REVAMPING ARCHITECTURAL DESIGN EDUCATION

Architectural Design Education is a complex field in which several approaches, conventions and cliches exist. Design studios in schools of architecture are guided by different approaches all seeking to improve the practice of architecture through better education. First Year Design Studio is often considered as an environment where students first encounter a new language about design in general and architecture in specific. Yet, the design studio serves for more than this: it is the environment where the students learn new means of learning, discover the designer-to-be in themselves, develop a critical eye and become self aware, independent, intellectual individuals. On their way to a degree in architecture, they encounter with different educators all aiming at giving the best skills for a better practice. It is the educators' objective to investigate new calls for a restructuring of existing curricula. Architectural education is built upon analogic reality. The student is given a problem and asked to pretend that it is real. To pretend is to make believe or construct fiction and schools of architecture advise a surrogate for the real world. This paper will explore First Year Design Studio, at Istanbul Bahcesehir University Faculty of Architecture and Design. The aim of this study is to provide a debate to discuss the means and tools to enrich Design Education. In the Academic Year 2009-2010 Fall Term, First Year Basic Design students were asked to tackle with one of the design/building basics, namely wall. They were encouraged to think of something different so that they come to think of seeing things in new ways. The group taught by the author is taken as a case study and fulcrum for the debate.