| MATHEMATICS | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| INT2013 | History of Art and Architecture | Fall Spring |
2 | 0 | 2 | 4 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| 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 : | Assist. Prof. HANDE TULUM |
| Course Lecturer(s): |
Assist. Prof. HANDE TULUM |
| Course Objectives: | This course develops a critical understanding of the built environment by exploring the evolution of spatial design from Çatalhöyük to the Renaissance, emphasizing both Western and Eastern contexts. Students will identify key architectural styles and interior design elements from different historical periods, situating them within their social, cultural, and urban settings. Through case studies and theoretical frameworks, the course examines the relationship between architecture, culture, and design philosophies across diverse geographies. By synthesizing historical and cultural insights, students will create comparative analyses of different design approaches. Lectures, readings, discussions, and review sessions support these objectives. |
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The students who have succeeded in this course; • Understand the relationship between space, history, and culture in architectural contexts. • Apply key terminology relevant to art and architectural history. • Classify and compare architectural structures across different cultures, periods, and design approaches. • Analyze historical built environments and interiors about their urban, social, and cultural contexts. • Evaluate the connections between past and present architectural traditions, including indigenous and monumental practices, as well as Western and non-Western perspectives. |
| This course provides a comprehensive historical overview of architectural and spatial design across various geographies, emphasizing the influence of culture, social and political structures, economic conditions, art, and technological advancements on the evolution of design. Through a theoretical lens, the course explores key milestones in the history of design, offering insights into how original definitions and concepts of design have developed over time. Students will critically engage with these themes by evaluating, illustrating, and contextualizing historical design practices through discussions and assignments. The course encourages students to analyze how diverse factors shaped architectural and interior design, fostering a deeper appreciation for the historical roots of contemporary design concepts. Finally, the course prepares students for the INT2014 course studio through methods such as lectures, individual studies, readings, discussions, technology enhanced learning, and case studies. |
| Week | Subject | Related Preparation |
| 1) | INTRODUCTION: Explanation of the aim, scope, and methodology of the course | |
| 2) | THE BEGINNINGS OF ARCHITECTURE: ÇATALHÖYÜK, STONEHENGE | Michael Fazio, Marian Moffett and Lawrence Wodehouse, A World History of Architecture (London: Laurence King, 2008), 9-14. Indrani Chattopadhyaya, Living Tradition: A Study of Prehistoric Rock Paintings and Indigenous Art from District Sonbhadra, Southern Uttar Pradesh, India, Athens Journal of Humanities & Arts - Volume 3, Issue 4, 251-270. |
| 3) | ANCIENT ARCHITECTURE Part I. EGYPT and MESOPOTAMIA | Harwood, Architecture and Interior Design through the 18th Century, Chapter 4, pp. 51-63. Louis Kahn, “Monumentality,” in Louis Kahn: Essential Texts (New York: W.W. Norton, 2003), 21-31. |
| 4) | ANCIENT ARCHITECTURE Part II. GREEK ARCHITECTURE | Harwood et al., Architecture and Interior Design Through the 18th Century, Chapter 5, ss. 64-79. Le Corbusier, “Architecture III: Pure Creation of the Mind,” in Toward an Architecture, 231-251. |
| 5) | ANCIENT ARCHITECTURE Part III. ROMAN ARCHITECTURE | Harwood et al., Architecture and Interior Design Through the 18th Century, Chapter 6, 80-98. Le Corbusier, “Architecture I: The Lesson of Rome,” in Toward An Architecture, 194-212. |
| 6) | PREPARATION FOR MIDTERM | |
| 7) | INDIGENOUS ARCHITECTURE Part I. AFRICA, AUSTRALIA | Fazio et al., A World History of Architecture, 274-283. Bernard Rudofsky, “Introduction,” in Architecture without Architects (New York: Museum of Modern Art, 1964), 1-7. |
| 8) | MIDTERM EXAM | |
| 9) | INDIGENOUS ARCHITECTURE Part II. ARCHITECTURE IN THE AMERICAS: MEXICO, PERU And Part III. JAPAN, CHINA, INDIA | Fazio et al., A World History of Architecture, Chapter 3, 63-79. Harwood et al., Architecture and Interior Design Through the 18th Century, Chapters 2 and 3, 16-49. |
| 10) | INDIGENOUS ARCHITECTURE Part IV. ANATOLIA, THE MIDDLE EAST, THE BALKANS | Harwood et al., Architecture and Interior Design Through the 18th Century, Chapter 9, 116-129. Le Corbusier, “The Mosques,” in Journey to the East (London: The MIT Press, 2007), 100-119. |
| 11) | ARCHITECTURE AS POWER Part I. EARLY CHRISTIAN and BYZANTINE ARCHITECTURE | Harwood et al., Architecture and Interior Design Through the 18th Century, Chapters 7 and 8, 100-115. Le Corbusier, “Constantinople,” in Journey to the East (London: The MIT Press, 2007), 83-99. |
| 12) | REVIEW & EVALUATION | |
| 13) | ARCHITECTURE AS POWER Part II. ROMANESQUE and GOTHIC ARCHITECTURE | Harwood et al., Architecture and Interior Design Through the 18th Century, Chapters 10 and 11, 130-161. |
| 14) | PREPARATION FOR FINAL:REVIEW | Preparation for the final |
| Course Notes / Textbooks: | |
| References: | Harwood, B., May, B., and Sherman, C. 2002. Architecture and Interior Design through the 18th Century. New Jersey: Prentice Hall. Ching, F., Jarzombek, M., Vikramaditya, P., 2017. A Global History of Architecture. New Jersey: Wiley. Kostof, S., 1995. A History of Architecture: Settings and Rituals, New York: Oxford University Press. Le Corbusier, 2007. Journey to the East. Cambridge: The MIT Press, 2007. Le Corbusier, 2003. Toward an Architecture. Los Angeles: Getty Research Institute. Coursera: • Introduction to Ancient Egypt and Its Civilization: https://www.coursera.org/learn/introancientegypt • The Ancient Greeks: https://www.coursera.org/learn/ancient-greeks |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 0 |
| Homework Assignments | 1 | % 25 |
| Midterms | 1 | % 30 |
| Final | 1 | % 45 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 55 | |
| PERCENTAGE OF FINAL WORK | % 45 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 2 | 28 |
| Study Hours Out of Class | 12 | 4 | 48 |
| Homework Assignments | 1 | 8 | 8 |
| Midterms | 1 | 4 | 4 |
| Final | 1 | 5 | 5 |
| Total Workload | 93 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To have a grasp of basic mathematics, applied mathematics and theories and applications in Mathematics | |
| 2) | To be able to understand and assess mathematical proofs and construct appropriate proofs of their own and also define and analyze problems and to find solutions based on scientific methods, | |
| 3) | To be able to apply mathematics in real life with interdisciplinary approach and to discover their potentials, | |
| 4) | To be able to acquire necessary information and to make modeling in any field that mathematics is used and to improve herself/himself, | 4 |
| 5) | To be able to tell theoretical and technical information easily to both experts in detail and non-experts in basic and comprehensible way, | |
| 6) | To be familiar with computer programs used in the fields of mathematics and to be able to use at least one of them effectively at the European Computer Driving Licence Advanced Level, | |
| 7) | To be able to behave in accordance with social, scientific and ethical values in each step of the projects involved and to be able to introduce and apply projects in terms of civic engagement, | |
| 8) | To be able to evaluate all processes effectively and to have enough awareness about quality management by being conscious and having intellectual background in the universal sense, | 4 |
| 9) | By having a way of abstract thinking, to be able to connect concrete events and to transfer solutions, to be able to design experiments, collect data, and analyze results by scientific methods and to interfere, | |
| 10) | To be able to continue lifelong learning by renewing the knowledge, the abilities and the competencies which have been developed during the program, and being conscious about lifelong learning, | |
| 11) | To be able to adapt and transfer the knowledge gained in the areas of mathematics ; such as algebra, analysis, number theory, mathematical logic, geometry and topology to the level of secondary school, | |
| 12) | To be able to conduct a research either as an individual or as a team member, and to be effective in each related step of the project, to take role in the decision process, to plan and manage the project by using time effectively. |