Recommendations for increasing aesthetic sensibilities of pre- university students vis-a-vis architectural education

Mimari eğitim üniversite eğitiminden çok uzun zaman önce başlar. İnsanoğlu farkında olmadan bir yandan yaşadığı çevre içinde kendi görsel ve estetik değerlerini geliştirirken, geri planda elde edilen bu değerler, yaşamı boyunca görsel duyarlılıkla ilişkili tüm algılarını etkilemektedir. Tasarıma Giriş eğitmenleri olan bu makalenin yazarları, görsel deneyim eksikliği içinde olan ve estetik farkındalıktan yoksun öğrencilerin, yaratıcılık isteyen derslerde daha az başarılı olduklarını uzun süredir gözlemlemektedirler. Bu makalenin ana hedefi,genelde toplumun bütün üyelerinin estetik duyarlılıklarını yükseltecek, özelde ise üniversite öncesi öğrenci grubunun yaratıcı potansiyelinin geliştirilmesine yönelik çözüm yolları önermektir. Bunun yanı sıra, öğrencilerin bu yönde gelişimine katkıda bulunacak ve üniversite öncesi eğitim kurumlarına bu anlamda destek verecek örgütlenmeye yönelik ve / veya kurumsal ölçütler içeren bir model de önerilmektedir.

Mimarlık eğitimi bakışıyla üniversite öncesi öğrencilerin estetik duyarlılığının arttırılmasına yönelik öneriler

Architectural education starts long before people engage in university programs simply because they develop values and images generated by perception of the world around. This acquired background affects a person s future endeavors, particularly those involving visual issues. The authors, as beginning design educators, observe that students lacking visual experience and aesthetic awareness are less successful in courses requiring creativity. The aim of this paper is to explore means of raising aesthetic sensibilities for all members of the society in general; and to improve the creative potential of pre-university age group in particular. Organizational and/or institutional measures are proposed for the support of pre-university education to a given extent through a model.

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