design exercises

In the third day of Architectural Geometry class, we’ve discussed about the regular tessellations, the famous triangle, hexagon and square tiles. Homework was to develop a custom referential system based on regular tessellations. We used popular explications of Islamic Patterns as inspirational examples, however we developed our own reference systems and patterns. Başak Konuşur Ceren Sezgin Ece Erdoğdu Görkem Ünsal Hüseyin Kuşçuoğlu Irmak Aşıkoğlu Zehra Böhürler Zeynep Dutipek

This paper presents the beginnings of my journey into architectural education, presented at Yıldız Technical University Architectural Education Symposium 2007, together with YTU/CADU staff; Ela Çil, Birgül Çolakoğlu, Meral Erdoğan, Fulya Akipek, Oya Pakdil and Şebnem Yalınay. It includes different exercises from various studio instructors,  all motivated by the contemporary computational design theory. This was one of the milestones in the first year education of a computation-based studio in Turkey, we’re sustaining at İstanbul Bilgi University Basic Design studios today. The paper is in Turkish, I translated the final section […]

In 2007, we conducted a computational design studio in YTU / CADU with Birgül Çolakoğlu. Below is the brief of the paper publised at METU JFA Vol24 issue 2 titled “An Innovative Design Education Approach: Computational Design Teaching For Architecture”. We were dealing with how new technologies are effecting the design cycle. Rhinoscript is used as an educational tool, and various short exercises are conducted with it. After 6 years, I still think of ways on how to construct a proper curriculum to introduce basics of architectural scripting. Or asking […]

This was last week’s Basic Design II exercise at İstanbul Bilgi University. Students are asked to construct solid-void compositions using pre-defined components. As these are complex structures to understand from mere outputs they are asked to prepare Rhino models to help explain their construction processes.  However we couldn’t make them explicate the rules of construction step-by-step. In exercises such as this one, the process is always more interesting than the single results. Maybe it is early for a beginning studio to expect such a control. Preliminary results of this exercise were […]

Architectural education in its relation with computational technologies is both becoming a part of these studies and having the potential of renovating itself with the knowledge of emerging technologies. This paper, in this framework will be presenting a design research studio that aims at developing the relational thinking capabilities in computational design process. In this studio, topics of parametric design, parametric modelling and relationality was questioned through design process. In 2006-2007 spring semester in the Graduate Studio II course of Computational Design Program at Yildiz Technical University, parametric modelling software, […]

This is a simple tool resembling John Hejduk and colleagues’ famous design exercise “The Nine-Square Grid”. The tool was developed in 2009 using MaxScript. Here is a phrase from our eCAADe 2009 paper titled: “Role of Studio Exercises in Digital Design Education: Case Study of the Nine-Square Grid”; The nine-square grid is one of the most common kit-of-parts exercises in design studios since more than 50 years. To explain briefly, the ninesquare grid exercise is based on the transformation of a nine-square grid into a series of alternatives, using a pre-defined kit-of-parts and a set […]

Studio exercises are short term and open ended design activities which represent a constructivist learning approach by limiting design domains. They are student-centered, model and process-oriented educational tools. These qualities make studio exercises potential tools for integration of contemporary Digital Design thinking in architectural education. This research aims to reveal these potentials by defining an analytical perspective and logical connections between the pedagogical intentions of studio exercises and theory of Digital Design. First chapter of this research includes a definition of the research problem. Research method and strategy, along with […]

This was last year, Salih Küçüktuna had organized a one-day exercise at first-year Basic Design studio. It was a quite succesfull event, both emphasizing the fundamentals of contemporary design ideas, and also being very pedagogical regarding the method. We asked students to bring blank regular business cards and staples to the studio. Main idea was to design a component and multiply it in order to create a structure that spans a given distance. Results were very interesting regarding the time and resources used in the studio day. There were two […]

Logical structure of computer-aided architectural design tools is based on object orientation. New design methodologies named Building Information Modeling or Virtual Building aim to improve this structure by synchronizing the digital object classes with real architectural products. Therefore, CAD becomes smart and parametric. But from the design educator’s point of view, most of the commercial CAD tools are not useful and too complicated to implement basic spatial concepts. This is the introduction to above conceptions using a short-term design exercise. Students at their first year of architectural education are introduced […]

[GHX:0.8.0066] This is a rather traditional geometry exercise we used to make in MaxScript. Grasshopper is also quite capable of associative geometry and real-time parametric designs of objects. Exercise of designing a furniture family should be based on a design research, followed by the shape alternatives and sketches (both digital and hand), then might be finalized using this parametric design environment. However, the example presented here is one of the most simplistic solutions to a furniture familly. This may be furter developed regarding details and diversity of geometry.

When an educational system does not meet the requirements of a paradigm, new teaching approaches start to emerge. Today, design computing pushes forward a similar transformation on architectural education. Design studio, as the dominant setting for architectural learning, is the center of this transformation. There are numerous researches, experiencing and defining this transformation from various perspectives as “cases”. However as Oxman (2008) highlights, we still need to define a general pedagogical formation for digital design instructors, taking one more step after the popular cognitive explanation of Schön and Wiggins (1992). […]