A RESEARCH ON ARCHITECTURAL CONCEPTS AT

FIRST YEAR DESIGN STUDIO

Msc. Arch. Selin EMR
Research Asisstant/PhD Candidate
Yildiz Technical University Faculty of Architecture
Department of Architecture, Main Campus, 34349, Besiktas
ISTANBUL-TURKEY
Office Phone : 0090 212 383 26 07
Mobile Phone: 0090 555 634 43 34
Fax: 0090 212 261 89 29
e-mails: semir@yildiz.edu.tr
selinemir@gmail.com

B. Arch. Hande DZGN

Research Asisstant / Msc. Arch. Candidate
Yildiz Technical University Faculty of Architecture
Department of Architecture, Main Campus, 34349, Besiktas
ISTANBUL-TURKEY

Office Phone : 0090 212 383 26 03

Mobile Phone: 0090 535 420 95 57
Fax: 0090 212 261 89 29
e-mails: hduzgun@yildiz.edu.tr
handeebru@gmail.com

A RESEARCH ON ARCHITECTURAL CONCEPTS AT

FIRST YEAR DESIGN STUDIO
Keywords: Abstraction, Architectural Concepts, Design Thinking,
Architectural Language, Conceptual.
Abstract
The process of turning abstract into concrete is important in the
architectural education. Behind an architectural product there is an
idea which is orientated by design principles. Architectural
education provides us to read this idea behind the design by
concepts. In this process of education which includes theory and
practice, students gain to look in an other way to the architectural
product with creativity and responsibility.
In this context, a study has been made with YTU first year students
about selected architectural concepts which are used as a tool of
common language of architecture and the essence of design
thinking. Concepts which has been chosen for this study are :
form-geometry, transparency, horizontal-vertical effect, integration
with nature, harmony with environment, inviting, architectural
promenade, inside-outside relation, breathing spaces, continuity,
declared inside / outside space. The four steps of the study is
given as follows:
1. Architectural concepts: Giving some information to
students about architectural concepts which are chosen.
2. Architectural research: Research on concepts, examples
from literature, sketch of concepts
3. 3D thinking ability: Field excursion (to stiklal Str.stanbul), sketches, perspectives.
4. Architectural blend / superposition: To blend concepts
studying and design principles
Through the concepts which has been chosen for Architectural
Design Studio 1, with the intention to get the student to perceive the
space both outside and inside, following aims can be listed;
to see the effect of turning abstract into concrete.
to take out the idea behind the physical structure.

With these aims, a conceptualism study will be done and the skills
of designing, presenting and perception via using the architectural
language will be gained by the student.
The details about the study will take place in the complete text with
products acquired at the end of study.
Introduction
The design process can be thought of as a series of transformations
going from uncertainty towards information. (Laseau, 1989) The
process of turning abstract into concrete is important in the
architectural education. Behind an architectural product there is an
idea which is orientated by design principles. Architectural
education provides us to read this idea behind the design by
concepts. In this process of education which includes theory and
practice, students gain to look in an other way to the architectural
product with creativity and responsibility. While analysing a design
problem, abstraction can make it easier: on the first steps, making a
set of concepts concerned , not only helps to gain time, but also
gives the ability to take out the idea behind an object. Morever,
designing with the help of concepts make students more creative
and ambitious.
Conceptualizing can be determined as loosing an objects realities
and moving into metaphysics. (nceo lu, 2004:58) Thinking design
in an abstract way, needs to discuss common points but in a
comprehensive way. In this context, we discuss conceptualizing as
an abstraction. Filtering the irrelevant details and reducing the
object into a simpler state, ruling out the possibilities, classifying
are the ways of abstraction to produce a knowledge.(Serim,
2007:360) Conceptualizing method used in architectural education
resembles a snapshot of a photographer (squinting the object) or
beginning sketches of an artist.
Figure 1. infiltration

In this context, a study has been made with YTU first year students
of ADS about selected architectural concepts which are used as a
tool of common language of architecture and the essence of design
thinking. Architectural Design Studio 1 is the first design studio in
the second semester of the architectural education. Students are
expected to think three-diomensionally, compose spaces, gain skills
and techniques related with designing and representation.
Through the concepts which has been chosen for Architectural
Design Studio 1, with the intention to get the student to perceive the
space both outside and inside, following aims can be listed;
to see the effect of turning abstract into concrete.
to take out the idea behind the physical structure.
With these aims, a conceptualism study will be done and the skills
of designing, presenting and perception via using the architectural
language will be gained by the student.
Figure 2. The methods of conceptualizing

Methods of this study includes literature research, field excursion

with sketches from the area and photographs. These steps which
bring abstract in to concrete end with solutions related with design
concepts.
Steps of the study:
1.Architectural concepts: Giving some information to students
about architectural concepts which are chosen
Concepts which has been chosen for this study are :
*form-geometry : Refers to the external three-dimensional outline,
apperance of something-in contrast to the matter or content or
substance of which it is composed. (Ching, 2002)
*transparency : Is the physical property of alowing the transmission
of light through a material.
*horizontal-vertical effect: Physcologic effect of horizontal and
vertical forms on human being. Perception of vertical items effect

someone to feel smaller than normal and horizontal ones have an

impact of infinity.
*integration with nature : Design concept adapted topography,
including materials integrated with nature and giving the least harm
to the nature.
*harmony with environment : Design concept considering the
features of the environment and existing buildings.
*inviting : Attractive and tempting spaces (like entrances) which
make people go towards it.
*architectural promenade : Part of a path through the most active
parts of the community.
*inside-outside relation : Perception of outside from inside or vice
versa. Interfaces which combines these spaces play a big role on the
relation of inside-outside.
*interspace: A space between the building parts which is used to
welcome, combine the blocks or as a breathing space.
*continuity : The linear pattern of the regular elements
*declared inside / outside space : Inside & outside spaces with
absolute boundaries declared by elements like walls, trees,
streets...etc.
Aim: To make students familiar with some architectural
concepts which are used as a tool of common language of
architecture and the essence of design thinking.
Method: Giving the first information about some architectural
concepts.
2. Architectural research: Research on concepts, examples from
literature, sketches of concepts
Aim: To read the idea behind an architectural product/the design
by concepts.
Method: Researching from literature and finding some examples
for each concept given. And discussing about the idea why they
have chosen those examples for.
Outcomes: Examples for each concept as a photograph
(researched by students)

Figure 3. architectural concepts

.*form-geometry

*horizontal-vertical

*transparency

*integration with nature

*architectural promenade
*harmony with environment

*inside-outside relation

*continuity

*interspace

*inviting

*declared inside / outside space

3. 3D thinking ability: Field excursion (to stiklal Str.-stanbul),

sketches, perspectives.
Aim: To think the relationship between concepts & already
existing products especially on historical sites
Method: Finding & defining the relation between concepts and
their reflections on building sides. Making an abstraction study
by students with their own skills of presenting
Outcomes: Photographes, sketches, perspectives of existing
products in stiklal Str. and their presentations of them
Figure 4. continuity

=continuity=
Students emphasize the continuity on the facades by the lines of
windows and floor levels. Rhtym of windows and doors on the

facade is conceptualized for continuity. Also this type of facade

design decreases the building scale to the human scale. In the
second sketch the window rthym of the wall continues the mosques
windows rthym.
---------------------------------------------------------------------------------Figure 5. interspace

= interspace =
This is the enterance part of the Saint Antuan Church as an
interspace. It combines the other church blocks used as offices and
residances. Also its a balcony and breathing space with flowers.
Interspaces used as a passage is important for joining streets (the
second sketch). Its also an enclosed space which is secure, far
away from the crowded city and attractive for its mystery.
---------------------------------------------------------------------------------Figure 6. horizontal-vertical effect

= horizontal-vertical effect =
In the first sketch, the vertical items of the facade are emphasized
mostly, at the second, suprisingly horizontal items are shown as a
vertical item on the whole. Although these items are made to
change the effect of the buildings, in the second example the sketch
shows that it doesnt work. These effects rescures the buildings
from monotony.
----------------------------------------------------------------------------------

Figure 7. form&geometry

=form&geometry=
Form and geometry concept differs building facades each other.
Rounded form consoles from the building at the first sketch softens
the dioganal edges and serves a space for use. On the second one,
form of the church represents a style of rising.
---------------------------------------------------------------------------------Figure 8. harmony with environment

=harmony with environment=

In this collage the combination of incompatible patterns as
transparent and solid walls is used for harmony. In historical areas,
designing old and new facades is an example of design approach.
---------------------------------------------------------------------------------Figure 9. inside-outside relation

=inside-outside relation=
In these sketches we can see transparent facades provides insideoutside relation. We can feel uncertainty at boundries and feel as f
were at outside with big windows.
---------------------------------------------------------------------------------Figure 10. inviting

=inviting=
An example of enterance , inviting plan due to organization of the
blocks. In the second sketch, the destined building directs to find
way.
---------------------------------------------------------------------------------Figure 11. transparency

=transparency=
Transparent faces draw our attenton in an existing environment . In
order to feel inside and outside of the building at the same time, this
concept is used as a solution. In the second sketch transparency is
presented by a sketch under a transparent material (acetate).
---------------------------------------------------------------------------------

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Figure 12. architectural promenade

=architectural promenade=
In these sketches of the stiklal Street , the concept of the
architectural promenade is predicated on ideas of movement and
sequence. It symbolizes the journey through the end of the street.
4. Architectural blend / superposition: To blend concepts given
and design principles
Aim: To see the effect of turning abstract into concrete, to take
out the idea behind the physical structure
Method: Making a conceptualism study in design & with their
own skills of designing, presenting and perception via using the
architectural language
Outcomes: sketches of their projects , perspectives
Figure. 13. outcome project 1
-transparency
-integration with nature

Figure. 14. outcome project 2

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-transparency
-integration with nature
-interspace
-horizontal-vertical effect
-inviting
-declared inside / outside space
Figure. 15. outcome project 3

-form-geometry
-transparency
-interspace
-integration with nature
-inviting
-horizontal-vertical effect
Figure. 16. outcome project 4

-horizontal-vertical effect
-integration with nature
-harmony with environment
-inside-outside relation
-interspace

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Conclusions:
In this study, reading the idea behind the design by concepts has
been taken into consideration in the architectural design education.
In this process of education which includes theory and practice,
students have gained to look in an other way to the architectural
product with creativity and responsibility. They have learned the
process of turning abstract into concrete, the idea behind an
architectural product and to read this idea behind the design by
concepts & making a conceptualism study in design & with their
own skills of designing, presenting and perception via using the
architectural language. Students also have developed their own
sketching styles to quickly represent their ideas with simple
contour lines avoiding all unnecessary details. This simplicity refers
to the need to make the clearest possible statement which looks like
the simplicity at the concepts. So they have gained to use quick
sketches and basic concepts which are enduring mechanisms used
by architectural designers to guide the entire process of design
development.
After these parts of studies, students will learn other steps of design,
deal with new problems like defining & solving the problem by
themselves, working in an existing environment.
Referances:
Ching, F D K (2002), Mimarlk, Biim, Mekan ve Dzen
(Architecture: Form, Space, and Order), YEM Yaynlar, stanbul,
Trkiye (Turkish)
nceo lu, N, M (2004), Mimarlkta Sylem Kuram ve Uygulama,
Tasarm Yayn Grubu, stanbul, Trkiye
Laseau, P (1989), Graphic Thinking For Architects and Designers,
Van Nostrand Reinhold, New York, USA
Serim, S (2007), 20.yyda Mimarlk Bilgisi ve Ba lamn Ke fi (The
Discovery of Architectural Knowledge and Context in 20th
century), Erciyes niversitesi Sosyal Bilimler Enstits E-dergisi,
No 22, pp 359-366, (Turkish)

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