Thresholds in Architectural Education

Tayyibe Nur Çaðlar, Prof. Dr., Head of Department of Architecture, TOBB University of Economics and TechnologyIrene G. Curulli, Assist. Prof. Dr., Department of the Built Environment, Architectural Design and Engineering, Eindhoven University of Technology (TU/e)Iþýl Ruhi-Sipahioðlu, Dr., Lecturer, Department of Architecture, TOBB University of Economics and TechnologyLazaros Mavromatidis, Dr, Associate Professor, School of Architecture, Institut National des Sciences Appliqués Strasbourg (editor in chief of the series)

• Introduction xiiiNur ÇAĞLAR and Irene G. CURULLIEditors and Contributors xxiiiPart 1. Practices in the Formal Institutions that Cope with the Rapid Pace of Change 1Chapter 1. Towards a New Interaction Between Educational Processes and Practices: Faculty of Architecture, Sapienza University of Rome 3Anna Maria GIOVENALE, Spartaco PARIS and Roberto BIANCHI1.1. Framework of reference: between crisis of the figure of the architect and the need for innovation 41.2. Newly integrated skills and knowledge for technical training in the field of architecture and of construction engineering 51.3. A new opportunity for training and the profession: managing the processes of building design and construction 61.4. The new training project and relationship with the professions 101.5. References 12Chapter 2. Continuity in Architectural Education: A Driving Force or a Burden to Creativity? 13Deniz İNCEDAYI, Burcu Selcen COŞKUN and İkbal Ece POSTALCI2.1. Introduction 132.2. A conventional education method: Mimar Sinan Fine Arts University Department of Architecture 152.3. Towards a more inclusive approach 202.4. Conclusion 222.5. References 23Chapter 3. From the Experiences in the Iberian Peninsula to California 25Pedro Ressano GARCIA3.1. Introduction 253.2. The Iberian schools – Porto, Lisbon and Barcelona 263.3. Passing by the University of California 263.4. Early teaching 283.5. References 28Chapter 4. Project Domain: A Formalist Exercise in the Education of Architects 31Krunoslav IVANIŠIN4.1. The Crystal Palace 314.2. The practice and the education of architecture 364.3. The sequence 374.4. References 42Chapter 5. Towards a New Studio Culture: Changing Minds, Transforming Education 45Ozan Önder ÖZENER and Mehmet Ümit METERELLIYÖZ5.1. Introduction 455.2. Thoughts and views on studio culture 475.3. Influencers of studio culture 495.4. Studio culture and informal learning 505.5. Suggestions 535.6. Conclusion 545.7. References 54Chapter 6. Climatic Heterotopias or the Obscure Element of Architectural Creation: Introducing a Tangible Alternative Pedagogy within a Global Climate Regime 57Lazaros MAVROMATIDIS6.1. Architectural consciousness and pedagogy 576.2. Tarrying with multiple imaginaries 596.3. Climate change, normative abstract idealisms, constructal thermodynamics and sustainable spatiality 616.4. Climatic heterotopias 646.5. Once upon a sustainable architectural space 666.6. References 67Chapter 7. A Threshold In-between Education and Profession: The Final Architectural Design Studio 69Işıl RUHİ SİPAHİOĞLU and Aslı ALANLI7.1. Introduction 697.2. The survey of FADSs across European architecture schools 717.2.1. Methodology 727.2.2. Objectives of FADSs 767.2.3. The duration of FADSs 797.2.4. Supervision models 807.2.5. Enrollment criteria 817.2.6. The appointment of tutors 827.2.7. Topic/theme determination 837.2.8. Student position 857.2.9. Co-requisite courses along FADSs 857.2.10. Assessment methods 867.2.11. Appointment of jury members 907.3. Challenges in the final studio 927.3.1. Major challenges faced by students 927.3.2. Major challenges faced by teaching staff 937.3.3. Strong aspects of the FADS 947.4. Conclusion 967.5. Acknowledgements 977.6. References 97Chapter 8. Final Diploma Project as a Key into the Architect’s Profession 99Zbigniew Władysław PASZKOWSKI and Anna PAZDUR-CZARNOWSKA8.1. Architecture and urban planning in the Polish educational system 998.2. Integrating and disintegrating trends in the scientific discipline: “architecture and urban planning” 1008.3. Architecture curriculum in Poland according to the Bologna System 1018.4. First-degree studies (engineer studies) 1028.4.1. General requirements 1028.4.2. Content and effects of education 1028.4.3. Other requirements 1068.4.4. Graduate qualifications of first-degree studies (engineer studies) 1068.5. Second-degree studies 1078.5.1. General requirements 1078.5.2. Content and educational effects of the courses 1078.5.3. Other requirements 1088.5.4. Graduate qualifications of the second-degree studies (Master studies) 1088.6. Demands and expected outcomes of the Final Diploma Project (FDP) in architecture and urban planning in Poland 1098.7. FDP as a key to professional work in architectural and urban planning studios 1108.8. Discussion on the expectations of the job market and those of the young absolvents of architecture 1128.9. Benchmarking system for international comparison of professional preparation of absolvents of architecture and urban planning 1148.10. Conclusion 1158.11. Appendix 1. The list of Polish state universities and private high education schools with Architecture and Urban Planning 1168.12. References 117Chapter 9. Designing a Relevant Answer to One’s Own Question: Assessing the Diploma Studio at the Zagreb Faculty of Architecture 119Mia ROTH-ČERINA9.1. Introduction 1209.2. Developing the Zagreb Faculty of Architecture’s curricular profile 1209.3. Extracurricular workshops: exploring motives 1219.3.1. Social agency: learning spaces in transition workshop 1229.3.2. Empathy through immersion: mountaineers’ shelter workshop 1229.3.3. Designing meaning: AF/SC workshop 1239.4. Testing alertness: the diploma studio in Zagreb 1249.5. Conclusion 1269.6. References 127Chapter 10. Designerly Ways of Understanding Research Capabilities of Architectural Design and Studio 129Zelal ÖZTOPRAK and Nur ÇAĞLAR10.1. Architectural design studio as a research platform 12910.2. Intricacy of intellectual and actual sources of design experience 13110.3. Structured improvisation 13310.4. Emergence of difference through repetition 13410.5. For example, TOBB ETU Final Architectural Design Studio 13510.5.1. Manifesto 14010.5.2. Network strategy 14210.5.3. Studio Book 14210.6. Conclusion 14310.7. Acknowledgements 14310.8. References 143Chapter 11. Theory and Practice of Bookmaking: An Experiment in Architectural Design Education 145Selda BANCI11.1. Introduction 14611.2. Book 14711.3. Making 15211.4. Conclusion 15511.5. Acknowledgements 15811.6. References 158Chapter 12. Formal Supersedes Non-formal: Comparative Analyses of European and Japanese Architectural Design Education 161Larisa ČIŠIĆ12.1. Introduction 16212.2. Methods 16212.3. Results 16212.3.1. Final Architectural Design Studio (FADS) 16212.3.2. Studio/preparation 16312.3.3. Studio/conduct 16412.3.4. Studio/assessment 16412.3.5. Studio/general 16512.4. Conclusion 16512.5. References 166Part 2. Non-formal and Informal Learning Environments 167Chapter 13. A Tangible Approach to the Alternative Teaching Education 169Dimitra BABALIS13.1. Introduction 16913.2. A review of education and skills for a sustainable educational design. 17013.3. Expansion in education interest in ecological and sustainable urban design 17213.4. The Erasmus Intensive Programs (IPs) experience at the University of Florence 17313.5. Intensive Programs (IPs)/Design Workshops (DWs) educational structure 17413.6. The Florence IP/DW description 17713.7. Conclusion 17913.8. References 180Chapter 14. Social Networks and Architecture: Possible Benefits for Design Education? 183Akin Tolga İLTER14.1. Introduction 18314.2. Using social media for design studio education 18514.3. Case studies 18614.3.1. Case study I: design blog 18614.3.2. Case study II: social network 18914.3.3. Case study III: “Insta Company” 19114.4. Conclusion 19414.5. References 195Chapter 15. Architectural Education and the Politics of Architect–Client Relationships: A Case Study from Jordan 197Ahlam HARAHSHEH15.1. Introduction 19715.2. Current pedagogy in selected architectural departments in Jordan 19915.3. Importance of communication skills in architectural education 20115.4. Training after graduation 20415.5. Conclusion 20515.6. References 206Chapter 16. Outer Studio: Learning from the Students 209Çağda TÜRKMEN16.1. Architectural design education in Turkey 20916.2. Initiatives of students: architecture, design and education 21116.2.1. Baykuşlar Toplanıyor (Izmir, 2010–2013) 21216.2.2. Yer_denyüksek (Istanbul, 2013–2015) 21316.2.3. Bademlik Tasarım Festivali (Eskişehir, 2013–) 21316.2.4. Ulusal Mimarlık Öğrencileri Buluşması (UMÖB) 21516.3. This will not kill that 21716.4. References 219Chapter 17. An International Collaboration and Interdisciplinary Architectural Education Experience: Atelier Européen 221Elif MIHÇIOĞLU17.1. Introduction 22217.2. Flexibility in formal–informal integrated architectural education and interdisciplinary collaborations 22217.3. The case of Atelier Européen 22317.3.1. Structure, objectives, content and methods 22417.3.2. Stages of the studio process 22517.3.3. Previous studio projects 22517.4. Evaluation 23117.5. Conclusion 23117.6. Acknowledgements 23217.7. References 232Chapter 18. A School of One’s Own: Reporting from the Students’ Front 235İkbal Ece POSTALCI, Burcu Selcen COŞKUN and Işıl RUHİ SİPAHİOĞLU18.1. Introduction 23518.2. The Flexible School 23718.3. The Architect of the Future 23818.4. Travelling School 24018.5. BACKYARD 24118.6. Own Kind of Architect 24418.7. Conclusion 24618.8. References 247List of Authors 249Index 253