MİM101

School of Architecture and Design \ Architecture

4

8

Compulsory

Turkish

-

Architecture

The course discusses philosophy, art, design and architectural space as tools of inquiry and research; the relationship between philosophy, art and architecture; design as research and experience; and space as design research, experiment and experience.

Danto, A. C. (2014). Sanat Nedir. Sel Yayınları

Glancey, E. (2016). Önsöz. İçinde E. Denison (derleyen), 30 Saniyede Mimarlık (ss. 6-7). Caretta.

Pollan, M. (2015). Bana Ait Bir Yer: Hayallerin Mimarisi. Sinek Sekiz Yayınevi

Zumthor, P. (2006). Thinking Architecture. Birkhauser.

Güvenç, B. (1991). İnsan Nedir? Kimdir O İnsan?. İçinde İnsan ve Kültür (ss. 316-325). Remzi Kitabevi.

Clarke, Arthur, C. (1970). Geleceğin Çehresi: Geleceğin teknik imkanları hakkında araştırma. Yapı ve Kredi Bankası Kültür Yayınları.

Picon, Antoine, (2019). Mimarlığı Düşünmek. İçinde Mimarlığın Maddiliği (ss. 9-19). Alp Tümertekin (çev.). Janus Yayınları.

Rodin, A. (2017). Cehennem Kapısına Doğru: Düşünce Kıvılcımları. Kırmızı Kedi Yayınevi.

Read, H. (1960). Sanatın Anlamı. Türk Tarih Kurumu Basımevi.

Vitruvius. (1998). Mimarlık Üzerine On Kitap. (S. Güven, Çev.). Şevki Vanlı Mimarlık Vakfı Yayınları.

Shiner, L. (2004). Sanatın İcadı. (İ. Türkmen, Çev.). Ayrıntı Yayınları.

1. To expand the cognitive flexibility, metacognitive awareness, visual-spatial thinking and perception skills, intellectual awareness and perspectives of first-year architecture students regarding design and architecture;
2. To create awareness of design tools, environments and methods, research and thinking through design, concepts, terms and issues specific to space and architecture and to ensure that this awareness is transformed into operational knowledge and permanent learning through design exercises.
3. To create students' awareness of the mutual relationship and interaction between philosophy and art and design, architecture and space;
4. To increase students' awareness of their own personal knowledge and skills;
5. To increase teamwork skills;
6. To provide awareness and sensitivity towards humans and their built, cultural and social environments.

1. Awareness and knowledge of the concepts of philosophy, art, aesthetics, design, space and architecture.
2. Awareness and knowledge of design tools, environments and methods.
3. Visual-spatial thinking and perception awareness and skills increase.
4. Gains the ability to test, experience and transform what they have learned into knowledge through short design exercises.
5. Takes responsibility in teamwork according to their personal knowledge and skills and fulfills it.
6. Can carry out activities aimed at understanding, changing and sustaining this relationship as a design and space research and the relationship between humans and their built, cultural and social environments.

Week 1: Introduction. Information about the content and functioning of the course. Obtaining students' knowledge and expectations about the area-section. Warm-up games. Treasure Hunt Ankara Trip
Week 2: Evaluations of the Ankara trip. Film Screening. Salt Lake Trip Discussion on architecture as a form of materiality
Week 3: Presentation and discussions on Salt Lake and Ankara Trips. Part-whole relationship, context and content studies. Incredibox
Week 4: Tulumtaş Cave Trip Volume-Form-Content studies
Week 5: Gamejam
Week 6: İnönü Caves - Rural settlements Trip Context-material-space
Week 7: Workshop
Week 8: Climate change themed design-build workshop (With primary/secondary school students when conditions are suitable).
Week 9: Climate change themed design-build workshop (With primary/secondary school students when conditions are suitable).
Week 10: Pirinçhan and Pilavoğluhan Trip Collective Spatial Experiments
Week 11: CSO Ada and CerModern Trip Collective Spatial Experiments
Week 12: Collective Spatial Experiments

• Final 20 %
• Participation 10 %
• Peer assessment 20 %
• Glossary, Shelter, Designer's Chest 20 %
• Design exercises 30 %