Mimarlık Eğitiminde Bütünleşik Eğitim Deneyimi ve Müfredat Önerisi
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Tarih
2021
Yazarlar
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Postyapısalcılık ile birlikte kuramsal alanda üzerine sıkça tartışmalarınyürütüldüğü disiplinlerarası yaklaşım, uzmanlık sınırlarının eridiğigünümüzde eğitim alanında da önem kazanmaktadır. Konstrüktivizmakımı ve Bauhaus okulundan itibaren sanat, mimarlık ve mühendisliküretim ve eğitim pratiklerinin bir arada yürütülmesi, disiplinlerarasıyaklaşım olarak görülebilir. H.H. Jacobs’ın tartıştığı interdisipliner eğitimmüfredat modelleri ise, hem kuramsal tartışma alanı yaratmakta hemde uygulama örnekleri ortaya koymaktadır. Bu çalışmada, mimarlıkbölümünde Mimari Anlatım Teknikleri dersi ile Kültür ve Sanat Tarihine Girişderslerinin bütünleşik eğitim modeline dayalı olarak yürütülmesindençıkarılan sonuçlar değerlendirilmiş ve bu deneyimden hareketlelisans düzeyinde mimarlık bölümü için sekiz dönemi içeren bütünleşikmüfredat önerisi getirilmiştir. Bütünleşik eğitim, kuramsal ve uygulamalıderslerin birbiriyle etkileşimlerinin maksimum düzeye çıkarılarak geçişimliyürütülmesi pratikleri olarak tanımlanabilir. Bu modelde kuramsal, teknikdersler ve stüdyoların eşgüdümlü yürütülmesi mümkün olur. Öğrencilertasarım projelerini edindikleri kuramsal, tasarımsal ve teknik arka planlayaparlar ve kuram derslerinde geri dönüşler sayesinde dersler arasındaçok yönlü akışlar gerçekleşir. Bilgi ve tasarım pratikleri bütünleşir veempatiyle çok yönlü anlama ve zihinsel esneklik desteklenir.
The interdisciplinary approach, which has become the subject of frequent discussions with the emerge of poststructuralism, has also gained importance in the field of education. Since the Constructivism movement and the Bauhaus school, integrated application of art, architecture and engineering production and education practices can be seen as an interdisciplinary approach. Interdisciplinary education curriculum models discussed by H. H. Jacobs not only provide a space for theoretical discussion but also put forth examples of practical applications. In this study, the results obtained from courses of the Architectural Expression Techniques and Introduction to Culture and Art History, which were conducted with the application of the integrated education model in the Department of Architecture, were evaluated. Based on this experience, an integrated curriculum covering eight semesters has been proposed for undergraduate studies at the Department of Architecture. Integrated education can be defined as the practices of conducting theoretical and applied courses in a transitive manner by maximizing their interaction with each other. In this model, it is possible to conduct theoretical, technical courses and studios in a coordinated manner. Students produce their design projects with the theoretical, design and technical background they have acquired, and multi-directional flows occur between courses thanks to the feedbacks in theoretical courses. Knowledge and design practices are integrated, and versatile learning and mental flexibility are supported by empathy.
The interdisciplinary approach, which has become the subject of frequent discussions with the emerge of poststructuralism, has also gained importance in the field of education. Since the Constructivism movement and the Bauhaus school, integrated application of art, architecture and engineering production and education practices can be seen as an interdisciplinary approach. Interdisciplinary education curriculum models discussed by H. H. Jacobs not only provide a space for theoretical discussion but also put forth examples of practical applications. In this study, the results obtained from courses of the Architectural Expression Techniques and Introduction to Culture and Art History, which were conducted with the application of the integrated education model in the Department of Architecture, were evaluated. Based on this experience, an integrated curriculum covering eight semesters has been proposed for undergraduate studies at the Department of Architecture. Integrated education can be defined as the practices of conducting theoretical and applied courses in a transitive manner by maximizing their interaction with each other. In this model, it is possible to conduct theoretical, technical courses and studios in a coordinated manner. Students produce their design projects with the theoretical, design and technical background they have acquired, and multi-directional flows occur between courses thanks to the feedbacks in theoretical courses. Knowledge and design practices are integrated, and versatile learning and mental flexibility are supported by empathy.
Açıklama
Anahtar Kelimeler
Disiplinlerarası yaklaşım, Mimarlık
Kaynak
ARTS: Artuklu sanat ve beşeri bilimler dergisi (Online)
WoS Q Değeri
Scopus Q Değeri
Cilt
0
Sayı
5
Künye
TOKA S (2021). Mimarlık Eğitiminde Bütünleşik Eğitim Deneyimi ve Müfredat Önerisi. ARTS: Artuklu sanat ve beşeri bilimler dergisi (Online), 0(5), 118 - 139. Doi: 10.46372/arts.854530
