Çankaya University
Faculty of Architecture
Department of Interior Architecture

 
INAR 101 BASIC DESIGN I

Meets: 13:40-14:30, Mondays; 9:40-13:30, Tuesdays, 10:40-12:30, Wednesdays; and 10:40-13:30, Fridays

Instructors: Instr. Ziya TANALI,, Assist. Prof. Dr. Z. Ezgi KAHRAMAN,   Assist. Prof. Dr. Burcu ÖZDEMIR SARI,  Assist. Prof. Dr. Deniz ALTAY KAYA, Assist. Prof. Dr. Olgu SÜMENGEN BERKER, Instr. Elif TOLUN, Res. Ass. Semih KELLECI.

COURSE SYLLABUS AND PROGRAM

Basic Design is a course connecting the high school to university. Due to it’s special characteristics, the total process covers brain washing and brain storming steps together. All of the existing wrong methodologies, knowledge accumulations and behavioral constraints should be removed from the students, replaced with an open, scientific canvas to carry the holistic system understanding. The students should be much more active in studio atmosphere in learning new methods and transferring them to different steps by adding their identical peculiarities.

In order to realize the above statement, there are at list 12 different problems with a sequence, so that the student can perceive his rights and responsibilities in designing. They can gain a clear consciousness about the subject matters, their role in their professional life and create abstract foundations fit to any case. That’s why it is considered that all of the given problems transfer abstractions to student as tools but not as goals.

To be able to successful in the above process, the key system is the jury system. Each problem evaluation depends upon two main factors; one is to share all of the ideas and to teach how to support personal ideas, inputs and improve them step-by-step. The other main instrument in basic design education is the teamwork. Team members should learn how to share the whole work and responsibilities to create overall success in any activity by applying scientific findings and methodologies.

Therefore; the methodology covers theoretical and practical aspects together in each problem solving process. The students themselves should create nearly all of the verbal presentation and production. The tutors may only try to create questions, paths of abstract and concrete thinking or they plan a meaningful sequence of learning in decision-making. To achieve a productive process in a studio and to improve the qualities of the outcomes, there are board or table critics, so that the communication among all studio members including tutors, students. To be able to check out the negative influences coming from outside of the studios, some sketch problems may be presented too.

PROGRAM