Burcu ŞENYAPILI, Çağrı İMAMOĞLU, Osman.Özgen DEMİRBAŞ

Gerçek ölçeğin deneyimlenmesi : Bir sahne tasarımı projesi

Experiencing the real-scale : Mock-Up of a set desing project

Günümüzde yaygınlaşan sanal modellemelerin getirdiği avantajlara karşın gerçek ölçekte öğrenmenin faydalarının tümüyle gözardı edilmemesi gerekir. Bu faydaların altını çizmek amacıyla öğrencilerin ışık, renk ve dokuyla çalıştıkları gerçek ölçekli bir iç mimarlık stüdyosu projesi hazırlanmıştır. Gruplara ayrılan öğrencilerden gerçek ölçekli bir hacim içinde malzeme, renk ve ışığı kullanarak bir sahne tasarımı gerçekleştirmeleri istenmiştir. Bu makale sözkonusu projenin öğrenci algısına dayanan bir değerlendirmesini içermektedir. Değerlendirme üç ana başlık altında toplanabilir: Yaparak ve görerek öğrenmek, değişik öğrenme yöntemleri kullanmak ve grup içinde öğrenmek. Gerçek ölçekte çalışmanın tasarım eğitiminde ortaya çıkarabileceği mekan ve bütçe gibi zorluklarına değinilmekle birlikte, inceleme sonuçları doğrultusunda, gerçek ölçekte yapılacak basit bir çalışmanın bile öğrencilerin projenin hayata geçiş sürecini kavrayışına katkı yapabileceği savunulmaktadır

PDF

___

ABBO, I. A. (1996) Effectiveness of Models, Full-scale Modeling in the Age of Virtual Reality (Proceedings of the 6th European Full-Scale Modeling Association Conference), Vienna University of Technology, Vienna; 69-79.
ABBO, I. A. (1999) Application of Spatial Design Ability in a Postgraduate Course, Full-scale Modeling and the Simulation of Light (Proceedings of the 7th European Full-Scale Modeling Association Conference), Vienna University of Technology, Vienna;75-82.
CARPENTER, W. J. (1997) Learning by Building. New York: Van Nostrand Reinhold.
DANFORD, S. and WILLEMS , E. P. (1975) Subjective responses to architectural displays, Environment and Behavior, v: 7, n: 4; 486-516.
DANIEL, T. C. and MEITNER, M.M. (2000) Representational validity of landscape visualizations: The effects of graphic realism on perceived scenic beauty of forest vistas, Journal of Environmental Psychology, v: 21; 61-72.
DANVERS, J. (2003) Towards a Radical Pedagogy: Provisional Notes on Learning and Teaching in Art and Design, The International Journal of Art and Design Education, v: 22, n: 1; 47-57.
DEMİRBAŞ, Ö. O. and DEM İRKAN, H. (2003) Focus on Architectural Design Process through Learning Styles, Design Studies, v: 24, n: 5; 437-456.
DURLING, D., CROS , N. and JOHNSO N, J. (1996) Personality and Learning Preferences of Students in Design and Design-Related Disciplines, IDATER 96, 2-4 September, Loughborough University, Loughborough; 4.1/1-7.
HENDRICK C., MARTYNIUK, O., SPE NCER T. J. and FLY NN J. E. (1977) Procedures for investigating the effect of light on impression: simulation of a real space by slides, Environment and Behavior, v: 9, n: 4; 491-510.
HSU, C. H. C. (1999) Learning Styles of Hospitality Students: Nature or Nurture?, Hospitality Management, v:18, n: 1; 17-30.
LEUTNER, D. and PLASS, J. L. (1998) Measuring Learning Styles with Questionnaires Versus Direct Observation of Preferential Choice Behavior in Authentic Learning Situations: The Visualizer/ Verbalizer Behavior Observation Scale (VV-BOS ), Computers in Human Behavior, v:14, n: 4; 543-557.
KOLB, D. A. (1984) Experiential Learning: Experience as the Source of Learning and Development,Prentice Hall, Englewood Cliffs, New Jersey.
KRATZER , D. (1997) The Practical as Instrument for Technological Imagination, Journal of Architectural Education, v: 51, n: 1.
KRUEGER , M. and MORG AN, J. (1994) RE AL ARTifice: Myron Krueger’s Beautiful Interface, in Loeffler C. E. and Anderson T. [Eds] The Virtual Reality Casebook, Van Nostrand Reinhold, New York; 174.
LINER , H., MARTENS, B. and VOIGHT, A. (1996) The Integration of Virtual and Full-Scale Modeling, The Virtual Studio (Proceedings of the 12th European Conference in Computer Aided Architectural Design),ECAADE, Glasgow; 147-151.
OFER , K. (1999) 1:1 Simulation in Architectural Practice, Full-scale Modeling and the Simulation of Light (Proceedings of the 7th European Full-Scale Modeling Association Conference),Vienna University of Technology, Vienna; 57-66.
SCHREIBMAYER , P. (1996) On Truth in True Size, Full-scale Modeling in the Age of Virtual Reality (Proceedings of the 6th European Full-Scale Modeling Association Conference), Vienna University of Technology, Vienna; 35-45.
ŞENYAPILI, B. (1996) The True Model Concept in Computer Generated Simulations Used in Architectural Design, Full-scale Modeling in the Age of Virtual Reality (Proceedings of the 6th European Full-Scale Modeling Association Conference), Vienna University of Technology, Vienna; 133-140.
ŞENYAPILI, B. (1999) A Context-Specific Interface for Virtual Design Environment, Proceedings of the Second Virtual Reality Workshop WRV’99, Fundacao Euripides de Marilia, Brasil; 161-173.
WILLCO XSO N, L. and PROSER , M. (1996) Kolb’s Learning Style Inventory (1985): Review and Further Study of Validity and Reliability, British Journal of Educational Psychology, v: 66; 251-61.
YAMACLI, R., OZE N, A. and L.Y. TOKMAN (2005) An Experimental Study in an Architectural Design Studio: The Search for Three- Dimensional Form and Aesthetics through Clay, The International Journal of Art and Design Education, v: 24, n: 3; 308-314.