A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
The diagonal axis from VERB to VOID: interdisciplinarity in basic design studio education
https://orcid.org/0000-0001-8017-4120
https://orcid.org/0000-0003-2216-9192
https://orcid.org/0000-0002-8598-6213
https://orcid.org/0000-0002-8367-1234
https://orcid.org/0000-0003-3908-0653
This paper aims to discuss the potentials of interdisciplinary exercises that bring together art and design methodologies in expanding as well as redefining the given methods and principles of basic design in architecture education. The primary purpose is to improve the conventional, well-established principles and methodologies of basic design studios into fresh perspectives.
Focussing on the case study of a basic design studio assignment that translated Richard Serra's Verb List (1967-68) into space-generating operations, the authors analyse how a diagonal interdisciplinary approach to studio pedagogy opened up the basic design studio into the exploration of new concepts and approaches. The assignment encouraged architecture students to productively and creatively engage with a significant art historical work for the purposes of design thinking and exploration.
Findings reveal that the students explored the possible reciprocal influences between materials, actions, and issues of form and organisation, thereby operating in an interface between art, architecture and design surveying the possible interactions between these disciplines. Based on the outcome of this studio exercise, the authors argue that designing assignments that would bring together various and sometimes even conflicting approaches of different fields allow us to reassess and conceptualise anew the pedagogical aims and modi operandi.
The research is original in the ways in which it suggests many possibilities of dialogue, interaction and collaboration between art, design and architecture studios.
The diagonal axis from VERB to VOID: interdisciplinarity in basic design studio education
https://orcid.org/0000-0001-8017-4120
https://orcid.org/0000-0003-2216-9192
https://orcid.org/0000-0002-8598-6213
https://orcid.org/0000-0002-8367-1234
https://orcid.org/0000-0003-3908-0653
This paper aims to discuss the potentials of interdisciplinary exercises that bring together art and design methodologies in expanding as well as redefining the given methods and principles of basic design in architecture education. The primary purpose is to improve the conventional, well-established principles and methodologies of basic design studios into fresh perspectives.
Focussing on the case study of a basic design studio assignment that translated Richard Serra's Verb List (1967-68) into space-generating operations, the authors analyse how a diagonal interdisciplinary approach to studio pedagogy opened up the basic design studio into the exploration of new concepts and approaches. The assignment encouraged architecture students to productively and creatively engage with a significant art historical work for the purposes of design thinking and exploration.
Findings reveal that the students explored the possible reciprocal influences between materials, actions, and issues of form and organisation, thereby operating in an interface between art, architecture and design surveying the possible interactions between these disciplines. Based on the outcome of this studio exercise, the authors argue that designing assignments that would bring together various and sometimes even conflicting approaches of different fields allow us to reassess and conceptualise anew the pedagogical aims and modi operandi.
The research is original in the ways in which it suggests many possibilities of dialogue, interaction and collaboration between art, design and architecture studios.
The diagonal axis from VERB to VOID: interdisciplinarity in basic design studio education
https://orcid.org/0000-0001-8017-4120
https://orcid.org/0000-0003-2216-9192
https://orcid.org/0000-0002-8598-6213
https://orcid.org/0000-0002-8367-1234
https://orcid.org/0000-0003-3908-0653
This paper aims to discuss the potentials of interdisciplinary exercises that bring together art and design methodologies in expanding as well as redefining the given methods and principles of basic design in architecture education. The primary purpose is to improve the conventional, well-established principles and methodologies of basic design studios into fresh perspectives.
Focussing on the case study of a basic design studio assignment that translated Richard Serra's Verb List (1967-68) into space-generating operations, the authors analyse how a diagonal interdisciplinary approach to studio pedagogy opened up the basic design studio into the exploration of new concepts and approaches. The assignment encouraged architecture students to productively and creatively engage with a significant art historical work for the purposes of design thinking and exploration.
Findings reveal that the students explored the possible reciprocal influences between materials, actions, and issues of form and organisation, thereby operating in an interface between art, architecture and design surveying the possible interactions between these disciplines. Based on the outcome of this studio exercise, the authors argue that designing assignments that would bring together various and sometimes even conflicting approaches of different fields allow us to reassess and conceptualise anew the pedagogical aims and modi operandi.
The research is original in the ways in which it suggests many possibilities of dialogue, interaction and collaboration between art, design and architecture studios.
The diagonal axis from VERB to VOID: interdisciplinarity in basic design studio education
The diagonal axis from <italic>VERB to VOID</italic>
Çakmakli, Aysem Berrin (author) / Gursel Dino, Ipek (author) / Komez Daglioglu, Esin (author) / Pinar, Ekin (author) / Yoncacı Arslan, Pelin (author)
2023-11-21
19 pages
Article (Journal)
Electronic Resource
English
The diagonal axis from VERB to VOID: interdisciplinarity in basic design studio education
| BASE | 2023
Catalytic Interdisciplinarity: Ecological Restoration in the Architectural Design Studio
| British Library Conference Proceedings | 2007
Interdisciplinarity-Based Sustainability Framework for Management Education
| DOAJ | 2022
White House as Void - Architect's Studio
| Online Contents | 2000