Mimarlık Bölümü Koleksiyonu

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

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End date: 2019Institution Author: search.filters.institutionAuthor.Aydemir, Ayşe Zeynep

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  • Other
    Stüdyoda Pozisyonlar
    (XXI Mimarlık, Tasarım ve Mekan dergisi, 2019) Aydemir, Ayşe Zeynep
    Stüdyoyu tetikleyecek bir kavramsal tartışma ortamı hazırlamak, temsili bir düşünme aracı olarak kullanmak, stüdyo mekanını ve rolleri dönüştürmek gibi temel taktikleri uzun uzadıya tartışmak mümkün. Bu taktiklerin gelecekte kendi öğrenim programını oluşturmak, işbirliği ve diyalog, deney, doğaçlama, yeni yapma biçimleri ve açık kaynak gibi konuları ön plana taşıyacağı da görülüyor. Fakat hazırlanan bu ortamlarla birlikte, aslında katılımcıların diğerleriyle, sunulan ortamla ve stüdyo mekanıyla kurduğu ilişki stüdyonun ritmini belirliyor. Stüdyo katılımcıları, stüdyo ortamına sahip çıktığı sürece yürütücüsü, üreticisi ve öğreneni oluyor.
  • Conference Object
    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.
  • Research Project
    Tasarla Yap Stüdyosu 2017, Fada Hangar Giriş Alanı Projesi
    (MEF Üniversitesi, Sanat Tasarım ve Mimarlık Fakültesi, 2017) İnceoğlu, Arda; Aydemir, Ayşe Zeynep
    FADA Hangar, MEF Sanat, Tasarım ve Mimarlık Fakültesi 1.sınıf öğrencileri tarafından 28 Haziran-21 Temmuz tarihlerinde MEF Üniversitesi’nde gerçekleştirildi. MEF Üniversitesi binasına ek olarak UNIQ Maslak içerisinde inşa edilen yeni MEF Sanat, Tasarım ve Mimarlık Fakültesi stüdyolarının giriş alanını tanımlayan proje, mekanın kullanıcısı olacak fakülte öğrencilerinin inşa sürecinin bir parçası olmasına olanak sağladı. MEF FADA Hangar Projesi tasarım ekibi adına Burcu Serdar Köknar’ın, ihtiyaçlar ve beklentiler doğrultusunda yaptığı sunumdan edinilen bilgiye dayanarak tasarlanan öneriler 10 günlük yoğun bir çalışma sonucu ortaya çıktı. Proje, FADA Hangar’ın giriş alanında kullanıcıların dinlenme, okuma, bir araya gelme ihtiyaçlarını karşılamak; sergileme, duyuru, kitaplık işlevlerine imkan sağlamak ve bir giriş alanı tanımlamak amacıyla tasarlandı. Birbirini tamamlayan üç tasarım önerisinden oluşan proje, uygulama sürecinin ve şantiye alanının kısıtlarından ötürü, ikisinin inşa edilmesiyle tamamlandı. Bu önerilerden ilki, içinde gezilebilir bir sergi duvarı; ikincisi, serbest oturma/dinlenme/okuma birimleri; üçüncüsü ise stüdyo girişini tanımlayan strüktürel elemanlardan oluşmaktadır.
  • Research Project
    Summer School 'Waterscapes in Transformation', in Blankenberge and Ghent, Belgium
    (University of Leuven, Faculty of Architecture, 2018) Van Daele, Erik; Pillen, Sis; Gheysen, Maarten; Scheerlinck, Kris; Aydemir, Ayşe Zeynep; Türkkan, Sevgi; Gomez Escoda, Eulalia; Carlos, Rute; Labastida, Marta
    How can we define intervention strategies to bridge the gap between large scale and long term planning with short term and small scale interventions that reconfigure the accessibility of a waterscape in transformation as a result of climate change? The landscapes of coastal zones will be confronted first with effects due to climate change. The most influential changes for the coastal zones will be: sea level rising, increase of the temperature, changing rainfall patterns, floods, fragmentation of the ecological system, salinization of the soil and reduced drainage capabilities to sea. A thoughtful planning policy forms the necessary key to a sustainable development. As an answer to the challenge of climate change in the Belgian coast, policies and plans have been developed and implemented at a European, national, regional and local level. These policies and plans lead to the formulation of spatial proposals for mitigation and adaptation, to executed by major infrastructural works planned for the next decades. Most of these infrastructures, conceived at a large scale generate a different model of accessibility for the Belgian Coastal landscape: the relation dry/wet is often inverted, topographic changes imply discontinuities in the landscape, roadways and paths need to be reconfigured to guarantee connectivity. These measures change the overall accessibility and permeability of the region and will change drastically this landscape. It is becoming increasingly clear that these open areas between urban coastal zones will play a crucial role in the future of our coastal landscape. How resilient are they and how can these areas absorb the inevitable climate shocks?
  • Presentation
    Institutional Architecture, Alternatives, and Opponents: Discussions on Architecture and Dwelling
    (Royal College of Art, School of Architecture, MPhil/PhD Programmes, 2018) Aydemir, Ayşe Zeynep; Eyiler, Mert
    If architecture shaped in relation to authoritarian hierarchies can be defined as institutional architecture, what can be other architectures at a distance to/against the institutional architecture? What are its culture and tools? Discussing this requires an understanding of the relationships between power and society. In response to this, ‘adaptation’ appealed to extend the discussions particularly to dwelling. To adapt and to be adapted are fundamentals of dwelling. Yet, they are usually understood to be limited to the relationship between the user and the space. While, thorough analysis of user-space interactions has informed many works and continue to be a source of architectural knowledge, ‘adaptation’ also extends to a larger network of relationships and stakeholders, as well as to discourses of institutional architecture, its alternatives and its opponents. The roundtable aims to bring these ramification of adaptation in relation to dwelling together. Discussions may consider varying conceptualisations of the word ‘adaptation’, and dwelling. How do users adapt to spaces and self-assert themselves? How do institutions and stakeholders adapt spaces for different purposes? What role do architects play in these?
  • Conference Object
    Learning From Pedagogical Experiments: an Alternative Reading of Architectural Design Studio
    (Escuela Politécnica Superior Alicante University, 2018) Aydemir, Ayşe Zeynep
    Pedagogical experiments in the second half of the twentieth century are regarded as evidences of thresholds in architectural design education. Many traditional approaches including apprenticeship, reproduction of existing forms and structures are left behind; and many novel approaches became valid including spatial investigations, using tools and new technology, critical thinking, non-linearity, social and political engagement, interdisciplinarity, participation and questioning the role of architecture. From this point, this study aims to illuminate how these pedagogical experiments challenged and transformed the domain of architecture and beyond. In order to address this transformation, the study presents and discusses the pedagogical experiments through the framework of five themes: systematicity, linearity, simultaneity, participation and complexity.