- Taking critiques on the site plan - Discussions regarding the spatial program and conducting a stain drawing - Taking 1/100 plan and section, elevation critiques of the weekend place,- Taking critiques on the site plan - Taking 1/100 plan and section, elevation critiques of the weekend place,INTERMEDIATE JURY ANALYSIS POSTER - 1:1000,1/200 Analyzes, Synthesis DESIGN POSTERS - 1:100 Site Plan - 1:100 Land Sections, - 1:100 Models - 1:100 Plan, Section, Elevations Technical Drawings - A3 Design Concept Poster(all kinds of two- and three-dimensional diagrams, texts, sketches, collages, photographs, video/film, etc. narrative techniques explaining the design strategies and conceptual approach can be used). * Detailed explanations are stated in the leaflet.,Sketch exam,- Developing the weekend place design holistically together with the site plan, - Criticizing 1/100 model, plan and section views of the shelter,- Developing the weekend place design holistically together with the site plan, - Criticizing 1/100 model, plan and section views of the shelter,- Developing the weekend place design holistically together with the site plan, - Criticizing 1/100 model, plan and section views of the shelter -Making a sketch-up model of the building,- Developing the weekend place design holistically together with the site plan, - Criticizing 1/100 model, plan and section views of the shelter -Making a sketch-up model of the building,FINAL JURY - 1:100 Site Plan - 1:100 Land Sections, silhouette - 1:100 Models - 1:100 Plan, Section, Elevation Technical Drawings - 3D Model - A3 Design Concept Sheet (all kinds of two- and three-dimensional diagrams, texts, sketches, collages, photographs, video/film, etc. narrative techniques explaining the design strategies and conceptual approach can be used). * Detailed explanations are stated in the leaflet.,-Making revisions based on critiques on Final Jury and completing the missing drawings, if any. SEMINAR: How to Make a Poster. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students will explain the importance of design in the function-equipment-action relationship. Students, two and three-dimensional thinking in the design process, improves the ability to be dominated by different scales. | 2 | F |
| Establishes the interaction between natural and artificial social environment. | 9 | F |
| Students will design and develop 2D and 3D architectural expressions techniques. | 6 | F |
| interacts with the natural, artificial and social environment. | 12 | F |
| develops 2 and 3 dimensional expressions in the design. | 6 | F |
| Teaching Methods: | 12: Problem Solving Method, 2: Project Based Learning Model, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Getting to know each other, introduction to the program "ABOUT PLACE, ABOUT FUNCTION" Field Trip | |
| 2 | Critique of Analyzes (1/1000-1/200- Concept Map -1/100 Land Model and Section) | |
| 3 | - Concept development seminar (video can be watched together during class time) - Discussions on specific housing examples (weekend house, country house, chalet, etc.), analysis of the concept and design criteria of a selected project - Creating a relationship diagram of the user needs diagram (open + closed area). - Determining and zoning user open usage areas on 1/200 site plan - Testing weekend house layout alternatives on a 1/100 model - Ergonmic Vertical Circulation Seminar | |
| 4 | - Testing weekend "place" layout alternatives on a 1/100 model - Developing a 1/100 site plan including walking paths, green areas, parking and weeekend place boundaries | |
| 5 | - Taking critiques on the site plan - Discussions regarding the spatial program and conducting a stain drawing - Taking 1/100 plan and section, elevation critiques of the weekend place | |
| 6 | - Taking critiques on the site plan - Taking 1/100 plan and section, elevation critiques of the weekend place | |
| 7 | INTERMEDIATE JURY ANALYSIS POSTER - 1:1000,1/200 Analyzes, Synthesis DESIGN POSTERS - 1:100 Site Plan - 1:100 Land Sections, - 1:100 Models - 1:100 Plan, Section, Elevations Technical Drawings - A3 Design Concept Poster(all kinds of two- and three-dimensional diagrams, texts, sketches, collages, photographs, video/film, etc. narrative techniques explaining the design strategies and conceptual approach can be used). * Detailed explanations are stated in the leaflet. | |
| 8 | Sketch exam | |
| 9 | - Developing the weekend place design holistically together with the site plan, - Criticizing 1/100 model, plan and section views of the shelter | |
| 10 | - Developing the weekend place design holistically together with the site plan, - Criticizing 1/100 model, plan and section views of the shelter | |
| 11 | - Developing the weekend place design holistically together with the site plan, - Criticizing 1/100 model, plan and section views of the shelter -Making a sketch-up model of the building | |
| 12 | - Developing the weekend place design holistically together with the site plan, - Criticizing 1/100 model, plan and section views of the shelter -Making a sketch-up model of the building | |
| 13 | FINAL JURY - 1:100 Site Plan - 1:100 Land Sections, silhouette - 1:100 Models - 1:100 Plan, Section, Elevation Technical Drawings - 3D Model - A3 Design Concept Sheet (all kinds of two- and three-dimensional diagrams, texts, sketches, collages, photographs, video/film, etc. narrative techniques explaining the design strategies and conceptual approach can be used). * Detailed explanations are stated in the leaflet. | |
| 14 | -Making revisions based on critiques on Final Jury and completing the missing drawings, if any. SEMINAR: How to Make a Poster |
| Resources |
| To be distributed by the lecturer. |
| Alejandro Bahamon (2008), Sketch: Houses, Loft Publications Bertelsmann Fachverlag (1970), Bauentwurfslehre, Bertelsmann Fachverlag Publishing Charles G. Ramsey, Harold R. Sleeper (2000), Architectural Graphic Standarts, Wiley and Sons Elissa Aalto (1990), Alvar Aalto, Editions d'architecture Artemis Francis D.K. Ching (2004), İç Mekan Tasarımı, Yapı Endüstri Merkezi Yayınları / Mimarlık Dizisi John F. Pile (2002), Interior Design, Prentice Hall College Div Joseph De Chiara (2001), Time Saver Standards for Building Types, McGraw-Hill Kenneth Frampton (2005), Campo Baeza (Light is More), Tf Editions Koos Eissen (1988), Presenting Architectural Designs, Van nostrand Reinhold Maasao Furuyama (2005), Tadao Ando, Taschen Necati İnceoğlu (1995), Düşünme ve Anlatım Aracı Olarak Eskizler, Helikon Yayınları Peter Gössel (1996), Architecture in the Twentieth Century, Taschen Philip Jodidio (1997), Sir Norman Foster, Taschen Rob Krier (2002), Architectural Composition, Rizzoli Robert W. Gill (1984), Manual of Rendering with Pen and Ink, Van Nostrand Reinhold The Modulor (2004), Le Corbusier, Springer Tom Porter, Sue Goodman (1988), Manuel of Grpahic Techniques, Architectural Press Udo Kultermann (2010), Kenzo Tange and the Metabolist Movement, Taylor De Bone, E., 1990 Lateral thinking: Creativity Step-By-Step, HarperCollins Zelanski, P., 1996 Design Principles and Problems, Harcourt College Publishers Lauer, D., Pentak, S. 2008. Design Basics, Boston: Thomson Woodsworth |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | DESIGN (Knowledge-Theoretical, Factual): During planning, implementation, management and supervision processes; Knowledge of creative problem defining and solving | X | |||||
| 2 | DESIGN (Skill-Cognitive, Applied): Design-oriented research fiction, execution and evaluation of results and design process planning, management, application skills | X | |||||
| 3 | DESIGN (Competencies-Ability to Work Independently and Take Responsibility): Ability to work within a team, to emphasize interdisciplinary interaction and apply technology-based business association methods | ||||||
| 4 | DESIGN (Competencies-Learning Competence): To evaluate critically the knowledge and skills gained in the field, to plan and to develop constantly professional knowledge, skills and approaches | ||||||
| 5 | DESIGN (Competencies-Communication and Social Competence): Transferring design solutions as oral, written and visual (2D and 3D) presentations on national and international platforms | X | |||||
| 6 | DESIGN (Competencies-Field Specific Competence): Contributing to the design of industrial products to improve the quality of life of the society. | ||||||
| 7 | HISTORY, CULTURE, ART (Knowledge-Theoretical, Factual): To make connections between the information obtained by the analytical approach and the information on historical and cultural development and current situation in Turkey and in the world, and to expand the boundaries of vocational education proficiency to develop new ideas | X | |||||
| 8 | HISTORY, CULTURE, ART (Skill-Cognitive, Applied): Ability to solve the design related problems encountered in concept development, by using the knowledge gained in the field of history, culture and art | X | |||||
| 9 | HISTORY, CULTURE, ART (Competencies - Independent Work and Ability to Take Responsibility): To be able to do interdisciplinary work by using the knowledge gained in the field of history, culture and art | ||||||
| 10 | HISTORY, CULTURE, ART (Competences-Learning Competence): Ability to develop the knowledge gained in the field in the direction needed, using the research methods | ||||||
| 11 | HISTORY, CULTURE, ART (Competencies-Communication and Social Competence): Awareness of social and cultural phenomena and continuous change and arranging plans, strategies, projects, collaborations and activities for the social environment with social responsibility consciousness. | ||||||
| 12 | MATERIALS AND TECHNOLOGY (Knowledge-Theoretical, Factual): To gain knowledge concerning technology, material, product and production methods - that is to be used in the solution of the problem related to the field. | X | |||||
| 13 | MATERIALS AND TECHNOLOGY (Skill-Cognitive, Applied): Knowing materials, technology and production methods and developing designs compatible with these methods, proposing new technologies and production methods, developing creative design solutions by interpreting and using technology. | X | |||||
| 14 | MATERIALS AND TECHNOLOGY (Competencies - Independent Work and Ability to Take Responsibility): To be able to work together with stakeholders working on different areas and needs in construction and production technologies | ||||||
| 15 | MATERIALS AND TECHNOLOGY (Competencies-Learning Competence): Understand the compatibility and flexibility between the technological tools that meet the requirements according to the needs | ||||||
| 16 | MATERIALS AND TECHNOLOGY (Competencies-Communication and Social Competence): Ability to use appropriate communication techniques and technologies | ||||||
| 17 | MATERIALS AND TECHNOLOGY (Competencies-Field Specific Competencies): Producing and applying knowledge to serve sustainable production and life | ||||||
| 18 | MATERIALS AND TECHNOLOGY (Competencies-Filed specific competencies): To be able to develop creative design solutions by mastering technological development, interpreting the developments and pioneering such developments. | ||||||
| 19 | PROFESSIONAL PRACTICE, PROJECT MANAGEMENT AND LEGAL RESPONSIBILITIES (Knowledge-Theoretical, Factual): -Ethics related to the field, -project management issues, -legal rights and responsibilities, -To gain knowledge about legal responsibilities and regulations affecting design works | X | |||||
| 20 | PROFESSIONAL PRACTICE, PROJECT MANAGEMENT AND LEGAL RESPONSIBILITIES (Skill-Cognitive, Applied): Ability to recognize and apply the techniques used and legal responsibilities in planning, design, construction and operation phases of project management. | ||||||
| 21 | PROFESSIONAL PRACTICE, PROJECT MANAGEMENT AND LEGAL RESPONSIBILITIES (Competences - Capability to Work Independently and Take Responsibility): To adapt to the different working environments and forms required by the profession and to contribute to the development of these environments | ||||||
| 22 | PROFESSIONAL PRACTICE, PROJECT MANAGEMENT AND LEGAL RESPONSIBILITIES (Capabilities-Learning Capability): Monitoring and learning the legal, administrative and procedural requirements of design and construction projects throughout professional life, developing new strategic approaches in solving complex problems, taking responsibility | ||||||
| 23 | PROFESSIONAL PRACTICE, PROJECT MANAGEMENT AND LEGAL RESPONSIBILITIES (Competencies-Communication and Social Competence): Being able to lead the process -deploying the necessary communication skills and tools- during planning, designing, construction and operation stages, and demonstrating leadership in providing the solution in the work environment. | ||||||
| 24 | PROFESSIONAL PRACTICE, PROJECT MANAGEMENT AND LEGAL RESPONSIBILITIES (Competencies-Field Specific Competence): To be able to transfer knowledge to the level of expertise, to use theoretical and practical knowledge on the field of Professional Practice, Project Management and Legal responsibilities, knowledge of interdisciplinary interaction | ||||||
| 25 | ENVIRONMENT, STRUCTURE AND HUMAN HEALTH (Knowledge-Theoretic, Factual): Methods and techniques that will be used in the solution of the problems related to the field – to gain knowledge to apply the techniques in the context of environmental health, -building health, -human health | X | |||||
| 26 | ENVIRONMENT, STRUCTURE, HUMAN HEALTH (Skill-Cognitive, Applied): Understanding the relationships between environment, structure and human health and creating solutions to related design problems. | X | |||||
| 27 | ENVIRONMENT, STRUCTURE, HUMAN HEALTH (Competences - Capability to Work Independently and Take Responsibility): Taking competence and responsibility in the fields of urban / space / product planning, design, implementation and supervision of environment, strcuture and human health | ||||||
| 28 | ENVIRONMENT, STRUCTURE, HUMAN HEALTH (Capabilities-Learning Capability): Competence in researching theoretical and applied information systems on environment, structure and human health | ||||||
| 29 | ENVIRONMENT, STRUCTURE, HUMAN HEALTH (Competencies-Communication and Social Competence): Be able to communicate with all areas of expertise in environment, structure and human health | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 6 | 84 | |||
| Guided Problem Solving | 14 | 2 | 28 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 6 | 12 | |||
| Term Project | 1 | 10 | 10 | |||
| Presentation of Project / Seminar | 1 | 2 | 2 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 8 | 8 | |||
| General Exam | 1 | 22 | 22 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 166 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(166/30) | 6 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INTRODUCTION to DESIGN II | - | Fall Semester | 2+6 | 5 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Yazgı AKSOY |
| Name of Lecturer(s) | Assist.Prof. Şehnaz CENANİ DURMAZOĞLU |
| Assistant(s) | Res. Asst. Özcan Ernur Aktaş |
| Aim | For Department of Architecture, Department of Interior Architecture and Environmental Design, Department of Urban Design and Landscape Architecture: In the second semester of the training, the student is primarily aimed to recognize the users and their environment, program, functional and structural concept. On a structure group (shelter function), scheduling, location-structure-space relationships, spatial organization in whole and unit scale are heading to be addressed particularly structural features in the design process. For Industrial Design Department: Three dimensional, structural and simple functional design studies. Moving with different materials, design studies on mass, texture and light. Design as problem solving method. Creativity strategies in design. For Visual Communication Design Department: Tools and Technologies, Printing / Printing Production and Presentation, Web and Interactivity Expert Methods and Collaborations |
| Course Content | This course contains; Getting to know each other, introduction to the program "ABOUT PLACE, ABOUT FUNCTION" Field Trip ,Critique of Analyzes (1/1000-1/200- Concept Map -1/100 Land Model and Section),- Concept development seminar (video can be watched together during class time) - Discussions on specific housing examples (weekend house, country house, chalet, etc.), analysis of the concept and design criteria of a selected project - Creating a relationship diagram of the user needs diagram (open + closed area). - Determining and zoning user open usage areas on 1/200 site plan - Testing weekend house layout alternatives on a 1/100 model - Ergonmic Vertical Circulation Seminar ,- Testing weekend "place" layout alternatives on a 1/100 model - Developing a 1/100 site plan including walking paths, green areas, parking and weeekend place boundaries,- Taking critiques on the site plan - Discussions regarding the spatial program and conducting a stain drawing - Taking 1/100 plan and section, elevation critiques of the weekend place,- Taking critiques on the site plan - Taking 1/100 plan and section, elevation critiques of the weekend place,INTERMEDIATE JURY ANALYSIS POSTER - 1:1000,1/200 Analyzes, Synthesis DESIGN POSTERS - 1:100 Site Plan - 1:100 Land Sections, - 1:100 Models - 1:100 Plan, Section, Elevations Technical Drawings - A3 Design Concept Poster(all kinds of two- and three-dimensional diagrams, texts, sketches, collages, photographs, video/film, etc. narrative techniques explaining the design strategies and conceptual approach can be used). * Detailed explanations are stated in the leaflet.,Sketch exam,- Developing the weekend place design holistically together with the site plan, - Criticizing 1/100 model, plan and section views of the shelter,- Developing the weekend place design holistically together with the site plan, - Criticizing 1/100 model, plan and section views of the shelter,- Developing the weekend place design holistically together with the site plan, - Criticizing 1/100 model, plan and section views of the shelter -Making a sketch-up model of the building,- Developing the weekend place design holistically together with the site plan, - Criticizing 1/100 model, plan and section views of the shelter -Making a sketch-up model of the building,FINAL JURY - 1:100 Site Plan - 1:100 Land Sections, silhouette - 1:100 Models - 1:100 Plan, Section, Elevation Technical Drawings - 3D Model - A3 Design Concept Sheet (all kinds of two- and three-dimensional diagrams, texts, sketches, collages, photographs, video/film, etc. narrative techniques explaining the design strategies and conceptual approach can be used). * Detailed explanations are stated in the leaflet.,-Making revisions based on critiques on Final Jury and completing the missing drawings, if any. SEMINAR: How to Make a Poster. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students will explain the importance of design in the function-equipment-action relationship. Students, two and three-dimensional thinking in the design process, improves the ability to be dominated by different scales. | 2 | F |
| Establishes the interaction between natural and artificial social environment. | 9 | F |
| Students will design and develop 2D and 3D architectural expressions techniques. | 6 | F |
| interacts with the natural, artificial and social environment. | 12 | F |
| develops 2 and 3 dimensional expressions in the design. | 6 | F |
| Teaching Methods: | 12: Problem Solving Method, 2: Project Based Learning Model, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Getting to know each other, introduction to the program "ABOUT PLACE, ABOUT FUNCTION" Field Trip | |
| 2 | Critique of Analyzes (1/1000-1/200- Concept Map -1/100 Land Model and Section) | |
| 3 | - Concept development seminar (video can be watched together during class time) - Discussions on specific housing examples (weekend house, country house, chalet, etc.), analysis of the concept and design criteria of a selected project - Creating a relationship diagram of the user needs diagram (open + closed area). - Determining and zoning user open usage areas on 1/200 site plan - Testing weekend house layout alternatives on a 1/100 model - Ergonmic Vertical Circulation Seminar | |
| 4 | - Testing weekend "place" layout alternatives on a 1/100 model - Developing a 1/100 site plan including walking paths, green areas, parking and weeekend place boundaries | |
| 5 | - Taking critiques on the site plan - Discussions regarding the spatial program and conducting a stain drawing - Taking 1/100 plan and section, elevation critiques of the weekend place | |
| 6 | - Taking critiques on the site plan - Taking 1/100 plan and section, elevation critiques of the weekend place | |
| 7 | INTERMEDIATE JURY ANALYSIS POSTER - 1:1000,1/200 Analyzes, Synthesis DESIGN POSTERS - 1:100 Site Plan - 1:100 Land Sections, - 1:100 Models - 1:100 Plan, Section, Elevations Technical Drawings - A3 Design Concept Poster(all kinds of two- and three-dimensional diagrams, texts, sketches, collages, photographs, video/film, etc. narrative techniques explaining the design strategies and conceptual approach can be used). * Detailed explanations are stated in the leaflet. | |
| 8 | Sketch exam | |
| 9 | - Developing the weekend place design holistically together with the site plan, - Criticizing 1/100 model, plan and section views of the shelter | |
| 10 | - Developing the weekend place design holistically together with the site plan, - Criticizing 1/100 model, plan and section views of the shelter | |
| 11 | - Developing the weekend place design holistically together with the site plan, - Criticizing 1/100 model, plan and section views of the shelter -Making a sketch-up model of the building | |
| 12 | - Developing the weekend place design holistically together with the site plan, - Criticizing 1/100 model, plan and section views of the shelter -Making a sketch-up model of the building | |
| 13 | FINAL JURY - 1:100 Site Plan - 1:100 Land Sections, silhouette - 1:100 Models - 1:100 Plan, Section, Elevation Technical Drawings - 3D Model - A3 Design Concept Sheet (all kinds of two- and three-dimensional diagrams, texts, sketches, collages, photographs, video/film, etc. narrative techniques explaining the design strategies and conceptual approach can be used). * Detailed explanations are stated in the leaflet. | |
| 14 | -Making revisions based on critiques on Final Jury and completing the missing drawings, if any. SEMINAR: How to Make a Poster |
| Resources |
| To be distributed by the lecturer. |
| Alejandro Bahamon (2008), Sketch: Houses, Loft Publications Bertelsmann Fachverlag (1970), Bauentwurfslehre, Bertelsmann Fachverlag Publishing Charles G. Ramsey, Harold R. Sleeper (2000), Architectural Graphic Standarts, Wiley and Sons Elissa Aalto (1990), Alvar Aalto, Editions d'architecture Artemis Francis D.K. Ching (2004), İç Mekan Tasarımı, Yapı Endüstri Merkezi Yayınları / Mimarlık Dizisi John F. Pile (2002), Interior Design, Prentice Hall College Div Joseph De Chiara (2001), Time Saver Standards for Building Types, McGraw-Hill Kenneth Frampton (2005), Campo Baeza (Light is More), Tf Editions Koos Eissen (1988), Presenting Architectural Designs, Van nostrand Reinhold Maasao Furuyama (2005), Tadao Ando, Taschen Necati İnceoğlu (1995), Düşünme ve Anlatım Aracı Olarak Eskizler, Helikon Yayınları Peter Gössel (1996), Architecture in the Twentieth Century, Taschen Philip Jodidio (1997), Sir Norman Foster, Taschen Rob Krier (2002), Architectural Composition, Rizzoli Robert W. Gill (1984), Manual of Rendering with Pen and Ink, Van Nostrand Reinhold The Modulor (2004), Le Corbusier, Springer Tom Porter, Sue Goodman (1988), Manuel of Grpahic Techniques, Architectural Press Udo Kultermann (2010), Kenzo Tange and the Metabolist Movement, Taylor De Bone, E., 1990 Lateral thinking: Creativity Step-By-Step, HarperCollins Zelanski, P., 1996 Design Principles and Problems, Harcourt College Publishers Lauer, D., Pentak, S. 2008. Design Basics, Boston: Thomson Woodsworth |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | DESIGN (Knowledge-Theoretical, Factual): During planning, implementation, management and supervision processes; Knowledge of creative problem defining and solving | X | |||||
| 2 | DESIGN (Skill-Cognitive, Applied): Design-oriented research fiction, execution and evaluation of results and design process planning, management, application skills | X | |||||
| 3 | DESIGN (Competencies-Ability to Work Independently and Take Responsibility): Ability to work within a team, to emphasize interdisciplinary interaction and apply technology-based business association methods | ||||||
| 4 | DESIGN (Competencies-Learning Competence): To evaluate critically the knowledge and skills gained in the field, to plan and to develop constantly professional knowledge, skills and approaches | ||||||
| 5 | DESIGN (Competencies-Communication and Social Competence): Transferring design solutions as oral, written and visual (2D and 3D) presentations on national and international platforms | X | |||||
| 6 | DESIGN (Competencies-Field Specific Competence): Contributing to the design of industrial products to improve the quality of life of the society. | ||||||
| 7 | HISTORY, CULTURE, ART (Knowledge-Theoretical, Factual): To make connections between the information obtained by the analytical approach and the information on historical and cultural development and current situation in Turkey and in the world, and to expand the boundaries of vocational education proficiency to develop new ideas | X | |||||
| 8 | HISTORY, CULTURE, ART (Skill-Cognitive, Applied): Ability to solve the design related problems encountered in concept development, by using the knowledge gained in the field of history, culture and art | X | |||||
| 9 | HISTORY, CULTURE, ART (Competencies - Independent Work and Ability to Take Responsibility): To be able to do interdisciplinary work by using the knowledge gained in the field of history, culture and art | ||||||
| 10 | HISTORY, CULTURE, ART (Competences-Learning Competence): Ability to develop the knowledge gained in the field in the direction needed, using the research methods | ||||||
| 11 | HISTORY, CULTURE, ART (Competencies-Communication and Social Competence): Awareness of social and cultural phenomena and continuous change and arranging plans, strategies, projects, collaborations and activities for the social environment with social responsibility consciousness. | ||||||
| 12 | MATERIALS AND TECHNOLOGY (Knowledge-Theoretical, Factual): To gain knowledge concerning technology, material, product and production methods - that is to be used in the solution of the problem related to the field. | X | |||||
| 13 | MATERIALS AND TECHNOLOGY (Skill-Cognitive, Applied): Knowing materials, technology and production methods and developing designs compatible with these methods, proposing new technologies and production methods, developing creative design solutions by interpreting and using technology. | X | |||||
| 14 | MATERIALS AND TECHNOLOGY (Competencies - Independent Work and Ability to Take Responsibility): To be able to work together with stakeholders working on different areas and needs in construction and production technologies | ||||||
| 15 | MATERIALS AND TECHNOLOGY (Competencies-Learning Competence): Understand the compatibility and flexibility between the technological tools that meet the requirements according to the needs | ||||||
| 16 | MATERIALS AND TECHNOLOGY (Competencies-Communication and Social Competence): Ability to use appropriate communication techniques and technologies | ||||||
| 17 | MATERIALS AND TECHNOLOGY (Competencies-Field Specific Competencies): Producing and applying knowledge to serve sustainable production and life | ||||||
| 18 | MATERIALS AND TECHNOLOGY (Competencies-Filed specific competencies): To be able to develop creative design solutions by mastering technological development, interpreting the developments and pioneering such developments. | ||||||
| 19 | PROFESSIONAL PRACTICE, PROJECT MANAGEMENT AND LEGAL RESPONSIBILITIES (Knowledge-Theoretical, Factual): -Ethics related to the field, -project management issues, -legal rights and responsibilities, -To gain knowledge about legal responsibilities and regulations affecting design works | X | |||||
| 20 | PROFESSIONAL PRACTICE, PROJECT MANAGEMENT AND LEGAL RESPONSIBILITIES (Skill-Cognitive, Applied): Ability to recognize and apply the techniques used and legal responsibilities in planning, design, construction and operation phases of project management. | ||||||
| 21 | PROFESSIONAL PRACTICE, PROJECT MANAGEMENT AND LEGAL RESPONSIBILITIES (Competences - Capability to Work Independently and Take Responsibility): To adapt to the different working environments and forms required by the profession and to contribute to the development of these environments | ||||||
| 22 | PROFESSIONAL PRACTICE, PROJECT MANAGEMENT AND LEGAL RESPONSIBILITIES (Capabilities-Learning Capability): Monitoring and learning the legal, administrative and procedural requirements of design and construction projects throughout professional life, developing new strategic approaches in solving complex problems, taking responsibility | ||||||
| 23 | PROFESSIONAL PRACTICE, PROJECT MANAGEMENT AND LEGAL RESPONSIBILITIES (Competencies-Communication and Social Competence): Being able to lead the process -deploying the necessary communication skills and tools- during planning, designing, construction and operation stages, and demonstrating leadership in providing the solution in the work environment. | ||||||
| 24 | PROFESSIONAL PRACTICE, PROJECT MANAGEMENT AND LEGAL RESPONSIBILITIES (Competencies-Field Specific Competence): To be able to transfer knowledge to the level of expertise, to use theoretical and practical knowledge on the field of Professional Practice, Project Management and Legal responsibilities, knowledge of interdisciplinary interaction | ||||||
| 25 | ENVIRONMENT, STRUCTURE AND HUMAN HEALTH (Knowledge-Theoretic, Factual): Methods and techniques that will be used in the solution of the problems related to the field – to gain knowledge to apply the techniques in the context of environmental health, -building health, -human health | X | |||||
| 26 | ENVIRONMENT, STRUCTURE, HUMAN HEALTH (Skill-Cognitive, Applied): Understanding the relationships between environment, structure and human health and creating solutions to related design problems. | X | |||||
| 27 | ENVIRONMENT, STRUCTURE, HUMAN HEALTH (Competences - Capability to Work Independently and Take Responsibility): Taking competence and responsibility in the fields of urban / space / product planning, design, implementation and supervision of environment, strcuture and human health | ||||||
| 28 | ENVIRONMENT, STRUCTURE, HUMAN HEALTH (Capabilities-Learning Capability): Competence in researching theoretical and applied information systems on environment, structure and human health | ||||||
| 29 | ENVIRONMENT, STRUCTURE, HUMAN HEALTH (Competencies-Communication and Social Competence): Be able to communicate with all areas of expertise in environment, structure and human health | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |