Abstract
Design education is the most important part of architectural education. Formal architectural education (training), followed by an architect in the candidate’s training period, is a whole consisting of theoretical and practical courses. In spite of this programme package, in design education, student acquires to experience the design by his/her own and this is the only way to learn how to design. In this context, aside from formal architectural education informal studies such as workshops, seminars, conferences, exhibitions, competitions, excavation, etc. have an undeniable importance. In design education, “informal studies” have some outstanding results on developing design thinking skills, learning by doing, creating motivation, intuitive knowledge and self-confidence and at the same time these studies are a suitable tool for the LLP—lifelong learning programme. In this paper, as an informal study example two workshops will be discussed to evaluate the contributions of such informal studies on student’s individual and collective learning styles, design thinking techniques and practices.
Highlights
Architects, committed themselves to the principles of profession, honesty and competence, design built envi-How to cite this paper: Polatoğlu, Ç., & Vural, S
Architectural education should contribute to the development of society in social, cultural and economics both in national and international levels
Yildiz Technical University (YTU) Faculty of Architecture, Department of Architecture with two of European Architectural Schools held the international workshops “Walking Istanbul 1 & 2” in order to point out the effects of informal environment in design education for gaining, transforming and communicating knowledge
Summary
Architects, committed themselves to the principles of profession, honesty and competence, design built envi-. YTU Department of Architecture determined its programme outputs (in the context of set criteria of National Architectural Accreditation Board—MIAK) according to these three stages These criteria are determine the knowledge and skills in design such as, critical thinking skills, graphical presentation skills, research skills, formal composition systems, design skills, teamwork skills, use of precedents, human behaviours, cultural diversities, accessibility, sustainable design, ability to prepare a comprehensive program, site conditions, building systems integration, the role of client (user) in architecture, and comprehensive design. From this point of view studio can be defined as (Polatoğlu & Canbay Türkyılmaz, 2009): a place where all the knowledge is integrated, a discussion platform where various relations are developed, a communicative organization between receiver and sender In this context, aside from formal architectural education informal studies such as workshops, seminars, conferences, exhibitions, competitions, excavation, etc. As an informal study example two international workshops is discussed to evaluate the contributions of such informal studios on student's individual and collective learning styles, design thinking techniques and practices
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