Mimarlık Bölümü Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1947

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1+1=3 Systems of Didactic Communication
(2015) Belek Leandro, Müge; Teixeira, Frederico Fialho
The construction of knowledge is a transitional element, as it is build in our minds and through empirical experience. Similarly, in order to experience space – whatever kind – one has to be present. Nonetheless as one is constantly immersed into a space, our mental space or knowledge is constantly producing new paths of connections, either consciously or unconsciously. "1+1=3 Systems of Didactic Communication" is an artwork that intensifies the question of education is not based on knowledge but rather creativity. Through a multimodal spatial experience we retraces how and why one may became influenced by creativity through a critique of education itself. Until it leaves its false paths, "1+1=3" demonstrates that knowledge will remain only a wordy dialectic if it is not exerted through creativity. Through a multimodal and virtual intensity, "1+1=3" prompts that digital knowledge and creativity must be rooted in experience for education to become a genuine evolution of knowledge. And in the quest for unanswered questions, the creative dimension of human life and the importance of intuition must be emphasized. A source of enquiry for students as well as educators, 1+1=3 reveals a philosophy that is always dynamic, blending humanity’s creative drive with its mastery in knowledge goes beyond an addition of factors. 1+1=3 was on display on Istanbul Modern Vitra Contemporary Architecture Series as a work under Dream to Realities Exhibition.
1980’lere Nasıl Bakabiliriz? Salt, Çoklukta Tekillik Sergi ve Atölyesi Kapsamında Konuşma
(2016) İnceoğlu, Arda
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A Bridge To Dreams
(2016) İnceoğlu, Arda; Serdar K; Köknar, B; Sezgin, Aahmet; Uzal, D.
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A Design-Build Studio: Kilyos Boathouse [2019]
(TU Delft Open, 2019) Aydemir, Ayşe Zeynep; Sezgin, Ahmet; İnceoğlu, Arda
As a part of stated curriculum of MEF University Faculty of Arts, Design and Architecture, design-build studio is a compulsory summer internship for the students completing their first year in architecture and interior design. Within the framework of the design-build studio, the school communicates its set of values through emphasising learning by doing, implying horizontal learning and underlining the process. This paper will discuss how a design-build studio can be a distinctive subliminal quality of an architecture faculty through the case of Boathouse project conducted during Summer 2018.Boathouse Project is designed and built at Kilyos Beach in Istanbul by the students completing their first year in architecture and interior design for Boun Marine and Sailing Club to store their equipment such as small sailing catamarans and windsurf boards while providing a space for club members to gather. Thirty-five first-year students, four second and third- year student assistants and three tutors designed and built the project for five weeks with the support by Boğaziçi University for materials and accommodation; ZETAS for ground works; and TORID for timber supply. Boun Marine and Sailing Club members also provided voluntary support for logistics and finishing. Boathouse is awarded both for the Turkish Architecture Yearbook 2018 and Project Awards for Architectural Students in Turkey.One of the most distinctive aspects of the project is learning by doing. Direct engagement enables learning through several processes, and design-build studio is a relevant setting to enhance them. In this context, students grew away from the formal setting and relocated in an unfamiliar context to confront with a real world subject. They were responsible with developing a fully-fledged design proposal, making presentations to communicate with the client, keeping working setup in order as well as the building site, tracking material supply, and building the design in a limited timeframe. Students used woodworking tools after having health and safety training and they undertake the shared work items as workgroups each day.The second aspect of the project is horizontal learning. Instead of delivering top-down instructions, educators’ position was ruling out the hierarchy by working, living and making decisions together. In this sense, working setting was an extension of the studio culture, including sex equality among work sharing, team set-up, and dedication to the project. Moreover, each student was responsible for their work items as well as they were responsible to the whole group. Student assistants were exchanging their experience and knowledge with the first-years while they were sharing the responsibility. They were learning from each other.The third aspect is underlining the process of the project. Within a limited timeframe and limited experience, the process is always emphasised considerably more than the final product. In this context, openness was one of the crucial characteristics that led a direct dialogue with the client through a series of meetings with the Boun Marine and Sailing Club members for developing the design together. During the building phase last- ing three weeks, several adaptations were made as responses to challenges and opportunities.Design-build studio is one of the central characteristics of the school. As a common experience, all of the students get involved in this organisation as early as the first-year; and they become a part of the faculty culture. Participation of all of the tutors in design-build studios also provides an introduction for a mutual acquaintance among students and tutors. Moreover, projects include a social aspect either for community service or for community involvement enhancing the purposefulness which then empower the connection with the real life situations. Overall, the design-build studio setting is a unique subliminal quality for architectural education besides its well-known curricular qualities.
A Design-Build Studio: Kilyos Boathouse [2020]
(European Association for Architectural Education, 2020) Aydemir, Ayşe Zeynep; Sezgin, Ahmet; İnceoğlu, Arda
As a part of the stated curriculum of MEF University Faculty of Arts, Design and Architecture, Design and Build! Studio (DBS) is a compulsory summer programme for students completing their first year in architecture and interior design. Within the framework of Design and Build! Studio, the school communicates its set of values through emphasising learning by doing, horizontal learning and underlining the process. This paper discusses how a design‑build studio can be a distinctive hidden quality of an architecture faculty through the case of Kilyos Boathouse project conducted in Summer 2018.
A Time for Solidarity: Rethinking the Architectural Establishment in the Age of Covid-19
(Intellect, 2022) Yücel, Şebnem
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A Workshop "of Journeys/Yolculuklara Dair" as a Part of "vardiya (the Shift)": the Turkish Pavilion at the 2018 Venice Biennale
(Istanbul Foundation for Culture and Arts (İKSV), 2018) Ataş, Zeynep; Akın, Tomris; Paşaoğlu, Ali
“Of Journeys” is a workshop that aims to overlap the circulation of matter, the building of Fontego dei Turchi which has become a stopover in that circulation, and the personal journeys of the participants. To this end it tackles its theme in three layers: The first layer refers to the circulation of humans and objects on the Venetian and Ottoman trade routes and in the Mediterranean basin, especially textile raw materials and fabrics; the second layer, the personal accumulation and travels of the students and coordinators who will be brought to the International Architecture Exhibition, La Biennale di Venezia; and the third layer refers to this experience itself, that is, the personal experiences of the viewers who visit and follow the Pavilion of Turkey and the Fontego dei Turchi building.
Citation - WoS: 2
Citation - Scopus: 3
Adaptive Reuse of High-Rise Buildings for Housing: a Study of Istanbul Central Business District
(Cogitatio Press, 2024) Aydemir, Ayşe Zeynep; Akın, Tomris
The abrupt shift to remote work due to the Covid-19 pandemic increased vacant office spaces globally, especially in high -rent central business districts (CBDs). These vacant office spaces offer the potential for conversion into housing, addressing the shortage of affordable housing in central areas. Additionally, this topic presents a unique experimental ground for architecture students. This study focuses on the Istanbul CBD as a case study, examining the historical developments that led to a rise in office vacancy rates and housing inequality, and exploring the potential for adaptive reuse of these vacant office buildings. A key focus of this study is to underline the pedagogical value of adaptive reuse, highlighting how such projects can inspire more diverse and equitable housing models, fostering experimental and sustainable design approaches. It systematically evaluates the outcomes of a 4th -year architectural design studio that focuses on the adaptive reuse of the Tat Towers in the Istanbul CBD, a structurally vacant high-rise office building, and asks: How does the context of adaptive reuse enable a different design approach, and, potentially, new spatial norms and standards to emerge, and how might this hold a pedagogical value for architecture education? Following these questions, the article discusses how norms and standards are not only culturally but also typologically contextual, and how the students have explored how norms and standards might change, outlining new design approaches to adaptive reuse.
Adhocratic Spaces
(2015) Teixeira, Frederico Fialho; Belek, M
...
Citation - WoS: 4
Citation - Scopus: 3
Architectural Design Research in Small Practices
(Emerald, 2022) Aydemir, Ayşe Zeynep; Jacoby, Sam
There has been a recently growing interest by architects in practice-based research and the impact of research. At the same time, several post-graduate architecture programmes with practice-led research agendas were founded. This shift towards architectural design research is analysed using the notions of “process-driven research”, “output-driven research” and “impact”. The study aims to investigate and unveil the link between graduate programmes and graduates with a research interest and to test the tripartite model of “process-driven research”, “output-driven research” and “impact” in the context of small architectural practices. The study uses a qualitative and exploratory research approach that includes 11 in-depth interviews conducted in 2020, during the first nationwide COVID-19 lockdown in the United Kingdom (UK) selected interviews were architects representing (1) members or alumni of practice-related graduate architecture programmes in London and (2) founders of London-based small architectural practices within the last decade. While focussing on the London context, the paper offers transferable insights for the key potentials of practice-led design research in small architectural practices and the actions that might improve research practice. This paper addresses a lack of studies on how design research differs between diverse types and sizes of architectural firms, why emerging small architectural practices increasingly engage with research and how this shapes their practice. This knowledge is important to fully understanding architectural design research and its strengths or weaknesses.
Citation - WoS: 7
Architectural Design Research: Drivers of Practice
(Routledge Journals, Taylor & Francis Ltd, 2022) Aydemir, Ayse Zeynep; Jacoby, Sam
Research, professional practice, and learning in architecture are becoming increasingly integrated as the understanding of research and practice is transforming and research assessment criteria are expanding. This changing research landscape has created more diverse iterative and cyclical design research processes and opened new areas of exploration and experimentation in architecture. Building on existing tripartite design research models, such as research 'into', 'for', and 'through' or research stages of 'processes', 'products/outcome', and 'performance/impact', this paper uses the concepts of 'process-driven', 'output-driven', and 'impact' to analyse and classify current architectural design research practices. This framework is used to clarify how research criteria are differently understood in academia and practice, explore the challenges arising from translation between them, and analyse the methods commonly used. While focusing on the UK context, the paper offers transferable insights while using some international case studies.
Architectural Educaiton Overview
(2016) İnceoğlu, Arda
...
Architectural Representation as a Body Without Organs
(Taylor and Francis, 2024) Avcı, Ozan
Architectural representation plays a critical role as a creative tool, facilitating dialogue and mediation between designer and design. While traditionally viewed as an objective entity, it holds potential for creative expression. Architectural representation is traditionally associated with objectivity and aesthetic beauty. However, as a design tool, it should also embrace subjectivity. Subjectivity in architectural representation goes beyond the architect’s style or drawings, encompassing the presence of the subject within the representation. At this stage, architectural representation becomes related to bodily experience and every experience has its own deformations. The presence of bodily deformations in architectural representations transforms its rigid body into a body without organs. This “new” body may be defined as “beast” rather than “beauty.” In this chapter, I would like to discuss architectural representation as a body without organs to highlight its emancipatory and participatory characteristics that may trigger creativity within the context of analogue and digital worlds. I would also like to emphasize the relationship between beauty and monstrosity that a bodily deformed architectural representation may create and start a new discussion on the aesthetics of architectural representation. © 2024 selection and editorial matter, Chara Kokkiou and Angeliki Malakasioti; individual chapters, the contributors.
Architectural Writing Laboratory: A Design Learning Experiment
(2024) Korkmaz, İrem; Aydemir, Ayşe Zeynep
Writing is a spatial act - exploring different writing modes may unveil new modes of architectural thinking. When contextualised within the architectural framework, writing takes on a transformative role, capable of opening up possibilities for non-visual relationships and interconnected networks, thereby inviting critical inquiry and discourse. In architectural schools, where the design studio is the central focus, this area usually remains less explored, particularly in undergraduate programmes. However, practising architectural writing brings opportunities to students; for instance, they are introduced to and become familiar with spatial thinking in a literary space where their typically visual preconceptions do not operate.Pursuing this perspective, this paper explores how effectively using writing as a design tool can uncover new and unconventional perspectives on architecture and proposes architectural writing as an interdisciplinary learning tool for guiding future architects and architectural design researchers. These issues are examined through an in-depth study of pedagogical objectives and outcomes of the Architectural Speaking and Writing course, a mandatory subject for third-year undergraduate students.The course is structured as a writing laboratory that closely examines forms of architectural writing as primary instruments for finding a critical voice, engaging in critical dialogue, and communicating with the wider public. Through introducing the design of the course structure and analysing the writing exercises, this paper addresses the crucial role that diverse mediums and methods of expression play for students to connect their internal narratives with external realities in architectural education while altering the dominant position of the educator towards a facilitator.
Citation - WoS: 1
Art Museums and the Middle East: a Contested Territory
(Intellect, 2020) Yücel, Şebnem
The Architectural Spotlight section addresses recent projects, debates and events that shape the architectural discourse and practice in Muslim-majority countries as well as in diasporic Muslim communities. In this section, contemporary architectural concerns in diverse cultural, economic, and social conditions are discussed to move toward the varied meanings of 'architecture'in recent geographies of Islam in its global dimensions.
Citation - WoS: 3
Artifcial Intelligence in Architectural Heritage Research Simulating Networks of Caravanserais Through Machine Learning
(Routledge, 2021) Varinlioglu, Guzden; Balaban, Ozgun
[No Abstract Available]
Augmented Reality
(2015) Teixeira, Frederico Fialho; Belek, M
...
Citation - Scopus: 1
Biology, Real Time and Multimodal Design Cell-Signaling as a Realtime Principle in Multimodal Design
(2015) Teixeira, Frederico Fialho
The common understanding of morphogenesis implies a three-dimensional evolutionary change in form witnessed in the developmental process of an organism. This evolutionary process emerges from cell growth, cellular differentiation and environmental changes that generate specific conditions between genotype and phenotype. The complex nature of these aspects is intrinsic to evolutionary biology, and its accurate implementation in bio-generated architectures potentiates a twofold understanding of different morphogenetic strategies and its spatial consequences. Within this premise the morphogenetic factors of cell-differentiation and cell-signaling become a crucial aspect in a real-time communication system between an archetype and space, thus performing within particular modes in which design correlates to space. The paper hypothesizes and tests the use of Cell-Signaling as system of communication that governs fundamental cellular activities within the process of Gastrulation. This process occurs in early cell-embryo development and where communication between cells is favorably active and cellular the structure is established. The Emosphera project is a technical re-contextualization of this specific morphogenetic process. The principles denote a genetic code of the object can be scripted in a CAD environment and reproduced real-time by means of communication through a multimedia platform, which render form as a consequential aspect.
Citation - WoS: 1
Citation - Scopus: 1
Building a Community Through a Design Build Studio Program
(Springer international Publishing Ag, 2025) Inceoglu, Arda
This paper aims to provide a comprehensive and critical assessment of the outcomes stemming from a Design-Build program, a pedagogical approach widely adopted by educational institutions worldwide. These programs are instrumental in equipping students with vital practical skills, often unattainable within the confines of a conventional studio environment. While the objectives of this program align with those of similar initiatives in various educational institutions, an examination reveals an unexpected and substantial outcome. Beyond its primary goals, the Design-Build program has played an integral role in instilling a culture of collaboration and camaraderie within the school, thereby significantly contributing to the overall success of its architectural education. All stages of the program consist of collaborative processes, instilling from an early age the importance of working together by helping each other than individual competition.
Cami Tasarımı Fikir Yarışması, Proje (1000 Kişilik)
(Arkitera, 2019) Erdoğdu Özdemir, Elif; Özdemir, Kürşad; Uğurlu, Hilal; Yalman, Suzan; Songür, Serdar; Öztürk, Taha Erdem
Yarışmaya sunulan 1000 kişilik şehir merkez camisi tasarımı kentsel dokudan bir parçayı temsil eder. Geleneksel Güneydoğu kenti mekansal örüntüsüne uygun olarak içinde duvarlar, avlular, geçitler, gölgeli boşluklar barındırır. Merkezde yükselen ibadet yapısı saflar yönünde uzamış yatay bir plana sahiptir. Bölgenin kültürüne uygun bir geometrisi vardır.Cami, kent dokusuna boşlukları, ölçeği ve geçişleri ile entegre olur. Geleneksel mimariden aktarılan mekansal ve yapısal öğeler doku uyumuna katkıda bulunur.

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