Table of Contents
Introduction xiii
Nur ÇAĞLAR and Irene G. CURULLI
Editors and Contributors xxiii
Part 1. Practices in the Formal Institutions that Cope with the Rapid Pace of Change 1
Chapter 1. Towards a New Interaction Between Educational Processes and Practices: Faculty of Architecture, Sapienza University of Rome 3
Anna Maria GIOVENALE, Spartaco PARIS and Roberto BIANCHI
1.1. Framework of reference: between crisis of the figure of the architect and the need for innovation 4
1.2. Newly integrated skills and knowledge for technical training in the field of architecture and of construction engineering 5
1.3. A new opportunity for training and the profession: managing the processes of building design and construction 6
1.4. The new training project and relationship with the professions 10
1.5. References 12
Chapter 2. Continuity in Architectural Education: A Driving Force or a Burden to Creativity? 13
Deniz İNCEDAYI, Burcu Selcen COŞKUN and İkbal Ece POSTALCI
2.1. Introduction 13
2.2. A conventional education method: Mimar Sinan Fine Arts University Department of Architecture 15
2.3. Towards a more inclusive approach 20
2.4. Conclusion 22
2.5. References 23
Chapter 3. From the Experiences in the Iberian Peninsula to California 25
Pedro Ressano GARCIA
3.1. Introduction 25
3.2. The Iberian schools - Porto, Lisbon and Barcelona 26
3.3. Passing by the University of California 26
3.4. Early teaching 28
3.5. References 28
Chapter 4. Project Domain: A Formalist Exercise in the Education of Architects 31
Krunoslav IVANIŠIN
4.1. The Crystal Palace 31
4.2. The practice and the education of architecture 36
4.3. The sequence 37
4.4. References 42
Chapter 5. Towards a New Studio Culture: Changing Minds, Transforming Education 45
Ozan Önder ÖZENER and Mehmet Ümit METERELLIYÖZ
5.1. Introduction 45
5.2. Thoughts and views on studio culture 47
5.3. Influencers of studio culture 49
5.4. Studio culture and informal learning 50
5.5. Suggestions 53
5.6. Conclusion 54
5.7. References 54
Chapter 6. Climatic Heterotopias or the Obscure Element of Architectural Creation: Introducing a Tangible Alternative Pedagogy within a Global Climate Regime 57
Lazaros MAVROMATIDIS
6.1. Architectural consciousness and pedagogy 57
6.2. Tarrying with multiple imaginaries 59
6.3. Climate change, normative abstract idealisms, constructal thermodynamics and sustainable spatiality 61
6.4. Climatic heterotopias 64
6.5. Once upon a sustainable architectural space 66
6.6. References 67
Chapter 7. A Threshold In-between Education and Profession: The Final Architectural Design Studio 69
Işıl RUHİ SİPAHİOĞLU and Aslı ALANLI
7.1. Introduction 69
7.2. The survey of FADSs across European architecture schools 71
7.2.1. Methodology 72
7.2.2. Objectives of FADSs 76
7.2.3. The duration of FADSs 79
7.2.4. Supervision models 80
7.2.5. Enrollment criteria 81
7.2.6. The appointment of tutors 82
7.2.7. Topic/theme determination 83
7.2.8. Student position 85
7.2.9. Co-requisite courses along FADSs 85
7.2.10. Assessment methods 86
7.2.11. Appointment of jury members 90
7.3. Challenges in the final studio 92
7.3.1. Major challenges faced by students 92
7.3.2. Major challenges faced by teaching staff 93
7.3.3. Strong aspects of the FADS 94
7.4. Conclusion 96
7.5. Acknowledgements 97
7.6. References 97
Chapter 8. Final Diploma Project as a Key into the Architect’s Profession 99
Zbigniew Władysław PASZKOWSKI and Anna PAZDUR-CZARNOWSKA
8.1. Architecture and urban planning in the Polish educational system 99
8.2. Integrating and disintegrating trends in the scientific discipline: “architecture and urban planning” 100
8.3. Architecture curriculum in Poland according to the Bologna System 101
8.4. First-degree studies (engineer studies) 102
8.4.1. General requirements 102
8.4.2. Content and effects of education 102
8.4.3. Other requirements 106
8.4.4. Graduate qualifications of first-degree studies (engineer studies) 106
8.5. Second-degree studies 107
8.5.1. General requirements 107
8.5.2. Content and educational effects of the courses 107
8.5.3. Other requirements 108
8.5.4. Graduate qualifications of the second-degree studies (Master studies) 108
8.6. Demands and expected outcomes of the Final Diploma Project (FDP) in architecture and urban planning in Poland 109
8.7. FDP as a key to professional work in architectural and urban planning studios 110
8.8. Discussion on the expectations of the job market and those of the young absolvents of architecture 112
8.9. Benchmarking system for international comparison of professional preparation of absolvents of architecture and urban planning 114
8.10. Conclusion 115
8.11. Appendix 1. The list of Polish state universities and private high education schools with Architecture and Urban Planning 116
8.12. References 117
Chapter 9. Designing a Relevant Answer to One’s Own Question: Assessing the Diploma Studio at the Zagreb Faculty of Architecture 119
Mia ROTH-ČERINA
9.1. Introduction 120
9.2. Developing the Zagreb Faculty of Architecture’s curricular profile 120
9.3. Extracurricular workshops: exploring motives 121
9.3.1. Social agency: learning spaces in transition workshop 122
9.3.2. Empathy through immersion: mountaineers’ shelter workshop 122
9.3.3. Designing meaning: AF/SC workshop 123
9.4. Testing alertness: the diploma studio in Zagreb 124
9.5. Conclusion 126
9.6. References 127
Chapter 10. Designerly Ways of Understanding Research Capabilities of Architectural Design and Studio 129
Zelal ÖZTOPRAK and Nur ÇAĞLAR
10.1. Architectural design studio as a research platform 129
10.2. Intricacy of intellectual and actual sources of design experience 131
10.3. Structured improvisation 133
10.4. Emergence of difference through repetition 134
10.5. For example, TOBB ETU Final Architectural Design Studio 135
10.5.1. Manifesto 140
10.5.2. Network strategy 142
10.5.3. Studio Book 142
10.6. Conclusion 143
10.7. Acknowledgements 143
10.8. References 143
Chapter 11. Theory and Practice of Bookmaking: An Experiment in Architectural Design Education 145
Selda BANCI
11.1. Introduction 146
11.2. Book 147
11.3. Making 152
11.4. Conclusion 155
11.5. Acknowledgements 158
11.6. References 158
Chapter 12. Formal Supersedes Non-formal: Comparative Analyses of European and Japanese Architectural Design Education 161
Larisa ČIŠIĆ
12.1. Introduction 162
12.2. Methods 162
12.3. Results 162
12.3.1. Final Architectural Design Studio (FADS) 162
12.3.2. Studio/preparation 163
12.3.3. Studio/conduct 164
12.3.4. Studio/assessment 164
12.3.5. Studio/general 165
12.4. Conclusion 165
12.5. References 166
Part 2. Non-formal and Informal Learning Environments 167
Chapter 13. A Tangible Approach to the Alternative Teaching Education 169
Dimitra BABALIS
13.1. Introduction 169
13.2. A review of education and skills for a sustainable educational design. 170
13.3. Expansion in education interest in ecological and sustainable urban design 172
13.4. The Erasmus Intensive Programs (IPs) experience at the University of Florence 173
13.5. Intensive Programs (IPs)/Design Workshops (DWs) educational structure 174
13.6. The Florence IP/DW description 177
13.7. Conclusion 179
13.8. References 180
Chapter 14. Social Networks and Architecture: Possible Benefits for Design Education? 183
Akin Tolga İLTER
14.1. Introduction 183
14.2. Using social media for design studio education 185
14.3. Case studies 186
14.3.1. Case study I: design blog 186
14.3.2. Case study II: social network 189
14.3.3. Case study III: “Insta Company” 191
14.4. Conclusion 194
14.5. References 195
Chapter 15. Architectural Education and the Politics of Architect-Client Relationships: A Case Study from Jordan 197
Ahlam HARAHSHEH
15.1. Introduction 197
15.2. Current pedagogy in selected architectural departments in Jordan 199
15.3. Importance of communication skills in architectural education 201
15.4. Training after graduation 204
15.5. Conclusion 205
15.6. References 206
Chapter 16. Outer Studio: Learning from the Students 209
Çağda TÜRKMEN
16.1. Architectural design education in Turkey 209
16.2. Initiatives of students: architecture, design and education 211
16.2.1. Baykuşlar Toplanıyor (Izmir, 2010-2013) 212
16.2.2. Yer_denyüksek (Istanbul, 2013-2015) 213
16.2.3. Bademlik Tasarım Festivali (Eskişehir, 2013-) 213
16.2.4. Ulusal Mimarlık Öğrencileri Buluşması (UMÖB) 215
16.3. This will not kill that 217
16.4. References 219
Chapter 17. An International Collaboration and Interdisciplinary Architectural Education Experience: Atelier Européen 221
Elif MIHÇIOĞLU
17.1. Introduction 222
17.2. Flexibility in formal-informal integrated architectural education and interdisciplinary collaborations 222
17.3. The case of Atelier Européen 223
17.3.1. Structure, objectives, content and methods 224
17.3.2. Stages of the studio process 225
17.3.3. Previous studio projects 225
17.4. Evaluation 231
17.5. Conclusion 231
17.6. Acknowledgements 232
17.7. References 232
Chapter 18. A School of One’s Own: Reporting from the Students’ Front 235
İkbal Ece POSTALCI, Burcu Selcen COŞKUN and Işıl RUHİ SİPAHİOĞLU
18.1. Introduction 235
18.2. The Flexible School 237
18.3. The Architect of the Future 238
18.4. Travelling School 240
18.5. BACKYARD 241
18.6. Own Kind of Architect 244
18.7. Conclusion 246
18.8. References 247
List of Authors 249
Index 253
