Dialogical Structure Experience in Basic Design Studio at Online Education

Derya Adiguzel Ozbek

doi:10.46474/jds.1010531

Abstract

In this study, the structure of the basic design studio that started with face-to-face education and had to end with online education due to the COVID-19 pandemic, which was set over Bakhtin's dialogic concept, is discussed. The three main components of the basic design studio; studio space, studio process and studio content and the combination of these components have changed in the transition from face-to-face education to online education. With these changes, dialogic relations are defined in the basic design studio's setup that extends from the face-to-face to the online education, and a structure that is shaped not as a sharp transition but as a flow has been developed. The basic design studio structure, which is shaped by the concept of dialogue, is presented as an approach proposal for online education, which is still ongoing and is expected to continue.

Highlights

The first year of architecture, fine arts, art, and design faculties is the place where creative and abstract thinking is first encountered
Due to the compelling reasons of the COVID19 pandemic, the majority of the basic design studio process, which started in face-to-face education in the 2019-20 academic year, was continued and completed online
A studio structure based on Bakhtin's concept of dialog has been developed in order to experience this sudden and definite transition in flow and to evaluate the process itself as a creative phenomenon

Summary

Introduction

The first year of architecture, fine arts, art, and design faculties is the place where creative and abstract thinking is first encountered. For this reason, the first-year education has a special importance and privilege. The basic design studio is maintained with an understanding that is a continuation of the tradition that has been going on since the Bauhaus school. This understanding has recently started to diversify with different studies in the digital education environment and educational pedagogy (Sarıoğlu Erdoğdu, 2016). Its focus remains; How can students gain creative and abstract thinking skills in the first year?

Objectives

Conclusion