Abstract
This paper aims to discuss possible adaptations of the essential resources for the first-year architectural design studio's second term under COVID-19 lockdown regulations through experiences from MEF University First-Year Design Studio. Design Studio fundamentals, such as accessibility and materiality, needed to be adapted to studio participants' changing opportunities and places. The second term of the first-year design studio at MEF University is built upon the basic knowledge gained from the first term by improving its physical aspects such as structure, material, and site by forming direct relationships with the resources through analysis and experimentation. Its adaptation to remote studio poses significant difficulties with its intense tactile and material state. New resources and adaptations to the remote studio are grouped under three categories: Curriculum, studio as a workspace, and site. Remote studio experiences are analyzed through changing resources to uncover new possible achievements. Even though there are still irreplaceable components of the regular studio structure, the paper searches for possible adaptations to overcome these challenges of architectural design studio during remote teaching by reassessment of the resources with the accessibility theme.
Highlights
In March 2020 with the declaration of COVID19 as a pandemic, design education had reached a significant crossroad with the obligation of leaving the studio space as one of the most critical components and continuing education remotely
A common studio ground has extra importance for first-year design courses to meet with other students and learn collectively
Studio space contributes to the projects by enabling physical experience, temporal and cultural immersion, specific use of material space, and learning-by-doing (Corazzo, 2019)
Summary
In March 2020 with the declaration of COVID19 as a pandemic, design education had reached a significant crossroad with the obligation of leaving the studio space as one of the most critical components and continuing education remotely. A common studio ground has extra importance for first-year design courses to meet with other students and learn collectively. Studio space contributes to the projects by enabling physical experience, temporal and cultural immersion, specific use of material space, and learning-by-doing (Corazzo, 2019). It plays a crucial role in providing a basis for essentials of first-year education with collective productions, excursions, and experimentations. The need for studio space and related infrastructures increases It becomes a critical phase of MEF University Faculty of Arts, Design, and Architecture (FADA) first-year education to meet all the learnings from the first term with additional spatial and material engagements in design projects. Losing the common studio ground with pandemic restrictions theme and formed the new agenda of the remote studio
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