Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS Credits
1İMÇ101Basic Design I2+2+037

 
Course Details
Language of Instruction Turkish
Level of Course Unit Bachelor's Degree
Department / Program Interior Architecture and Environmental Design
Type of Program Formal Education
Type of Course Unit Compulsory
Course Delivery Method Face To Face
Objectives of the Course The aim of the course is to make students adopt the concept of design, basic design elements, basic design principles and formal organization approaches through conceptual (informal) and formal (formal) methods and to gain the ability to establish a complex relationship between concept representation and form production.
Course Content It includes conceptual (informal) and formal (formal) design studies that take the theory of multiple intelligences as a reference, contribute to the development of spatial skills and creativity levels, and aim to move students from passive spectators to active participants.
Course Methods and Techniques Lectures, face to face evaluation, presentations of two and three dimensional works.
Prerequisites and co-requisities None
Course Coordinator Asist Prof. Anday TÜRKMEN anday.turkmen@gedik.edu.tr
Name of Lecturers Instructor Reyda ÖR imc@gedik.edu.tr
Asist Prof. Anday TÜRKMEN anday.turkmen@gedik.edu.tr
Asist Prof. Selva BAŞÇI imc@gedik.edu.tr
Assistants Research Assist. Ayşe CANSU ayse.cansu@gedik.edu.tr
Work Placement(s) No

Recommended or Required Reading
Resources Artun, A. and Aliçavuşoğlu, E. (2009). Bauhaus: The design of modernization; architecture, art, design education and Bauhaus in Turkey. İletişim Publications.
Bayer, H. (1938). Bauhaus 1919-1928. Museum of Modern Art.
Ching, F. D. K. (2014). Architecture: Form, space, and order. John Wiley & Sons.
Çınar, K. (1999). Basic design. Selçuk University Faculty of Architecture, Lecture Notes, Konya.
Denel, B. (1970). An essay on design. Rising Printing.
Denel, B. (1981). Basic design and creativity. METU Faculty of Architecture Printing Workshop.
Dietrich, J. (1947). Basic design. Design, 48(6), 4-6.
Gurer, L. (1970). Visual perception in basic design. ITU Technical School Publications Issue: 81.
Itten, J. (1975). Design and form: The basic course at the Bauhaus and later. John Wiley & Sons.
Moussavi, F. (2011). The function of form. YEM Publishing.
Pallasmaa, J. (2011). The eyes of the skin: Architecture and the senses. (Trans. A. U. Kılıç). YEM Publishing.
Schön, D. A. (1985). The design studio, London: RIBA Publications Limited.
Türkmen, A. (2020). Concept representation and form production in basic design. International Design and Art Journal, 2(2), 228-247.
Wong, W. (1993). Principles of form and design. John Wiley & Sons.

Course Category
Mathematics and Basic Sciences %10
Field %90

Planned Learning Activities and Teaching Methods
Activities are given in detail in the section of "Assessment Methods and Criteria" and "Workload Calculation"

Assessment Methods and Criteria
In-Term Studies Quantity Percentage
Mid-terms 1 % 40
Final examination 1 % 60
Total
2
% 100

 
ECTS Allocated Based on Student Workload
Activities Quantity Duration Total Work Load
Course Duration 14 4 56
Hours for off-the-c.r.stud 15 7 105
Mid-terms 1 4 4
Final examination 1 4 4
Total Work Load   Number of ECTS Credits 7 169

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
NoLearning Outcomes
1 Design concept, basic design elements, basic design principles and defines approaches to regulation.
2 Learns to establish a relationship between concept representation and form production.
3 . Apply collective monitoring such as brainstorming, peer learning and group work.
4 . Apply knowledge through their own production by working in the face of design problems.
5 Analyze design activities and decision-making processes.
6 Expresses complex concepts through drawing, collage and modeling.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Conceptual Volume Design: Design Diary Focusing on self-evaluation and transferring thoughts and evaluations about the course to the diaries after the lecture.
2 Musical Concepts (Crescendo) Musical concepts as a trigger for conceptual volume design work focus on effective utilization Experiencing Maurice Ravel's Bolero crescendo through Sergiu Celibidache's performance
3 Heuristic Approach (Concept Representation) Focusing on concept representation and developing various follow-ups for selected concepts from the crescendo called Bolero Identifying the emotions felt during the piece and conceptualizing the dominant emotions
4 Cooperative Learning (Group Work) Focusing on group work and brainstorming representations of selected concepts from the crescendo called Bolero Creating a heuristic approach sheet for the observations developed for the concepts selected from the crescendo called Bolero
5 Surface and Volume Relationship (Composition) Focusing on the visual representation of the concept and representing the selected concepts with a two-dimensional composition (plan study) Making design decisions that become representations of conceptual references visible with sketches in a two-dimensional environment
6 Thinking by Doing (Model Work) Focusing on model work and expressing selected concepts in three dimensions within a virtual cube Production of a virtual cube with internal dimensions of 300x300x300mm from 10 mm thick solid wooden slats for the model study
7 Ekphrasis (Description) Focusing on the verbal or written expression of the design and the reproduction of representations of selected concepts through ekphrasis Consideration of written representations of concepts that can be viewed three-dimensionally through model work
8 MIDTERM EXAM Completion of design journal, heuristic approach sheet, two-dimensional composition and model studies
9 Formal Volume Design: Design Journal Focusing on Self-Assessment and transferring thoughts and evaluations about the course to journals after the topic explanation Examining the relationships between the basic geometric shapes that Wong described under eight headings.
10 Ecological Studies (Shelter Area) Focusing on the effective use of ecological studies and matching selected concepts with a living (animal) reference Choosing a non-domestic (wild) animal for pairing and investigating the living conditions of the selected animal.
11 Heuristic Approach (Concept Representation) Focusing on organic (living) references and developing various observations for the shelter area study through selected animals Examining the relationship between the chosen creature and the concept and its natural living conditions (such as shelter, hunting and giving birth)
12 Cooperative Learning (Group Work) Focusing on group work and brainstorming for the shelters of the selected creatures (animals) Preparation of compasses containing opinions, thoughts, suggestions and criticisms regarding selected organic references.
13 Surface and Volume Relationship (Entry-Passage-Stay) Focusing on formal manipulation and representing the shelters of selected animals with two-dimensional compositions Formal definition of the living conditions of the selected organism (entry-passage-stay/open-half-open-closed)
14 Thinking by Doing (Model Work) Focusing on model work and expressing the shelters of selected animals in three dimensions the discovery of the correlative relationship between form and function through productions
15 Ekphrasis (Description) Focusing on the verbal or written expression of the design and the reproduction of animal shelters with ekphrasis Consideration of written representations of the shelter area that can be viewed in three dimensions through the model study
16 FINAL EXAM Completion of design journal, heuristic approach sheet, two-dimensional composition and model studies

 
Contribution of Learning Outcomes to Programme Outcomes
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12
C1 5 3
C2 4
C3 3
C4 4
C5 4
C6 5

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