Biçime Dayalı Öğrenme Yöntemi ile Peyzaj Tasarım Atölyesi

Abstract

The design process varies based on the diversity of approaches and is a creative process due to its originality. In all design disciplines, a design problem starts in the mind of each designer, and then completed by reaching the final product using different approaches. Design education is conducted primarily in design studios. In Bauhaus education, a method where students could demonstrate their creative potential through visual and critical theory education was adopted. Although Bauhaus approach was methodological, the students were instructed to learn through analysis and developing their own products, not through copying. Although Bauhaus's master-apprentice relationship is transformed into a teacher-student relationship today, the master-apprentice relationship continues in a sense. Bauhaus schools, which argued that handicraft could be learned, but not artistic skills, adopted learning by doing, current students experience learning through threedimensional models the produce under the supervision of experienced studio practices. The quest for innovation, which is at the core of design education, is attempted to improve the process. In the present study, the freshmen landscape design education studio at Karadeniz Technical University, Department of Landscape Architecture was analyzed. Landscape architects work in close relationship with the environmental and water resources in urban areas. Thus, the first project in landscape architecture undergraduate education is on “producing spaces that touch water.” The present study was conducted to emphasize the significance of water in life for students and to achieve improvements in the planning and design stages, and it was considered an important application in the stage of professional development in social awareness. In conclusion, it was observed that 9 projects produced by the students in a studio group were completed using different solutions of a design problem and succeeded in the process of transforming the objective into a format that included three-dimensional expressions.