Publication: İç Mimarlık Proje Stüdyosunda Yaratıcılık Odaklı Tasarım Çalışmaları
Date
2018-01
Journal Title
Journal ISSN
Volume Title
Publisher
Istanbul Kultur Univ, Atakoy Campus, Bakırkoy, Istanbul, 34156, Turkey
Abstract
Günümüzde yaratıcılığın öğrenilebilen bir olgu olduğu ve eğitimle geliştirilebileceği düşüncesi
yaygındır. Buradan hareketle özellikle tasarım eğitiminde öğrencilerin çeşitli koşullanmışlıklardan
sıyrılarak, yaratıcı zekalarını ön plana çıkaracak, yeni, özgün fikirler ortaya koyabilecekleri ortamların
ve yaklaşımların oluşturulması önemsenmelidir. Yaratıcı odaklı olarak tasarım deneyiminin
geliştirileceği görüşü, İstanbul Kültür Üniversitesi, İç Mimarlık ve Çevre Tasarımı Bölümü’nde 2016-
17 Eğitim-Öğretim Güz Yarıyılında İçmimarlık Proje I dersinin stüdyo strüktürünün ve sürecinin
temel hedefi olmuştur. Stüdyoda tasarım ve yaratıcılık ilişkisini teşvik eden ayrıca öğrenme
heyecanını oluşmasını sağlayan yaparak/deneyerek öğrenme modeli benimsenmiştir. Bu doğrultuda
içmimarlık tasarım stüdyosu dört ana adım altında farklı temaların tartışmaya açıldığı, aynı konunun
farklı açılardan incelenmesine olanak tanıyan yaratıcı tasarım deneyimleri şeklinde kurgulanmıştır. İlk
iki adım, öğrencilerin ana konuyu derinlemesine anlamalarını sağlayacak ve yaratıcılıklarını
tetikleyecek farklı kısa süreli problemler ile yapılandırılan bir süreçtir. İlk iki adımda temel amaç,
öğrencilerin görsel algılarının geliştirilmesi, soyut düşünme becerisi kazandırılması ve bunun nasıl
temsil edileceğinin sorgulanmasıdır. Üçüncü ve dördüncü adımda tek tema, kısa süreli artan düzeyde
küçük parçalara ayrılarak çözüme ulaşılmaktadır. Üçüncü adımda mekan ve beden ilişkisi, oyun
kavramı üzerinden öğrencilere aktarılmıştır. Dördüncü adımda birim-modül-örüntü ilişkisi
biyomimikri tasarım yaklaşımı aracılığıyla kurulmuştur. Öğrencilerin, bu adımlarda tek tasarım
problemine farklı açılardan bakabilmesi, farklı şekillerde analiz etmesi ve çok yönlü sorgulaması
beklenmiştir. Sonuçta, stüdyo strüktüründeki tasarım yaklaşımı çeşitliliği ve farklılığı, yaratıcılığı
besleyen bir sürecin deneyimlenmesini sağlamıştır. Ayrıca yaratıcı odaklı kurgulanan stüdyo sürecinin
her öğrencinin farklı öğrenme biçimine cevap verebilme potansiyeli taşıdığı görülmüştür. Tasarımla
tanışma ve tasarlama işini sevme yılı olan ilk yarıyıl eğitiminin; çeşitlilik içerecek, eleştirel düşünmeyi
sağlayacak, öğrencinin kendi sınırlarını keşfederek aşmasına imkan verecek şekilde yaratıcı odaklı
kurgulanmasının önemi anlaşılmaktadır.
The idea that creativity is a learnable phenomenon and can be improved through education is common today. Based on this fact, it should be regarded as important to create environments and approaches in and through which students will elude certain conditions and feature their creative intelligence and put forth new and original ideas. The remark that design experience can be developed in a creativity-oriented manner is the main purpose of the studio structure and process of Interior Architecture Project I course at Istanbul Kultur University, Department of Interior Architecture and Environmental Design in the fall term of 2016-2017 academic year. The model of learning by doing/ trying model which encourages the design-creativity relationship and allows for the excitement of learning was adopted in the studio. Accordingly, the interior design studio was constructed as creative design experience in which different themes are brought up for discussion in four main steps and which allow for the examination of the same matter from different perspectives. The first two steps refer to a process structured with different short-term problems to make students understand the main matter in depth and trigger their creativity. The point with these two steps is improving students' visual perceptions, bringing the abstract thinking skill to them and questioning how to represent it. In the third and fourth step, the single theme was divided into short-term and increasing small parts to structure a process which achieves a solution. Space-body relationship was communicated to the students via the concept of game in the third step. In the fourth step, the unit-module-pattern relationship was established through the approach of biomimicry design. It was expected from the students to see the single design problem from different perspectives, analyze them in distinctive styles and question them multidimensional. Consequently, the design approach in the studio structure ensured the experience of a process that nourishes diversity and differentiation and creativity. Moreover, it was observed that creativity-oriented studio process has the potential of responding to different learning style of each student. It is understood how important is to construct the first term education which refers to introduction to design and gain a liking to the work of designing in a creativity-oriented way in that it involves diversity, provides critical thinking and allows students to explore and go beyond their own boundaries.
The idea that creativity is a learnable phenomenon and can be improved through education is common today. Based on this fact, it should be regarded as important to create environments and approaches in and through which students will elude certain conditions and feature their creative intelligence and put forth new and original ideas. The remark that design experience can be developed in a creativity-oriented manner is the main purpose of the studio structure and process of Interior Architecture Project I course at Istanbul Kultur University, Department of Interior Architecture and Environmental Design in the fall term of 2016-2017 academic year. The model of learning by doing/ trying model which encourages the design-creativity relationship and allows for the excitement of learning was adopted in the studio. Accordingly, the interior design studio was constructed as creative design experience in which different themes are brought up for discussion in four main steps and which allow for the examination of the same matter from different perspectives. The first two steps refer to a process structured with different short-term problems to make students understand the main matter in depth and trigger their creativity. The point with these two steps is improving students' visual perceptions, bringing the abstract thinking skill to them and questioning how to represent it. In the third and fourth step, the single theme was divided into short-term and increasing small parts to structure a process which achieves a solution. Space-body relationship was communicated to the students via the concept of game in the third step. In the fourth step, the unit-module-pattern relationship was established through the approach of biomimicry design. It was expected from the students to see the single design problem from different perspectives, analyze them in distinctive styles and question them multidimensional. Consequently, the design approach in the studio structure ensured the experience of a process that nourishes diversity and differentiation and creativity. Moreover, it was observed that creativity-oriented studio process has the potential of responding to different learning style of each student. It is understood how important is to construct the first term education which refers to introduction to design and gain a liking to the work of designing in a creativity-oriented way in that it involves diversity, provides critical thinking and allows students to explore and go beyond their own boundaries.
Description
Keywords
Interior Architecture Education, Interior Architecture Project Studio, Creative Design, Creativity, Learning By Doing, İçmimarlık Eğitimi, İçmimarlık Proje Stüdyosu, Yaratıcı Tasarım, Yaratıcılık, Yaparak Öğrenme