BAHÇEŞEHİR UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
| ARCHITECTURE | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
Course Introduction and Application Information
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ARC2001 | Architectural Design I | Fall | 2 | 6 | 5 | 10 |
Basic information
| Language of instruction: | English |
| Type of course: | Must Course |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Prof. Dr. NİLAY ÜNSAL GÜLMEZ |
| Course Lecturer(s): |
Instructor DİLARA DEMİRALP Assist. Prof. HATİDZA ÇAPKIN Assist. Prof. BERNA YAYLALI Assist. Prof. ASLI VARON Instructor KUTSAN ÖZORAL Prof. Dr. NİLAY ÜNSAL GÜLMEZ |
| Recommended Optional Program Components: | None |
| Course Objectives: | ARC2001 aims to develop architectural interventions and proposals that are programmatically sustainable upon research and investigations of the environmental characteristics,and contextual relations of a neighborhood witha focus on social responsibility and inclusivity. The course challenges students to formulate architectural questions and responses in short and long-term thinking and reasoning |
Learning Outcomes
|
The students who have succeeded in this course; The students who complete this course, will be able to: 1. record and document sites/places and make observations on existing practices of social, physical, spatial, programmatic and cultural nature in neighborhoods and of communities 2. learn from places and inhabitants of the place (people-animals-plants)through their experiences, activities and practices, 3. develop programs/scenarios that relate to the place and address social responsibility 4. use appropriate representational media, such as traditional graphic and digital technology skills, to convey ideas compatible with the stages of design processes |
Course Content
| The studio studies people, animals and plants namely the whole ecosystem of the selected neighborhood; and how contextual (physical, social, behavioural) aspects inform architectural design. Urban wildlife, inclusivity and social responsibility are the main keywords of the studio. In the first part of the studio, students conduct extensive research on low-density neighbourhood sites. Students observe, record, and raise questions about the site, places, living and non-living actors of the neighborhood. In the second part, students propose a program for selected sites and themes. A program and proposal requiring more than 400sqm would be off-limits to the studio. Teaching methods and techniques used in the course are: Case study Project Collaborative learning Guest Speaker Lecture Reading Observation Discussion Field Trip Individual study Problem solving Social activity |
Weekly Detailed Course Contents
| Week | Subject | Related Preparation |
| 1) | 1a & 1b -Site visit, discussion and critics on site | Research on the history, demographics, and context of the neighborhood |
| 2) | 2a & 2b - Seminars Research on site inhabitants (People-animals-plants ) and community, common critiques | Mapping studies, case study research , 1/500 group model |
| 3) | 3a & 3b - Seminars, macro and micro analysis | Site analysis posters |
| 4) | 4a & 4b -Concept and program development and initial design ideas | Concept diagrams, poster and model |
| 5) | 5a & 5b - Interim Jury 1 and Sketch Problem | Requirements for Jury I |
| 6) | 6a & 6b – Developing the architectural program and initial design ideas | Site plan development, 1/200 plans and sections, elevations 1/200 models |
| 7) | 7a & 7b - Pin-ups & critiques | |
| 7) | 7a & 7b- development, individual critics | Site plan development, 1/200 plans and sections, elevations 1/200 models |
| 8) | 8a & 8b - Midterm week | |
| 9) | 9a & 9b - Project development, individual critics and Interim Jury 2 | 1/500 and 1/200 drawings and models Interim Jury II requirements |
| 10) | 10a & 10b. Sketch problem, project development, individual critics | Revised set of drawings and models after Interim Jury-2 1/100 plans and sections |
| 11) | 11a & 11b - Project development, focus on landscape decisions that support urban wildlife and materiality | 1/100 drawings and model |
| 12) | 12a & 12b - Project development, individual critics Site sections, elevations, site silhouttes | All posters 1/100 drawings and model |
| 13) | Pre-final jury, improvement of presentation skills | Full set of posters, drawings and models (1/500, 1/200 and 1/100) |
| 13) | 13a & 13b – Pre-final Jury | |
| 13) | Pre-final jury, improvement of presentation skills | Full set of posters, drawings and models (1/500, 1/200 and 1/100) |
| 14) | 14a & 14b - Critics on final presentation | |
| 14) | 14a ve b. Final revisions and final jury | Full set of posters, drawings and models |
| 14) | 14a & 14b - revised set of drawings and models after pre-final Jury improvement of presentation skills Final jury | Requirements for the final exam |
Sources
| Course Notes / Textbooks: | Tasarım problemleri için seçilen konuyla ve tartışmalarla ilgili okumalar dönem boyunca paylaşılacaktır. / Related reading based on the chosen topic for the design problems and discussion will be shared during the semester. |
| References: | Course Resources: -Ching, F. (2007). Architecture: Form, Space, and Order (3rd ed.). Hoboken, New Jersey: John Wiley & Sons. -Crase, J., Crawford, M., Kaliski, J. (Eds.) (1999). Everyday Urbanism. New York: Monacelli Press. -De Chiara, J., Panero, J. & Zelnik, M. (Eds.) (2001). Time-Saver Standards for Interior Design and Space Planning. New York: Mc Graw-Hill. -González García, S. (Ed.) (2013). Community Centre Design. Hong Kong: Design Media Publishing Limited. -Harvey, D. (2012). Rebel Cities: From the Right to the City to the Urban Revolution. London: Verso.McCleery, -R. A, Moorman, C. E. M., Peterson N. (2014) Urban Wildlife Conservation, Springer. -Mills, A. (2010). Streets of Memory: Landscape, Tolerance, and National Identity in Istanbul. Athens, Georgia (USA): The University of Georgia Press. -Panero, J. & Zelnik, M. (1979). Human Dimension & Interior Space: A Source Book of Design Reference Standards. New York: Whitney Library of Design. -Steinfeld,E., Maisel, J. L (2012) Universal design [electronic resource]: creating inclusive environments. Jogn Wiley and Sons. Coursera Sources: -Understanding the Anthropocene and Sustainable Solutions (University of Colorado Boulder) https://www.coursera.org/videos/sustainability-and-the-circulareconomy/H8HZF?query=antropocene&source=search (This video is part of: Sustainability and the Circular Economy) -Living with Wildlife in Urban and Suburban Ecosystems (University of Colorado Boulder) https://www.coursera.org/videos/animals-self-society/ZnzK0?query=urban+wildlife&source=search(This video is part of: Animals, Self, and Society -Nature-Based Solutions in Urban Planning and Design https://www.coursera.org/videos/urbanisation-health-promoting-sustainable-solutions/YXuoX?query=urban+wildlife&source=search(This video is part of: Urbanisation and Health - Promoting Sustainable Solutions) |
Evaluation System
| Semester Requirements | Number of Activities | Level of Contribution |
| Presentation | 20 | % 20 |
| Preliminary Jury | 1 | % 10 |
| Final | 1 | % 45 |
| Jury | 1 | % 25 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 55 | |
| PERCENTAGE OF FINAL WORK | % 45 | |
| Total | % 100 | |
ECTS / Workload Table
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 28 | 4 | 112 |
| Study Hours Out of Class | 20 | 5 | 100 |
| Preliminary Jury | 1 | 8 | 8 |
| Jury | 1 | 10 | 10 |
| Final | 1 | 20 | 20 |
| Total Workload | 250 | ||
Contribution of Learning Outcomes to Programme Outcomes
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Using the theoretical/conceptual and practical knowledge acquired for architectural design, design activities and research. | 5 |
| 2) | Identifying, defining and effectively discussing aesthetic, functional and structural requirements for solving design problems using critical thinking methods. | 5 |
| 3) | Being aware of the diversity of social patterns and user needs, values and behavioral norms, which are important inputs in the formation of the built environment, at local, regional, national and international scales. | 3 |
| 4) | Gaining knowledge and skills about architectural design methods that are focused on people and society, sensitive to natural and built environment in the field of architecture. | 5 |
| 5) | Gaining skills to understand the relationship between architecture and other disciplines, to be able to cooperate, to develop comprehensive projects; to take responsibility in independent studies and group work. | 5 |
| 6) | Giving importance to the protection of natural and cultural values in the design of the built environment by being aware of the responsibilities in terms of human rights and social interests. | 4 |
| 7) | Giving importance to sustainability in the solution of design problems and the use of natural and artificial resources by considering the social, cultural and environmental issues of architecture. | 2 |
| 8) | Being able to convey and communicate all kinds of conceptual and practical thoughts related to the field of architecture by using written, verbal and visual media and information technologies. | 3 |
| 9) | Gaining the ability to understand and use technical information about building technology such as structural systems, building materials, building service systems, construction systems, life safety. | 2 |
| 10) | Being aware of legal and ethical responsibilities in design and application processes. | 2 |