Mimarlık Bölümü Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1947
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Book Part Perform Your Prayers in Mosques!: Changing Spatial and Political Relations in Nineteenth-Century Ottoman Istanbul(Intellect Books, 2020) Uğurlu, A. HilalAn article published on May 29, 1852, in the Journal de Constantinople reported a new environmental planning project for Istanbul’s Tophane district. A range of shops would be demolished so that the main street could be widened and transformed into a square that ended at the flamboyant main door of the Nusretiye Mosque (1823–26).Tophane Fountain and certain other neighboring fountains would be renovated, and trees would be planted between the boundaries of the Artillery Barracks and the widened mainstreet, to make the Tophane district ‘the most beautiful, pleasant and healthiest promenade of the city. This reported endeavor was only a small aspect of a larger project that began in the 1840s, after the proclamation of the Gülhane Rescript (November 3, 1839), and it was considered a physical extension of Ottoman modernization. Throughout the long nineteenth century, while the urban fabric of the capital was regularized and adjusted to the expectations and needs of the ongoing modernization efforts, novel building types, such as barracks,schools, and railway stations, and new social spaces, such as parks, theaters, and promenades, emerged. Many existing building types and thus the daily routines shaped by them were also affected.Book Part “Introduction", in The Friday Mosque in the City: Liminality, Ritual, and Politics(Intellect Books, 2020) Uğurlu, A. Hilal; Yalman, SuzanThe Friday Mosque in the City: Liminality, Ritual, and Politics Explores the relationship between two important entities in the Islamic context: the Friday mosque and the city. Earlier scholarship has examined these concepts separately and, to some degree, in relation to each other. This volume seeks to understand the relationship between them. Inorder to begin this discussion, defining the terminology is necessary. The English term mosque’ derives from the Arabic Masjid, a term designating a place of prostration, whereas the term jami‘,which is translated variously as Friday mosque, great mosque or congregational mosque, originates from the Arabic term jama‘, meaning to gather. The religious obligation for Muslims to congregate on Fridays eventually created an Islamic social code. Similarly, the migration from Mecca to Medina was instrumental in transforming a society based on tribal kinship into a community (umma). The Prophet himself played a vital role in establishing the first congregational space in Medina. Whatever the original terminology that defined it,this space is usually accepted as the prototype of the ‘mosque’ by architectural historians. The distinctions in terminology are important because, according to Islamic legal tradition,the presence of a Friday mosque was an important parameter in defining a city (madina).Article Designing and building follies as a pedagogical approach in architectural design education(UOU scientific journal, 2021) Avcı, OzanArchitectural education has its own unique character in-between rational and creative thinking. Within this wide perspective, learning by doing becomes important so as to cover different aspects of this education. At MEF University Faculty of Arts Design and Architecture (FADA), we we've created a unique program called Design-Build Studio (DBS) in order to push creating and doing beyond the boundaries of architectural design studios at universities. In this essay, I would like to focus on follies that we have been designing since 2015 in our DBS program as a pedagogical approach in architectural design education. Follies are pregnant points that can give birth to various forms and functions. Their open structure allows a collective design process with the participation of tutors, students, users, locals, municipalities, and NGOs. Through DBS project our students get a real design experience in a real place with real people, discover the difficulties of this process, improve their communication skills and comprehend the power of design to be used as a tool to improve the lives of everyone. As a result, we believe that designing and creating follie-like structures is critical in architectural design education.Conference Object X-Ray of an Architectural Design Studio: The Pendulum between the Ontology and Epistemology of Architecture(EAAE Annual Conference Proceedings, 2019) Avcı, OzanArchitectural design studio is a dynamic/interactive/productive atmosphere. This atmosphere is not limited to a physical space—like the school building—but can be produced collectively with the students where the educator comes together with them. Changing the atmosphere during the design process keeps students active, excited and motivated. This motivation triggers creativity. In order to support this creative atmosphere, a pendulum-like movement should be created between the ontology and epistemology of architecture through relational and critical thinking. At this stage, the design of the content and the process of the design studio by the educator come into prominence. In this paper the x-ray of a 3rd year undergraduate architectural design studio in Istanbul will be presented so as to discuss the interwoven relations between the educator, the content, the place, the students and the process.Research Project 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.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, MertIf 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?Article Kriz Halinde ve Krizleriyle Mimarlık Eğitim Ortamı(Mimarlar Odası, 2019) Serdar Köknar, Burcu; Avcı, Ozan; Eren, Başak; Beril, SarısakalBeklenmedik bir anda ortaya çıkan ve genellikle olumsuz gelişmeleri nitelendirmek için kullanılan “kriz” kavramı, yeni fırsatlar yaratılmasına olanak tanınması bağlamında olumlu çağrışımlar da yapmaktadır. Tıp alanında yaygın olarak kullanılan kriz, hastalıklardaki dönüm noktasına işaret eder; bu dönemeç iyiye de kötüye de evrilme potansiyeline sahiptir. Köken olarak “karar vermek” anlamına gelen kriz, geçmişe ve geleceğe yönelik kararların yeniden sorgulanması gerektiğini de gündeme getirmektedir. Marc J. Neveu, “Crisis, Crisis, Everywhere” başlıklı yazısında Edmund Husserl’in 1936 yılında yazdığı “The Crisis of European Sciences and Transcendental Phenomenology” metnine referans vererek krizin öznel dünyamızla ilişkisini açıklamaya çalışır.(1) Husserl’in kısaca eleştirdiği şey, “bilimlerin nesnel modeli doğru olsa bile müşterek deneyimimizin zenginliğinin nedenini açıklayamamaları”dır. Husserl, bilimin sözde nesnel dünya görüşünü temel alan kavramın “yaşam dünyası” (lebenswelt)-müşterek yaşanan dünya- kavramı olduğunu öne sürer. Konuya bu perspektiften bakılırsa, öznelle nesnel arasında net bir ayrım yoktur. Krizde, nesnel olan yıkıldığında, bilim öncesi yaşam dünyası kalır ve Husserl’e göre bu, varoluş hissini iyileştirebilir. Dolayısıyla içinde yaşadığımız tek bir dünyadan bahsetmek yerine kendi deneyimlerimizle ürettiğimiz çoklu dünyalardan söz etmek mümkündür. Kriz anlarının bu çoklu dünyaların keşfini olanaklı hale getirdiği söylenebilir.İçinde bulunduğumuz zaman diliminin en güncel kavramlarından biri olan kriz, mimarlık eğitimi bağlamında da çeşitli konuların tartışılmasına aracılık eder: Dünyada yaşanan ekonomik, politik, ekolojik vb. krizlerin mimarlık mesleğine ve eğitimine yansımaları nelerdir? Eğitimde yaşanan krizler nelerdir? Eğitim pedagojileri öğrencilerin yaşadıkları krizleri aşmalarına ne kadar yardımcı olabilmektedir? Krizde üretim yapmak mümkün müdür? Bilginin erişiminin ve paylaşımının arttığı günümüzde, etik meseleler bir krize dönüşmekte midir? Türkiye özelinde yeni açılan üniversite ve yetersiz akademisyen ilişkisi nasıl bir krizi tetiklemektedir? Mimarlık eğitiminde dikte edilen standartlar ile aynılaşma bir tür krize mi işaret etmektedir? Ekonomik krizle yeni mezun mimarlar nasıl baş edebilirler? 2-3 Kasım 2018 tarihlerinde MEF Üniversitesi Sanat Tasarım ve Mimarlık Fakültesi’nde düzenlediğimiz 47. Mimarlık Bölüm Başkanları İletişim Grubu (MOBBİG) toplantısında(2) bu ve benzeri sorular eş zamanlı yuvarlak masa toplantılarında, mimarlık eğitiminin tüm aktörleri ile birlikte yatay bir organizasyonla dünya, eğitim, üretim, akademisyenlik, öğrenci olmak başlıkları altında tartışıldı. Bu yazı, 47. MOBBİG toplantısının tüm aşamaları boyunca bizim zihinlerimizde tetiklediği sorular ışığında mimarlık eğitimindeki olası kriz hallerini olumlu ve olumsuz yönleriyle ortamın halleri, eğitimci olmak ve öğrenci olmak ara başlıkları ile tartışmayı hedefliyor.Book Part How It Emerged That the Approach To Arts, Design, and Architecture Already Contains a Flip(Emerald Group Publishing, 2016) İnceoğlu, Arda; Sahin, Muhammed; Kurban, Caroline Fell; Kurban, Caroline Fell; Şahin, MuhammedArchitectural education is open to Flipping by its very nature. Since 19th century, design studios have been at the core of very different models of architectural education. Design studios have always been always active learning environments where students learn by doing. Typically, students are presented with design problems to which they need to develop personal solutions. Thus, from the very beginning of their studies, students simulate how an actual architect would approach design problems. With each new design studio, they develop new skills or hone the ones they have already acquired. Such an approach immediately creates a learning culture which is based on active learning where students are challenged to take responsibility, to solve complex problems and develop their individual character as designers while being able to work in group environments. A design studio is not a course where information is given an it is expected the students learn and use that information. It is a collaborative learning environment. Thus, following the lead of design studios, flipping theoretical courses within the architectural curriculum and making them active learning environments should be almost natural. However, this is not necessarily the case. There is a wide gap in pedagogical approaches used between design studios and theory courses within architectural education (Allen, 1997; Chiuini, 2006; Smith, 2004; Oakley, B, Felder, R M, Brent, R; Elhajj, I, 2004). Courses on architectural technology (structures, construction methods, detailing) and to a lesser extent courses on history and theory of architecture are taught in more conventional ways with little emphasis on the application of the information discussed (Vassigh, 2005, 2009). Within this context, it is important to find ways to develop non-studio courses as active learning environments.