The book explores, discusses, and considers new and innovative perspectives on the crossings, interactions, and transformations of non-formal, informal learning, and formal learning within or prior to FADS and Internship. The contributions provide a wider perspective on the alternating Final Architectural Design Studios and Internship programs as interfaces and interaction zones among different learning experiences that lead to professional and intellectual qualification.
Introduction xiii
Nur ÇALAR 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 NCEDAYI, Burcu Selcen COKUN and kbal 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 IVANIIN
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
Il RUH SPAHOLU and Asl 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 Architects Profession
99
Zbigniew Wadysaw 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 Ones Own Question: Assessing the
Diploma Studio at the Zagreb Faculty of Architecture 119
Mia ROTH-ERINA
9.1. Introduction 120
9.2. Developing the Zagreb Faculty of Architectures 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 ÇALAR
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 II
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 LTER
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 ArchitectClient
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
Çada TÜRKMEN
16.1. Architectural design education in Turkey 209
16.2. Initiatives of students: architecture, design and education 211
16.2.1. Baykular Toplanyor (Izmir, 20102013) 212
16.2.2. Yer_denyüksek (Istanbul, 20132015) 213
16.2.3. Bademlik Tasarm Festivali (Eskiehir, 2013) 213
16.2.4. Ulusal Mimarlk Örencileri Bulumas (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 MIHÇIOLU
17.1. Introduction 222
17.2. Flexibility in formalinformal 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 Ones Own: Reporting from the Students Front 235
kbal Ece POSTALCI, Burcu Selcen COKUN and Il RUH SPAHOLU
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
Nur Çaglar is an architect, Full Professor and Founding Head of the Department of Architecture, TOBB University of Economics and Technology, Turkey. A general council member for the EAAE from 20132018, she was also the EAAE coordinator of the e-FIADE project.
Irene G. Curulli, an architect and landscape architect, teaches Architectural Design at Eindhoven University of Technology, The Netherlands. Believing in the synergetic and integrative exchange across disciplines, she coordinates multi-disciplinary ERASMUS+ projects and international workshops.
Isil Ruhi Sipahioglu is an architect holding a PhD in Building Science and Technology from Politecnico di Milano, Italy. She is a lecturer at the TOBB University of Economics and Technology and the coordinator of the e FIADE project.
Lazaros E. Mavromatidis is an architect-engineer holding a PhD in Applied Thermodynamics from INSA Lyon and ENTPE, France. He is Associate Professor at the National Institute of Applied Sciences (INSA) of Strasbourg, France, and a researcher in the ICube laboratory UMR 7357.
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