ARC1028 History and Theory of Architecture IBahçeşehir UniversityDegree Programs PSYCHOLOGYGeneral Information For StudentsDiploma SupplementErasmus Policy StatementNational QualificationsBologna Commission
PSYCHOLOGY
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
ARC1028 History and Theory of Architecture I Spring 2 0 2 4
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction: English
Type of course: Non-Departmental Elective
Course Level: Bachelor’s Degree (First Cycle)
Mode of Delivery: Face to face
Course Coordinator : Dr. Öğr. Üyesi SUNA ÇAĞAPTAY
Course Lecturer(s): Instructor ASLI VARON
Dr. Öğr. Üyesi GÖKSUN AKYÜREK ALTÜRK
Dr. Öğr. Üyesi SUNA ÇAĞAPTAY
Recommended Optional Program Components: Site and museum visits, in class and on-site lectures
Course Objectives: After dicussing the basic relationship between history and architecture, course aims to identify the formal, functional, spatial, technological and symbolic diversity of architecture, that is mainly a historical, social and cultural realm of production, starting from early ages till the 13th century.
Evaluate architectural products within a wide range of singular building to urban environment, in regard to their distinct and similar characteristics with a comparative perspective, which are produced in different cultural and historical contexts.

Learning Outcomes

The students who have succeeded in this course;
 Understanding of parallel and divergent canons and traditions of architecture, landscape and urban design including examples of indigenous, vernacular, local, regional, national settings from the Eastern, Western, Northern, and Southern hemispheres in terms of their climatic, ecological, technological, socioeconomic, public health, and cultural factors.
 Understanding of the diverse needs, values, behavioural norms, physical abilities, and social and spatial patterns that characterize different cultures and individuals and the implication of this diversity on the societal roles and responsibilities of architects.

Course Content

-Discussion of the relationship between architecture and history as a narrative.
-A general discussion on the architectural history belonging to various geographical and cultural contexts from early ages to the 13th century.
-With special emphasis on the Middle East and Turkey, presentation of monuments and urban environments, and their comparative evaluation together with parallel readings.

Weekly Detailed Course Contents

Week Subject Related Preparation
1) Introduction: Why do we study architectural history? What is history? In what ways is it related to architecture? How do we record and evaluate them in a historical perspective?
2) 1st cities—Fertile Crescent, Sumer, India, Harappa, Jericho small settlements everywhere, the village as the human habitation Trachtenberg, Ch 1, pp: 76-84.
3) Of Kings and Pharaohs: Egypt Trachtenberg, Ch 1, pp: 62-76
4) The Greek City: Athens Trachtenberg, Ch 2, pp: 90-107.
5) The City Assembled: Hellenistic City Culture Trachtenberg, Ch 2, pp: 109-114.
6) The Roman City: From Republic to Empire Roman Empire: Asia Minor and Beyond Trachtenberg, Ch 3, pp:120-149.
7) MIDTERM
8) The Christian City: Early Byzantine City in Asia Minor, Italy and the Near East Trachtenberg, Ch 4, pp: 161-176.
9) Middle and Late Byzantine Architecture in Constantinople and the Provinces R. Ousterhout, ‘An Apologia for Byzantine Architecture,’ Gesta 35 (1996): 21-33.
11) Islamic Cities and Landscapes: Damascus, Baghdad D. Fairchild Ruggles, Islamic Gardens and Landscapes, Ch 1.
12) Islamic Cities and Landscapes: Cairo, Isfahan, Konya D. Fairchild Ruggles, Islamic Gardens and Landscapes, Ch 2.
13) Medieval Cities: the Romanesque Trachtenberg, Ch 5, pp: 185-190
14) Medieval Cities: the Gothic Trachtenberg, Ch 5, pp: 185-190; Ch 7, pp: 222-245.

Sources

Course Notes / Textbooks:

References: Marvin Trachtenberg and Isabelle Hyman, Architecture from Prehistory to Post-Modernism. 2nd edition. New York: Harry N. Abrams, 2002.
R. Ousterhout, ‘An Apologia for Byzantine Architecture,’ Gesta 35 (1996): 21-33.
D. Fairchild Ruggles, Islamic Gardens and Landscapes, Ch 1., University of Pennsylvania Press, 2008

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Attendance 14 % 10
Homework Assignments 1 % 20
Midterms 1 % 30
Final 1 % 40
Total % 100
PERCENTAGE OF SEMESTER WORK % 60
PERCENTAGE OF FINAL WORK % 40
Total % 100

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 13 2 26
Study Hours Out of Class 14 4 56
Homework Assignments 1 8 8
Midterms 1 2 2
Final 1 2 2
Total Workload 94

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) To develop an interest in the human mind and behavior, to be able to evaluate theories using empirical findings, to understand that psychology is an evidence-based science by acquiring critical thinking skills.
2) To gain a biopsychosocial perspective on human behavior. To understand the biological, psychological, and social variables of behavior.
3) To learn the basic concepts in psychology and the theoretical and practical approaches used to study them (e.g. basic observation and interview techniques).
4) To acquire the methods and skills to access and write information using English as the dominant language in the psychological literature, to recognize and apply scientific research and data evaluation techniques (e.g. correlational, experimental, cross-sectional and longitudinal studies, case studies).
5) To be against discrimination and prejudice; to have ethical concerns while working in research and practice areas.
6) To recognize the main subfields of psychology (experimental, developmental, clinical, cognitive, social and industrial/organizational psychology) and their related fields of study and specialization.
7) To acquire the skills necessary for analyzing, interpreting and presenting the findings as well as problem posing, hypothesizing and data collection, which are the basic elements of scientific studies.
8) To gain the basic knowledge and skills necessary for psychological assessment and evaluation.
9) To acquire basic knowledge of other disciplines (medicine, genetics, biology, economics, sociology, political science, communication, philosophy, anthropology, literature, law, art, etc.) that will contribute to psychology and to use this knowledge in the understanding and interpretation of psychological processes.
10) To develop sensitivity towards social problems; to take responsibility in activities that benefit the field of psychology and society.
11) To have problem solving skills and to be able to develop the necessary analytical approaches for this.
12) To be able to criticize any subject in business and academic life and to be able to express their thoughts.