Locke Science Publishing Company, Inc.

REALITY-BASED DESIGN STUDIO IN ARCHITECTURAL EDUCATION

Author(s): Leyla Y. Tokman and Rusen Yamacli
Source: Journal of Architectural and Planning Research, Vol. 24, No. 3 (Autumn, 2007), pp. 245-
269
Published by: Locke Science Publishing Company, Inc.
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 Journal
ofArchitectural
andPlanning
Research
24:3(Autumn,
2007) 245

REALITY-BASED DESIGN STUDIO IN ARCHITECTURAL

EDUCATION

Leyla Y. Tokman
Rusen Yamacli

The architecturaldesign studio is an important process, whichaims to shape the architectural

sensitivities
of studentsand to developtheircommunicative abilitiesas wellas theirproblem-solving
skills.Withinthiscontext, and rationalmodelspracticedas a designstudiomethodinthe
theintuitive
course entitled"BuildingDesign IV" in theDepartmentofArchitecture of theAnadolu University
(Turkey)have been examinedin orderto develop design thinking of the students."To strengthen
environmental and social relationships,an innovativestudio approach called reality-based
"
architectural designstudio has been developedin thisstudy,includedin theprogram,and put in
practice duringtwoconsecutivesemesters.This researchcontributes to unravelthereality-based
architectural problemand to resolve it in an optimalmannerfor the creationof a humanistic
environment. This experienceprovidesa venuefor architectcandidatesfor thesimulationof the
thinkingmethods thattheywill encounterlateron inpracticalarchitectural projects,and develops
theirdesign skills and behaviors.It thenrefinesand suggestsstrategiesthattheywill need to
successfullyadapttotheirprofessionallifeinthefuture.Thegoal ofthisstudyis tocontribute tofuture
studiesin thespecializationof thecriticalfirststages of thedesignprocess throughthecreationof
"
computer"tools. Thedata thusobtainedand thedesignawarenessrelayedtofuturearchitectswill
contribute to thelong-term planningand researchphases in historicaland culturalsites,as wellas
provide local administrative unitswithknowledgethrougha process of active contribution and
collaboration.

Copyright Locke
©2007, Science
Publishing Inc.
Company,
IL,USA
Chicago, AllRights
Reserved

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 Journal
ofArchitectural
andPlanning
Research
24:3(Autumn,
2007) 246

INTRODUCTION

"Thateveryproblem... containsand suggests[itsown] solution"(Sullivan,1896/2004).

The conceptof thisresearchis to equip studentswithdesignskillsand behaviorswhilesensitizing

themto theneed to takeintoaccountall fieldsthatinteractwitharchitecture.This studycoversthe
designstudioin the secondyear"BuildingDesign" courseconductedin the olderone of thetwo
schools of architecture
in Eskisehir,Turkey,as an extensionof the architectural
designeducation
programand comprising theearlyphasesof thearchitecturaldesignprocess.
It has been observedby authorsthattherationaland intuitivemodels(Salama, 1995) practicedin
designstudioshaveuncontrollable effectson thestudents,andthatthesemodelsneglectthedevelop-
mentofthree-dimensional architecturalthinking An assessmentofthetraining
capability. processin
theAnadoluUniversity andotherarchitectural programssince 1983 has led to theconclusionthatthe
studentsare facingchallengesin applyingthe skillstheygained in architectural designstudiesto
othercourses.The lack ofconnectionbetweenthedesignstudiosand othercoursessuchas history of
architecture,buildingconstruction, urbandesign,staticconservation,humanities and social sciences,
and economicshas had an impacton thestudiowork,especiallythatof first-and second-yearstu-
dents.This has also broughtalong thelack of communication betweenstudioworkand theprofes-
sionalpractice.Hence,inthecurrent the
system, acquisition of coursesbystudents providinginterac-
tive information has gained importance. This importance has been definedby Boyerand Mitgang
(1996:1) as "a connectedcurriculum thatwouldencouragetheintegration, applicationand discovery
ofknowledgewithinandoutsidethearchitecture makingtheconnections
discipline,whileeffectively
betweenarchitectural knowledge and changing needs of the clients,
profession, communities and
societyas a whole."As a priority,in thelightoftheexperiencecollectedto date,theproblemthatwe
have identified and thesolutionsthatcould be proposedhave been reviewed.The "reality-based de-
sign"thathas been developedenhancesthearchitecture programby addinga dimensionof quality,
integratingtheknowledgewithinand outsidethediscipline.

The aim of thisstudy,whichhas been influencedby BuildingCommunity (commonlycalled The

BoyerReport), hiddencurriculum method,andparticipatory designmethod,is to increaseinteraction
of studentswithreal issues, real users,real social institutions,
real spaces, and real architectural
problems,and to reinforce teamworkand sharing,thuspermitting theapplicationof knowledgeand
skillsto each designproblemin studio.Participation is thesecondof six principlesto be followedin
orderto achievean environment thatmatcheshumanneeds(Alexander,et al ., 1975). Expandingthe
of
scope participatory designto thedesignof communities involvestheparticipation of thecommu-
nityin theprocess.In thisway,participatory designis morethana collectionof designmethodsto
influencethebuiltform;it also has a humandimensionand can engage thepeople who formthe
community in theprocessas discussedwithinLuck's study(2003). For thisreason,thereare two
important reasons foradaptingtheparticipatorydesignmodelto thisresearch:first, thestudyfocuses
on theexchangeof designideas and designthinking; second,knowledgeand understanding emerge
as a consequenceof designthinking.

The reality-baseddesignapproachis a moveawayfromall theinstructor-centered methodsappliedin

the traditionalstudioenvironmenttowardsa student-centered methodthattakes place in the real
environment and thatreinforcessocial connections.Throughtheprojectsthattheyhave developed,
studentshave personallylived,and rediscovered, thebuiltenvironment. In thedevelopment of the
method,thestateofthetraditional methodscurrently practicedhas been considered.
However, some
pointsneedto be furtherdeveloped:e.g., optimumtimemanagement, research,datagatheringmeth-
ods, conceptmaking,decisionmaking,enhancingtheself-confidence thatstudentsfeeltowardstheir
designs,pre-designstageand introduction to design,designmethods,holisticconceptualization of
the designproblemalong withall issues thatinteractwithit, designassessment,and motivation
building.The methodhas been pilotedon 59 second-yeararchitecture undergraduate studentsin the
springsemestersof 2002 and 2003.

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 Journal
ofArchitectural
andPlanning
Research
24:3(Autumn,
2007) 247

"LEARNING BY DOING AND PARTICIPATING" IN THE REAL WORLD

Consideringmethodsdevelopedin moderndesign,the conceptof real applicationsgains priority

withthe Bauhaus period(1919-1933). Accordingto Gropius(1967), the ideal methodof
starting
practicaleducationis thelong-standing systemoffree-apprenticeship
undera craftsman.However,in
theapprenticeshipsystemprescribed bytheadherents ofBauhaus,practicalandtheoretical education
was givenbycombining thetwo,and instructionwas carriedoutbyfirst-class
techniciansandcrafts-
men,thusprovidingan opportunity to becomean architectof thenew civilization.The cruxof the
Bauhausphilosophy, "learningby doing,"was a coremethodthatfoundwidespreadimplementation
fromthedesigningof projectsto theuse of materials.In otherwords,thestudentwas learningby
experiencingtheproblem.

The resolutionof theexistingissues betweenschoolsof architectureand architectural

professional
practicesis possiblethrougha restructuring,
bypolicymakers,oftheefficiency oftheuse ofresources
in thefield(Symes and Seidel, 2000). The designsolutionsdevelopedin thisenvironment interact
withfieldssuchas environment, social communication,
economics,politics,history,
philosophy,cul-
ture,arts,engineering, and technology. Makingthe studentsaware of thisinteraction
is a genuine
problem.
In thebeginningof the 1960s, "information processingtheoryof problemsolving"was seen as a
structured
activitythatis a "process"(Archer,1965). This is clearlyseen inArcher'sdesignprocess
model.Accordingto Rowe (1987), the information processingtheoryis the dominantschool of
thoughtaboutcreativeproblemsolving.In theworldofdesignproblems,a distinction couldbe made
betweenthosethatare "well defined"and those"ill defined."In thelattercategory, furtherdistinc-
tionscouldbe drawn,resulting in thesubclassof "wickedproblems"(Churchman, 1967). Alexander
(1971) declaredthatthe whole thinghad been a "painful"and "drawnout" mistake,puttingthe
designerintoa frameof mindthatmade "real" designimpossible(Broadbent,1988). Therefore, the
moretheplanningis relatedto reality,themoresuccessfulitwouldbe.

Accordingto Lampugnani(1989), one ofthecharacteristics ofrationalarchitectureis thatitconcep-

tualizesitselfas themeansby whichto fostersocial progressand democraticeducation.The act of
designwas thusviewedas a social and ethicalactivity. Sanoff(2000) defendsthe"real-time"studies
aspectin thedesignof new projectsand theevaluationof theenvironment. Accordingto Sanoff's
participatorymodel,designis an architectural experiment thatprovidesforthedirectinvolvement of
theuserin thedecisionmakingprocess.This modelis influenced bytheneedsof theprofessionand
by thesocio-behavioral issuesthatdesignimplies.Hence,studentsare expectedto includetheusers
intheirdesigns.In thismethod,theuserjoins thedesigningprocessactively.Accordingto Boyerand
Mitgang(1996:1), "thecurriculaand designsequencesat architecture schools should ... [include]
morefrequentcontactwithclientsand communities by placingmoreemphasison 'environment-
behavior'studies."The vitalityof the learningenvironment is importantif studentsare to be ren-
deredcommunicative and caring.Boyerand Mitgang{ibid.) go on to state,"... [W]e are concerned
thatlifeformanyarchitecture studentsis sociallyisolatedand exhausting, and leaves littletimefor
any but the mostdetermined studentsto explorethe connectionsbetweenarchitecture and other
fieldsof study."The architectural design model must at the same time have an interdisciplinary
interactivestructure.
Boyerdefinedthisas "a connectedcurriculum" in BuildingCommunity (Boyer
and Mitgang,1996). Bourdrez(2003:1), who dealtwiththereport,states,"thefindingsof thetask
forceprovideopportunities to reassessthebroaderscope of architectural educationand practice."

Piaget observesthat"logical truthsdressedup in psychologicalguise, suggestthatlearningmust

proceedfromthesimpleto thecomplex,or thatconcreteoperationswithobjectsmustprecedeab-
stractthoughtwiththem"(Boyle, 1969:146). This remarkis reminiscent of theobjectioncommonly
raisedto Lewin's system,namelythatit employsadvancedmathematics to explainwhyindividuals
cannotgo straightfromA to C whenB is in theway (Boyle, 1969). Regardingthecognitionarea as a
learningmethod,Piagetencouragesthestudentsto go to theoriginalworksand discovermorefor
themselvesin an area in whichconceptsare alreadywell-established. in
This idea can be structured

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 ofArchitectural
Journal andPlanning
Research
24:3(Autumn,
2007) 248

TABLE1. Overview
andprinciples
ofthelearning
theories with
sharing based
reality studio Thistable
model. isbased
onthe
articles
about ineducation.au
theories
learning limited
(1996/2004).
Theories
Learning Overview Principles
AnchoredInstructionTechnology-based
learning;
encouraged around
Designed an"anchor" that
(orsituation)
1990-1993 students
andteachers
toposeandsolve
complex, should
besomesortofcasestudyorproblem
realistic
problems situation; bythelearner
exploration
Theory
Contiguity Theroleofmotivation
istocreate
a state
of Theorganismmust
actively toproduce
respond
1930-1946 arousal
andactivity a generalized
response
Constructivist isanactive
Theory Learning inwhich
process Theexperiences
andcontextsthat
makethe
Piaget's) learners
(especially newideas
construct orconcepts student andabletolearn;
willing easily
grasped
1956-1990 basedupontheir
current/past
knowledge bythestudent;
designedtofacilitate
and/or
extrapolation tofillinthegaps
ofLearningTopractice
Conditions newsolutions
developing to for
Required different outcomes;
learning
1962-1992 tolearn
problems thelearner
attitudes; must constitute events
instructional that
aredifferent
beexposed
toa credible
rolemodel
or for
eachdifferentoflearning
type outcome
persuasive
arguments
DualCodingTheory Onespecialized
for
therepresentation
and isenhanced
Recall/recognition bypresenting
1971-1991 ofnonverbal
processing objects/e inboth
theother information
vents; visual
andverbal
forms
for
specialized with
dealing language
Learning Thestudent
Experiential participates inthe
completely Relevant
tothepersonal
interests
ofthestudent;
1969-1994 learning andhascontrol
process overits more assimilated
easily whenexternal
threats
natureanddirection; basedupon
primarily areata minimum;
self-initiated isthe
learning
direct with
confrontation social,
practical, most andpervasive
lasting
personal,orresearch
problems;selfevaluation
istheprincipal
methodofassessing
progress
orsuccess
Genetic Theconcrete
Epistemology hasmore
period
operational than Cognitive isfacilitated
development byproviding
J.Piaget 40distinct
structures and activities
classification
covering orsituations
thatengagelearners
and
1929-1978 relations,
spatial time,
relationships,movement,require useteaching
adaptation; methodsthat
number,
chance, andmeasurement
conservation, involve
actively students
andpresentchallenges
Information andthelimited
ProcessingChunking ofshort-term
capacity Short-term
memory (orattention islimited
span)
Theory memorybecame ofall
a basicelement toseven
chunksofinformation;
processing
1956-1960 theories
subsequent ofmemory; information information
insequential isa fundamental
steps
usesthecomputer
processing asa model cognitive
process
for
humanlearning
Lateral
Thinking dominant
Recognize ideas that the
polarize Try
breakingtheelements
upandrecombining
1967-1
971 ofa problem
perception ; searchingfor ina different
them way
different
ways
oflookingatthings; relaxation
ofrigid
control
ofthinking;useofchanceto
other
encourage ideas
IntelligencesPluralized
Multiple wayofunderstanding
theintellect Discussed
intermsofa person
s ability
tosolve
utilize
problems, andthink
logic, critically
OperantConditioningPractice
should
take
theform
ofquestion-answer the
Arrange ofthe
difficulty sothe
questions
1950-1971 frames
that tothesubject
thestudent
expose isalways
response correct
and, a positive
hence,
ingradual
steps reinforcement
Situated
Learning Situated isa general
learning of
theory needs
Knowledge tobepresented in
andlearned
1988-1995 knowledge
acquisition anauthentic
context;
learning social
requires
interaction
andcollaboration
SocialDevelopment Akeycomponent
ofsituated theory
learning development
Cognitive toa certain
islimited
Theory andanchored
instruction atanygiven
range age;full
cognitive
1962-1985 socialinteraction
requires
development

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 Journal
ofArchitectural
andPlanning
Research
24:3(Autumn,
2007) 249

reality-based designthinking in 1:1 scale projects.On theotherhand,in recentworks,accordingto

Rogers(Education.auLimited,1996), experiential learningis facilitatedwhenparticipation of stu-
dentsin thelearningprocess,confrontation withtheproblems,and self-evaluation are theprincipal
methods.Table 1 shows thatconstructivist theory(1956-1990, especially Piaget's), experiential
learning(1969-1994), and situatedlearning(1988-1995) have similaroverviews.From 1993 on,
situatedlearninghas been consideredas a generaltheoryof knowledgeacquisitionapplied in the
contextof technology-based learningactivitiesthatfocuson problem-solving skills(Cognitionand
TechnologyGroupat Vanderbilt, 1993). A morerecentapplicationof technology-based learningac-
tivitiescan be foundin Clarkand Maher'swork(2001). The traditional virtuallearningenvironment
is based on threecomponents: technology, virtuallearningenvironment, and education.These schol-
ars have definedthelearningtheorythattheyappliedas constructivist. Moreover,theyhighlighted
theimportance of thecontextor situationin whichlearningoccursand demonstrated how a senseof
place in a virtuallearningenvironment can providethiscontext.Takingthesestudiesintoconsider-
ation,Table 2 assessestheoverviews/principles thatwerebased on theReality-BasedStudioandthat
convergewiththeaforementioned learningtheories.In 2002, Eldeensummarized thebase of experi-
entiallearningin theoriesof learningwiththecontributions byKolb (1974), Piaget(1972), andJung
(1971). In his book, Kolb uses Lewin's cycle of the adultlearningprocessas a starting pointand
emphasizes the role of experience.In Kolb's view, the fourdifferent formsof knowledge, known
also
as experientiallearningcycles,are concreteexperience,reflection, abstractconceptualization, and
activeexperimentation. This quadrantof knowledgehas becomethebasis of experiential learning.
On theotherhand,Jungutilizeseach function as itis relatedto itsrespectivespecializedarea.Eldeen
viewsexperiential learningas a new approachthatchallengesconventional methods(forinstance,in
architecture schoolsin Egypt).However,thisapproachdoes notinvolvetheframework of contribu-
tion and collaborationwithinstitutions. Ever since Aristotle,abstractionhas been discussedas a
sourceofknowledgeamongepistemologists. The goal ofthereality-based learningdesignstudiois to
teachthestudentnew knowledge-gaining skillsby obtaininginformation through variousmodesof
abstraction, includingsketches,models,and photographs.

REALITY AS A METHODOLOGY

In Turkey,architectural educationhas been carriedout in an isolatedmanner,i.e., withoutkeeping

up-to-datewith the socio-politicaland socioeconomicissues in thatcountryand abroad.Moreover,
thecommunication betweentheprofessionand theeducationof architecture has been inadequate.It
focuseson threemainpoints:first, acknowledging thesignificance ofencouraging studentstotakean
activerole in research;second,notbuildinga bridgebetweenthedesignstudiosand othercourses;
and third,notbuildinga bridgebetweentheeducationaland theprofessionalaspectsof architecture
(Tas and Tanacan,1998). The modelsthatwerepreviouslypracticedin theDepartment ofArchitec-
tureofEskisehirAnadoluUniversity (whichrankswithinthetopfiveofthe30 schoolsofarchitecture
inTurkey)weretheintuitive andrationalmodels.Because ofthedesignlearningproblemsassociated
withthesemethods,it is necessaryto develop reality-based projecttopics as solutions.This new
methodof learningaims to adoptan approachthatwill developdesignskillsand behaviorsof stu-
dentsin a waythatwouldensureitsextensionwell intotheirprofessional lives.Thisnewmethodhas
beenincludedintheprogramofthe"BuildingDesign IV" course,a one-semester second-year studio
courseestablishedto supportarchitectural projectcourses.This new methodhas been pilotedwith
studentsfortwoconsecutivesemestersin thespringof 2001-2002and 2002-2003.The methodbasi-
callycombinesthecharacteristics of the"participatory design"model,whichprovidesforthedirect
participationof the user,and the characteristicsof the"hidden curriculum"model,whichstipulates
thatdesignbe conductedby interaction betweenanalysis,synthesis, and evaluativemodels in the
decisionprocessandbyadherenceto thesocial,political,and economictendenciesofthesocietyand
BuildingCommunity (Boyerand Mitgang,1996). However,in additionto thetenetsoftheparticipa-
torydesign model and thehiddencurriculum model,thismethodalso aimsto securetheparticipation
of institutionsand engineersin thisprocessthrough a realisticexecutionof thedesignprocess.This
participationhas been enabledthrough establishingdialoguebetweeninstitutions and students,
and
through securingthecontribution of voluntary institutional
representativesandvoluntary engineersto

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 ofArchitectural
Journal andPlanning
Research
24:3(Autumn,
2007) 250

TABLE2. Theintersection
ofreality
based andlearning
studio theories.
(Thetable onthearticles
isbased about
learning
ineducation.au
theories limited
[1996/2004]).

C3
£» Overview Principles
!

I I I I I li I I I I I I I I
LI I I I li I I
i I 1
- * « ? Is
1 1 il I ! i
II li i « 1 .1
if ll i ! « 1 ï
I l ï 1 1 1 ? I 5 I -=f
¡i i i i i « . I ! i i i ¡1
. »ii Huntu! til«
-i J Jailli .iSs-î||?lilliif|.
I 1 1 i i i .» I . ! i 1 1 ì i ! ! ! ; I i i i íj ¡ |
ļ a « ! I f i j! f i s §.'|||| ii 1 I 1 "5 I «i I
I lililí 5l3íl¿J5&£áli3S3 si I 3
Geááe-/' : ■■ ■■
MM»' ■ ■

'jsžSSaL1^ ■■ ™ h
I H
- ■ ■ _ -
devetej«*«
■"
:ÍÍitfkÉK»
^

i ■-

198M5 PVV
„
S5S- ■ ■
■ J _
S-

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 Journal
ofArchitectural
andPlanning
Research
24:3(Autumn,
2007) 251

«i»err
wtrnumiir. IMEIDENTIFICATION
OFACOMMUNITY
^SIS in»«sSSSS?LrMTBKi.iscm.m«Y
INTERACTIVE STRUCTURE OFARCHITECTURE: MmïïSÎ ™
PARTICIPATION
/ ™
COMMUNICATION EXPLORINGTHE DESIGN PROBLEM BASED ON
WITH
THECOMMUNITY: REAL LIFE
ISSUES:Acquiringkrwwfcdgt,
hmmĶ CULTURALHERITAGE
OFESKISEHIR
•tot
«v»w fromth«nü life
ofibc«tiân,«nd
•Querticouuim definition
«áfthí mlproblem.
possible GENERAL
•Meetings J=====^^ DIRECTORATE
OF
DESIGN WORKSHOPS AKD DISCUSSIONOFTHE PRESERVATION
OF
RESEARCH
ON PROPOSALS: CULTURAL
AND
THF
rnuMfiNTTV- mmà '
i Discussion*******
OT*P«ul«t»* the .
that
project HISTORICAL
HERITAGE
•Hi-v wöhpublk
ccormaauîy, ejdubition,««! with imm
e5q?«cts,
•fttitfcülft pB| »»«tings bon
ňwolwd, ídentiñed
the
needfor |H
' CHAMBER
OFTHE
•Ec«usmk
uwuoucW*
iae 'Vntw&itaan
«nd
discussion
ofthe work
design ENGINEERS
AND
*S°CiÜlife ARCHITECTS
IDENTIFICATIONOFTHEDESIGN PROBLEM, =1
AND
SOLUTION, THE FUTURE: MINISTRY
OFCULTURE
ON-SITE
FIELDANALYSIS: 'Find<kfa*x»i
<rfth*
designprobtet* J=====^^
•Mapping •Pmenrtetian
«vd
discussionof
the
find weak
design MUNICIPIALTY
•Drawing •Thestudents'
l<«ming
process will
erette
«long-Una
•Phoiogrqahy «rthtectur*l forth«
strategydevelopment ofthe
region LOCALOFFICIALS
'Mt&uring tend ¿xture
švccspanfct sindesign
go*l d«»*»«,
the
leaning role .
ofarchitects LOCAL
UNIVERSITY

1. Aframework
FIGURE ofreality-based
architectural studio
design method
seenasa whole.

theproject.Hence, a mutualdesigndevelopmenthas been establishedby feedingsocial, political,

and economicdata directlyintotheprojectand by establishingtheirrelationships.
The targetis to
carrythismethodintoeducationand professionallife(Figure1).

Dutton's(1987) "hiddencurriculum"model considersarchitectural design as an intellectualand

social activitythatremainsfaithfulto the social, political,and economictendenciesof society.
Dutton'smodelstatesthatstudiosarenotneutralsitesbutintegralcomponents ofthesocial,political,
economic,and culturalinterrelationsof thesociety,and thattheseinterrelations play a role in terms
of theuse and theapplicationof information in thedesignstudio.The followingcan be considered
milestonesof learningby doingand participating in thereal world:theconceptof "learningby do-
ing,"promoted byBauhaus;developingdesignideas byinvolvingtheuserbySanoff's"participatory
design"approach;thesocial tendenciesofthedesignbyDutton's"hiddencurriculum" approach;and
TheBoyerReport'semphasison theimportance of developingstudentknowledgewithoutisolating
themfromsociety.These crucialstepsunderlietheimportance oftraining architects and architecture
studentswithexcellentcommunity outreachskills.Due to its multifarious and interdisciplinary na-
ture,thedisciplineof architecturerequiresa solid knowledge basis. Nonetheless,teaching architec-
tureis notan easy process.The reality-basedprojectstudioapproachhas been developedto achieve
thegoal thathas been laid out in thisstudyand is important in termsof students'approachto the
"complex architectural
problems," which they shall encounterlater,bothin theireducationaland in
theirprofessionallives. For Teymur(1992), thosewho see architecture as a disciplineof designand
buildingtendto emphasizethestudyof it,whilethosewho see architecture primarily as a profes-
sionalpracticeof designingand buildingemphasizethedoingof it."[Thereis a] need of forming a
theoryof experiencein orderthateducationmaybe intelligently conducteduponthebasis of experi-
ence" (Dewey, 1944:202).Accordingto Dewey (ibid.), "theactiveoccupationsin whichappliances
are broughtto bear upon physicalthingswiththeintention of effectingusefulchangesis themost
vital introduction
to the experimental method."To thisend,the questionof controlling naturefor
humanpurposeshas beenthemajorfocusof experimental methodssincethe 17thcentury.

Sanoff'smethodbased on participatory and real-timeprojectswill be utilizedin thetechniqueand

analysisof studioand case studiesthatstemfromtherealitymethoddevelopedin thisstudy.The
definition
and introductionof dominantand non-dominant elementssuch as color,form,texturein
thepositionplan of thestructure,
identifying architectural
elements,characterizing historicalarchi-
visualcues, engagingparticipants
tecture, in discussion,and takingvarious perspectivesintocon-
siderationhave contributedto the developmentof thismethod.The cognitivesysteminvolvesa

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 Journal
ofArchitectural Research
andPlanning
24:3(Autumn,
2007) 252

TABLE
3. Focalpoints after
developed with
students
experiments totheexisting
exposed method.
MainFocuses
ofDesign inTraditional
Process inAnadolu
Method until
University 2001
ofPastMistakes
Repetition
• Eventhough
similar
architectural were
problems tackled
with
theexisting ithasbeenour(authors')
approach,
observation
that
students torepeat
tend somemistakes.
• Repeating
mistakes thestudents
prevents from documents
creating andusing
them
forfuture
reference.
Practices
andPerception
• Ithasbeenour(authors') that
observationinstead
offocusing
onanddiscovering
the"complex of
structure"
architectural thestudents
design, tend
tofocus
onthespecific
"subject,"
only
payingattention
tothenewbuilding
types.
• Asa result,
theyviewarchitectural interms
design ofitsparts,
unable
todevelop, andseetheinhabitants,
interpret,
andthebuilding
environment, asanorganic
whole.
toSolutions
Approaches
• Asa conclusion,
ithasbeenourobservationthatthestudentshavebeenunabletodevelop
a strong to
connection
therealworld
becausetheyseektodesignarchitecture
without available
coordinating knowledgeanddata.
• Engaginginarchitectural
designthat
lacks connection
a strong totherealworld
hasa negative
impactonthe
ofarchitecture
creativity Asa result,
students. thehighlevelofcreativity
andreflection from
expected students
is
minimized.

meaningful community engagement serviceand takingintoconsideration thesignificance ofpeople,

clients,users,communities, and societyin designdecisions.Dutton'smethod(1991) refersto the
unslatedvalues,attitudes, and normsthatstemfromthesocial relationsof theschooland classroom
as well as thecontentof thecourse.Dutton'sHiddenCurriculum Methodbearssignificant implica-
tionsforthe reality-based methodin termsof establishinga linkbetweenpedagogy,architectural
education,and social practice.Withinthe studioculturecontext,designstudiocourses,as well as
othercourses,derivetheirstatusand applicationfromDutton'sHidden CurriculumMethod.The
importance of establishingcommunication withotherarchitecture schoolsand thearchitectural stu-
dio class, especiallyin Turkey,in a new environment thatfostersthediscussionof educationpro-
grams,lies in itsabilityto enrichtheexperienceof studentswithan all-consuming, realisticdesign
studioeducationand authenticculture.In connectionwiththis,Salama's (1995) researchand com-
parativeanalysisof learningtheorieshas contributed to the developmentof interdisciplinary and
cross-disciplinaryeducation programs. It has been recognizedthat it is veryimportant to createalter-
nativeteachingand learningmethodologies thatwill engagetheeducatorin an encouraging, devel-
oping,and evolvingframework. In futureprojects,establishing thecommunication amongsociety,
educationinstitutions, professionalchambers,local administrations, and developingthe customer-
userawarenesswill be emphasized.Fromthestandpoint of studioapplications,anothercollaborative
aspectofthereality-based methodis itsabilityto offera first-handexperienceoftheconceptualand
appliedapproachesdevelopedin theworldin a historical-cultural-local scale, e.g., Eskisehir.

The existingapproachand thenewlydevelopedapproachhave been testedthrough workconducted

on thesame topicand thesame area. The followingstepshave been takento applytheformerap-
proachto theprocess,whichis usuallyevaluatedin a studioenvironment:
• The formerapproachinvolvedassigningprojectsin the traditionalstudioenvironment that
aimedto developthree-dimensional expression,materials, and on
form, designconcepts imagi-
area inthecityof
narylocations.In thiswork,thelocation(Odunpazari,a historicalresidential
Eskisehir,Turkey),itspeople,and social lifehave been introducedto studentsin thestudio.
• Followingthisintroduction,students havebeenaskedto developa proposalthatwouldcaterto
theexistinglanduse and social needs.
• Afterthedevelopment oftheinitialproposals,fieldvisitshavebeenorganizedto investigatethe
accuracyoftheirdecisions.
• Nextstep,theprojectis developedwiththedynamicinteraction ofstudentsandtheiracademic
advisors.
• Upon completionof theproject,thestudentsmakepresentations to defendtheirprojects.Fi-
nally,theprojectsare evaluatedbytheiracademicadvisors.

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 Journal
ofArchitectural
andPlanning
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2007) 253

It has beenobservedthatthestudioworkconductedthrough thismethoddoes notenablearchitecture

studentsto identify thefactorsthatcontribute to theproblemin a way thatwill help themin their
professionalcareer.Hence,therewas certain"missinginformation" thattheyhad failedto consider,
and theinformation offeredin otherprofessionalcourseshad notbeen includedin theirdesignpro-
cesses (Table 3). As Salingos(1998) indicates,theultimategoal is to achievea certainlevel of emo-
tionalsatisfaction frombuildingswherelittleor noneexiststoday.The purposeof fieldresearchis to
showthatemotionalsatisfaction shouldincludenotonlythetraditional notionsof form,geometry,
and scalingbutalso theoptimalsatisfaction of livingbeings(such as humans,animals,and nature).

The latterapproachhas been based on the realizationof a projectin a real locationthroughthe

reality-basedmethod.The mainobjectiveherewas to teachthearchitects-to-be theroleofthearchi-
tectintheresolutionofarchitecturalproblems:to teachthemto ask and answerquestionsconcerning
howto unravelthecultureandthehabitsofthesociety,howto conductobservations, howto establish
dialoguein orderto generatearchitectural
data,and to establishcontactswithrelevantinstitutions,
all withan aimto raisethelivingstandardsofthecommunity in concern.Therefore,as Cross(200 1)
states,by"reading,""interaction,"
"indications/clues," theywill createnewarchitec-
and "findings,"
turaldesignknowledge.This approachbridgestheimaginary projectsused in thetraditional
method
and theprojectsbased on authenticproblems used in the method.
reality-based

The aim ofthemethodis to enablethestudents to makeuse oftheprofessional knowledgeavailable

in thecurriculum in a consciousandholisticmanner.Hence,a moreactiveand efficient environment
is providedforthearchitecture coursecurriculum. The reality-basedmethodwas used to fosterthe
development ofthecreativityandtheteamwork skillsofthestudents,tobe awareofan interdisciplinary
interactive structureof architecture,
to equip themwithresearchskills,and mostimportantly, to
createan activelearningenvironment conduciveto thedevelopment of theconceptof architectural
designand reallifeissues.Throughthismethod,studentsbenefitfromtheimprovedcommunication
theyhave achievedwithsociety,whichis one of themainsourcesorienting theirdesign,and with
experts,andtheyassumea mutuallyeducativerolevis-à-vissociety.In addition,theadvantageofthe
authentic workproblemsis thattheynotonlyaddressa realsitewithrealusers,butalso thepolitical,
economic,and sociocultural contextsin a reality-basedmethodology. The awarenessthatarchitecture
is a social servicehas been one of theimportant factorsin thisstudy;thisis akinto the"serviceto
nation"aim thathas also been identified in TheBoyerReport(Boyerand Mitgang,1996).

The methodis made up of threesub-phasesand includesfourcase studies,as outlinedbelow.The

analysisphasehas beenconcernedonlywiththelearningof thedata,whichwill lead to thephysical
definitionoftheplot.The procedure,whichconstitutesthesecondstage,coversin-depth understand-
ingofthesocial aspect.The datagleanedfromthefirsttwophasesareused in thesynthesis phaseto
definethearchitecturalproblem and to generatesolutionalternatives.
The method comprisesa pro-
cess of evaluation,whichis initiatedafterthisphase. Followingthe activationof interaction
and
testing,thepreviousphasesare revisitedand checked(Figure2).

The followingis a checklistforachievinga designas a processof discovery,

learning,reusingideas,
and doingresearch:
(1) Whatshouldbe expectedfromtheprojectteam?
(2) Does theprojectteamhavetheawarenessnecessaryto achievethegoals?
(3) How will theprojectteamstartimplementing theproject?
(4) Whatmethodswill theprojectteamapplyto achievetheirgoal?
(5) Whatsolutionshas theprojectteamreached?How will theydecidewhichone is thebest?
(6) Has theprojectteamreachedthegoals set outat theinitialphase?
(7) Whatare somepossiblefuture effectsand advantagesofthedesignsolution?
(8) Whatis thenextstepin projectdevelopment forthefuture?

The processinvolvingtheeightstepsabove can be summarizedin thefollowingarchitectural

con-
evaluation,termination,
assessment,planning,implementation,
cepts: engagement, and reflections
to newprojects.

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 Journal
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andPlanning
Research
24:3(Autumn,
2007) 254

ANALYSIS
the
Defining problem
Il ofthe
Reading fabric:
clues the
concerning /axes
place /scale
/pattern
/landmarks
ä ^ Built
architectural
environment
with own /design
characteristicsstrategies
IS H Sense - genius
ofplace loci:explore
thesystem
ofcontinuity

i'fc"? procedure
M»'-., c
r .2 How want
dousers tolive?
<g g Recent
life
styles: /possible
identity scenarios
future
«g ^ User /questionnaires
participation
2 Interaction
betweencommunity andsocial
identity structure
Q with
Interaction theother andinstitutes
disciplines

fe
j
,§§> ~~ Guidelines touser
according needs
S solution
Developing concepts
Ö /creativity
ofalternatives
Generating
human-centered
Creating design

FIGURE
2. Reality-based for
architectural
methodology design
process.

3. Odunpazari
FIGURE andKursunlu (Sonmez,
Complex 1984).

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 Journal
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andPlanning
Research
24:3(Autumn,
2007) 255

4. Kursunlu
FIGURE Kulliyesi, Eskiesehir
Odunpazari, 1997).
(Sarioz,

CASE STUDY ONE: DefiningtheDesign Problem

The designproblemwas foundbythestudents. The studyconductedbystudents revealedthatthearea

is mostlyinhabitedby low-incomeindividuals,and thehigher-income populationhas movedto the
new residentialdistrictsin Eskisehir.It has been observedthatin orderto makethearea regainits
former vitalityand to keep it tidy,thereis need to improvetheemployment prospectsof thelocals.
Studentshave unearthedthreetangiblefactsconcerningthe area. First,the area has a particular
historicaltextureand is underprotection. Second,thepopulationof thearea is mostlycomposedof
small-scalemerchants and artisanswho have difficulties in findingworkspace.Third,thegovern-
mentis makingirregular attempts fortheprotection of buildingsand theestablishmentof museums
on a building-by-building basis. The brainstorming sessions conductedin lightof thisdata have
broughtabouttheidea of an "open air museum"forthearea. Such a culturalcenteris expectedto
encouragethesuburbto displayitsoriginalcharacter.
The focusdefinedforthedesignis thedevelopment of a modernidentity forOdunpazari,supported
in its traditionalstyleas a culturalheritage(Figure 3). The historyof
by the historicalstructure
Eskisehirgoes backtothe1200s,andtheareahas beendevelopingundertheinfluenceoftheHittites,

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 Journal andPlanning
ofArchitectural Research
24:3(Autumn,
2007) 256

FIGURE made
5. Sketches fromexisting (drawn
buildings andphotographed Thesocialgroup
bystudents). andthe
identity
with
relationship thesocialstructure:
communities
ofvariouscultural
andreligious
backgrounds(suchastheTurkish-Muslim
Greek-Orthodox,
majority, andLatin)
Armenian-Catholic,
Armenian-Gregorian, havelived inOdunpazari.
together The
urban
historical residential featured
buildings
Odunpazari inthestudyhavebeenshaped andspatial
bydesign arrangement
totheAnatolia-Turkish
distinctive
principles urbantexture. canalsobeseeninthearchitectural
Thissituation ofthe
design
Turkish
Town,associalandcultural arealsoactively
aspirations onto
projected spatial Today
organization. theTurkish
community toliveinthearea.
continues

Phrygians, Romans, and Byzantines.

Odunpazari is an old and lively part of
to modernizeitselfon
Eskisehirthatis trying
itswayto becominga majormetropolis. This
suburb featuresparks, traditionalTurkish
coffeeand teahouses,shops,fountains, tiny
and narrowalleyways,and traditional Turk-
ish houses with bay windows. Kursunlu
Kulliyesiis an importantvenuebecause it is
thehighesthabitationon thetopofthesouth-
ern hill of Odunpazari (AIESECONLINE,
2002; ESTART, 2002). The residentialarea
coverstheterritoryfromthelandon a hillside
tothenorthofthemoderncenterofthecityof
Eskisehir(Figure4).

CASE STUDY TWO: Evaluating the

Database: A Sense of Place

This studyhas especiallytargetedthe inter-

nalizationof thefollowingpoints,as well as
theirdevelopment as a sourcefortheproject:
• These projectswere developedjointly
withtheresidentsof Odunpazarifrom
February to May, 2002 and 2003
through interactive dialogues and
questionnaires.Studentswereexpected
to discover architecturalpatternsby
sketchinginnerand outerarchitectural
spaces,furnitureand details(Figure5)
withinthe structureof the historical
Odunpazari,thesourcesthatmade the
"user-centeredenvironment"while FIGURE
6. Kursunlu Street,
Mosque Theaxisfrom
Odunpazari.
modern toKursunlu
center Kulliyesi.

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 Journal andPlanning
ofArchitectural Research
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2007) 257

7. Chimneys
FIGURE ofMevlevi Kursunlu
rooms, Kulliyesi.

learningthelogicofdesign,andto recreatethesesourcesas therationaleofarchitecture. They

werenotmerelylearningfromtheenvironment butalso givingitmeaning.The historicaland
culturalclues of Odunpazariare thescale of vehiclescomparedwiththewidthof a street;the
relationshipsamongthesize of buildingentrances, humandimensions, and thestreetdepend-
ingon climaticconditions;thehumanscale and itsreflection on space organization; theposi-
tions/relationsofthehousesinrelationto one another;theculturalharmony betweenthehouse
and itsusers;and theneed forprivacy,whichinfluencesthebuiltenvironment. Studentsand
guidanceinstructors havejointlydiscoveredthesecluesthrough sitevisits.In thisstudy,carto-
graphicanalyses,sketches,photographs, and pinpointingoriginaldetailshave constituted a
sourcefortheimagedatabase.
• Data relatingto theeconomicand social characteristics oftheworkareahas beengatheredand
analyzed.The communication establishedwiththe local community the need to
illustrated
increaseculturalactivitiestoendowthepeopleofOdunpazariwitha senseofownership. While
implementing theproject,studentsfacedinitialdifficultiescommunicating withthelocal resi-
dents.Approaching thelocal residentswithdirect"designproblem"questionsdid notencour-
age thedesiredlevel of communication betweenstudentsand users.However,in laterstages,
thedialogueimprovedvisiblywhenfeedbackwas discussedin workshops,and thescope of
meetingswithuserswas redefined to includereallifeexamplesas well as an exchangeofideas.
To enablethis,ideas suchas erectingnewbuildingsfora culturalcenterwithexhibitionspace,
theaters,cinemas,a concerthall,educationalfacilities, services
parkinglots,cafés,restaurants,
and production(training, exhibition,sales unitor units)forhandicrafts, tourismoffice,etc.,
were developed.Therewere also ideas forrevitalizing, or defining,a square,emphasizing
pedestrian and settingup playgrounds
traffic, and greenareas.This approachalso supportsthe
definingprocessof theprogram.

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 ofArchitectural
Journal andPlanning
Research
24:3(Autumn,
2007) 258

FIGURE 8. Mevlevi Kursunlu

rooms, TheKursunlu
Kulliyesi. Mosque entrance
andcourtyard:thethree ofthe
entrances
into
Kulliye planandelevation
thecourtyard; (allitems
were andphotographed
analyzed TheKulliye
bystudents). isa
complex containing with
buildings various
functionssuchasa mosque,a fountain, rooms,
reading rooms for an
Mevlevis,
"asevi"
(a building food
providing tothepoor),
anda caravansaryina greenpark.Thecomplexwasdesigned ondifferent
spaceatthetopofthehillinOdunpazari,
levels.Thisisthelargest measuringabout4,680square Thecourtyard
meters. is
accessible
fromthesidestreets,
andithasonemainentranceandthreesideentrances.
Thefirst tothecenter
entrance, ofthecity
isatanaxiswith
ofEskisehir, Kursunlu atthefront
Kulliyesi andKursunlu MosqueStreet
opposite.Therouteforthis
entrancecontinuesdown tothemosquefountain.
Thesecond entranceisinfront
ofruinedhouseandtheMedrese.Thethird
islocated
entrance betweentheCaravansary andAshane inthewestoftheKulliye.
• Using Sanoff's methodfor
obtaininginformation about
theusers of the building,it
is possibleto learntheirjob,
age, health, gender, and
frequencyand purpose of
use, among other details.
This is accomplished by
asking what type of envi-
ronment/building/lifeis
expected; using different
interaction methods in a
lyrical and artistic way;
completinga sentencethat
startswith the word "de-
sire"; directly asking the
expected functions;using
investigationaltools, such
as questionnaires;discov-
eringtheproblemsand ex-
pectations;makingpercep-
tions real or clear; and
even includingdetails like
color, structure,and mate-
rials.This collectedknowl-
edge, includingold photo-
graphs of the area, helps
the students discover the
relationshipbetween their
thoughts about architec-
tural design data and
evaluations.The student dis- 9. Exploration
FIGURE ofdesign done
ideas(allsketches The
bystudents).
Eskisehir.
site:Odunpazari,

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 Journal
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2007) 259

TABLE 4. Analysis
ofthequestionnaire.
Specific
questions
concerningthepresent
environment,
cultures, andneeds,
wishes,
andthecollective ofthecommunity
expectations that
onlyrealusers
andtherealenvironment
cananswerareespecially
included.
Moreover,for
thearchitect whowillwork
candidates inanddirect
a group,
theaimistoprovide
themwith
enough
information them
tohelp developtheir
skills
ininitializing
communication, andinviting
evaluation, input.
Statements Totally Agree Maybe DisagreeTotally Findings
agree (%) possible(%) disagree
(%) (%) (%)
Thestart
andendpoints
ofthe 1 3 11 15 70 andtheendpoints
Thestart ofthemain
mainroad the
connecting road thecenter
connecting ofEskisehir
center
ofEskisehir
to toKursunlu arenotclear.
Kulliyesi
Kursunlu areclear.
Kulliyesi
Thevehicle/pedestrian
area 1 3 11 15 70 Thevehicle/pedestrian
area
combination
onthesameroad onthesame
combination roadis
isnotsufficiently
well wellorganized,
sufficiently
organized.
There
areplenty
oftrees, 1 2 12 5 80 There
arenotenoughtrees,
monuments,
andopen
monuments, spaces andopen onBeyler
spaces and
Street
onthelands
ofBeyler
Street KursunluMosque tomark
Street these
andKursunlu
MosqueStreet places,
tomarkthese
places.
IfBeyler andKursunlu 45
Street 25 30 0 0 IfBeyler
Street
andKursunlu
Street
Street
weredesignatedas were aspedestrian
designated areas
areas
pedestrian (providingfor for
(providing needs
compulsory like
compulsoryneedslikeservice andambulance)
service thespatial
andambulance),thespatial oftheregion
quality would
be
quality
improved.The improved.
pavementofthesestreets
are
fountains
renovated, revived,
andlighting
andhygiene, etc.,
qualities
improved.
There
areample areas
green 0 5 15 15 65 arenotsufficient
There areas
green
within
themargins
ofthe within
themargins
oftheregion
that
region wasstudied. studied.
ofKursunlu 0
Theentrances 5 10 10 75 Theentrances
ofKursunlu
Kulliyesi
arewellorganized
Kulliyesi arenotwellorganized
andnotproperly
andproperly
oriented. oriented.
theKursunlu 70
time,
Through 20 5 5 0 Through theKursunlu
time, Kulliyesi
haslostits
Kulliyesi haslostitsarchitectural and
qualities
architectural andits
qualities general
appearance,
general
appearance.
There
areample inthe
places 0 5 15 65 15 There
arenotample inthe
places
for
region and
resting for
region andnoprovisions
resting
provisions
against
rainy
days, against
rainy
days, etc.
sunlight,
etc.
sunlight,
intheareahave 1
Thebuildings 1 3 65 30 intheareadonothave
Thebuildings
positive ofcolor,
qualities positive ofcolor,
qualities aesthetics,
aesthetics,
harmony,
daylight, harmony,
daylight, etc.
shade,
etc.
shade,
Onthewhole,
the 1 4 5 50 40 Onthewhole, doesnot
theregion
maintains
region its maintain
itsoriginal
character,
character.
original

coverstheprocess(Kolb, 1974). As Kolb's learningcircleshows,knowledgeis transformed

fromconcrete In 2D and3D, knowledgeis describedanddevelopedthrough
to abstract. presenta-
tion(Figure8). Therefore, studentsaim to findthemanifestations of Odunpazariin thearchi-
tecturalproject(Figures6, 7, and 8, and Table 4). In thechangingstudiocultureof thetradi-
tionalarchitecturalschool,this experiencingprocess,whichstemsfromthe fourformsof

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 Journal andPlanning
ofArchitectural Research
24:3(Autumn,
2007) 260

FIGURE 10. Development ideas.

ofdesign Theprojects
proposed ofthis
asa result work were bystudents.
developed
Traditional methods
andreality-based interms
havebeencompared ofthedevelopmentofthedesign
concept
duringthedefining
ofthearchitectural ofsolutions
andthedevelopment
problem done
(allsketches bystudents).

a bridgebetweenthe
knowledgein Kolb's learningcycle(LC) has beenusefulin establishing
betweenthestudentsand the
studentsand society.The connectionthatfosterstherelationship
societyin thisreality-basedapproachhas been testedfromvariousperspectives.In thenew
studioculturegainedthroughthereality-based methodof Kolb's cycle,significant improve-
menthas beenobservedinapprehension bydirectexperienceandbycomprehension , ortheso-
calledknowingaboutloop.

ActiveExperimentation
Throughout thecommunication processbetweenthesocietyand students,thestudents
encounterreal
problems and gain real life and designexperience.They striveto conveythis to
experience studio
culturethroughworkhabits,cognitiveskills,and a spiritof collaboration.

ConcreteExperience
and practicalknowledgeare
In thisapproach,thebestdesignideas,creativeenergy,and theoretical
combinedin thedesignsequences.

ReflectiveObservation
applyvariousskillsandmethods,
Students suchas fieldstudies, dialogues,voice-videorecording,
surveys,
examining
meetings, research, to determine
critiquing abilities.
roles,anddevelopingintellectual

AbstractConceptualization
ofthesocial,
an understanding
This approachaimsat developingcognitivedesignskillsby fostering
political,and economicforcesthatimpactthedesign,developingthefastexpressionof theirdesign
ideas throughsketchesand modelling.As opposedto thetraditionalstudioenvironment,theseap-

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 Journal
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Research
24:3(Autumn,
2007) 261

FIGURE 11. Abstractions from

bysketches thefinal
stages done
(allsketches bystudents).
proaches aim at the a
isolating designproblemthrough process of hands-onexperience,participa-
tion,and discovery.

In thisphase,we will discussthedevelopment of theclientand themethodsof implementation:

• A mutualcooperationhas been achievedthroughfacingreal life problemsin culturaland
historicalsettings.Studentshave learnedto createtheirown designprocessesand usershave
gained an awarenessof builtenvironment and lifelongeducation.The ever-changing and
transforming cultures,andneedsof societieshaveresultedin different
lifestyle, approachesin
architectural education.The communication and thinkingprocess in the reality-basedap-
proachwill startwitheducationand will continueas a lifelongendeavorthroughout one's
professional life.This communication has broughttogether local groupssuchas architectural
and funds.
schools,civil societyorganizations,
• Theyestablisha linkbetweensurveysandtherealworldwithinthecontribution to a social and
educationalenvironment.
• By meansof abstraction, studentsenhancetheirscientificand cognitiveskills.In thereality-
based approach,data gain a concreteformadaptableto thecomputerenvironment.

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 Journal
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andPlanning
Research
24:3(Autumn,
2007) 262

CASE STUDY THREE: Generating

and TestingAlternativesConnected
withtheProgram:Scenario Through
Community Debates

In this approach,the existingsettle-

menthas been completelypreserved.
However,thereare undefinedparcels
and ruinedbuildings that are com-
pletelyor partlymissingin thistex-
ture.A fewhousesat variouslocations
have undergonerestoration and have
beendesignatedas museumsalthough
theydo notgetmuchuse as such.The
workarea oftheprojecthas beencon-
sideredas a wholeand a programhas
been establishedfora new designto
protectthe existingtextureby stu-
dents. Finally, the entire texture
whose structure was changedoccurs
unbrokenwith"thebuildingsprovid-
ing new functions"in these design
suggestions. The architecturalstu-
dentstook the analysis resultsand,
based on the data, made decisions
concerningthe relationshipbetween
functionsof the buildingsand their
forms.

A holisticplan and a projectprogram

were developedforthe regionbased
on theobservations, analyses,photog-
raphy sessions, on-site interviews,
sketches,and cartographic and litera-
tureanalysesconductedby students. FIGURE 12.Kursunlu Street,
Mosque Odunpazari
(photographed
by
Studentshave introducedthis pro- students).
posal in a public coffeehouse where
locals meetin thedaytime,and itwas welcomed.The revitalization
ofthearea is onlypossibleifthe
residentsacceptthesolutions.This is theimportant
keyto thedevelopment oftheproject(Figures9,
10, 11, and 12).

CASE STUDY FOUR: Final Stage of theProcess

The mainaxis fromthelowestpointat thenorthto thehighestpointat thesouth(KursunluKulliyesi)

was developed.Landmarkswereneededforthisaxis. Therewerealso fourvoids on thisaxis at each
intersection of verticalstreets.Therefore,a sculpturewas proposedto identify the starting
point/
square of the"Open Air CulturalCenter."This was thefirstvoid at thenorthto be identified.
After
thissquare,a triangular area was organizedforshopsand cafés.Then,thesecondmeetingpointwas
proposedaroundan existingoak tree.This secondsquarehas thebestviewpointofKursunluMosque
andtheKulliyewithtraditional Turkishhouseswithbaywindowsanddetails.Thisaxis goes directly
up to KursunluMosque and Kulliye(Figures9, 10, 11,and 12). On theleftofthisstreet,educational
facilitiesforhandicraftswereoffered forresidents.
On therightofthisstreet,
themainculturalcenter
was designed.The centerincludedtwotraditional houseswithtransparent glass foyers.Two multi-
purposeauditoriums in differentsizes weredesignedon thesame directionof thisslope. The third
void was organizedas a smallersquareto balancethevoid of thespace of KursunluMosque. On the

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 Journal
ofArchitectural
andPlanning
Research
24:3(Autumn,
2007) 263

FIGURE
13.Sample
projects bystudents:
prepared streets,
neighborhoods, andinterior
buildings, andexterior
details
byauthors).
(photographed

rightside of thissquare,theadministrative buildingwas designed.It was decidedthatthetraditional

houses would generallyserveas offices,cafés,and shops,in additionto the exhibitionspaces for
collectionssuchas old photographs ofEskisehir.The Kulliyealreadyincludesan existingexhibition
space. KursunluMosque is stillin use as a servicetemple(Figure13).
In thisresearch,themodeloffersnew perspectivesin regardto theprocess:
• The processis based on reallifeissues,exploringthedesignproblemrather thansimplygiving
theprogramand reachingsolutions.
• The fieldstudyreflectson thedesignideas of studentsby helpingthemgain awarenessand
experienceand encouraging themto developtheirown workstyle.
• Theprocessemphasizesacquiringknowledge,learningfromexistingpatterns fromthereallife
of a locationwhile producingdesignalternatives, thuscombiningreal knowledgewiththe
studioenvironment.
• The students'learningprocesswill createa long-term architectural
strategyforthedevelop-
mentoftheregionand incorporate futuregoals in designdecisions.In orderto transform
these
dataintoa database,itis necessaryto concretizethem.Thismodelwillredefinethewayfuture
studiostudiesand realprojectsare developedas local and universal.

PEDAGOGY

One oftheimplications ofPiageťs constructivist theoryis "knowledgeis experiencethatis acquired

throughinteraction withthe world,people and things"(Ackermann,2004:3). In his work,Schon
(1985, 1987, 1991) advisesprofessionals to learnto thinkin action.The theorythatis presentedin
his studyshowsthatthisway of thinking encompassesall complexlearningin thepedagogicalfield
such as cognitive,civic, and practical,etc. This methodhas been used in practicesrequiredforthe

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 ofArchitectural
Journal andPlanning
Research
24:3(Autumn,
2007) 264

TABLE5. Usingtheteaching defined

styles ( 1995),results
bySalama show
a comparison
ofreality-based
project style
learning
andtheteaching
style intheprevious
applied years
(parcel-user-topic).
Teaching inreality-based
style design.
• Thestyle that
emphasizes knowledgeshouldbeincorporatedwithitsapplication situations.
toparticular
• Thestyle
isbasedonmotivatingthestudentsasoneofthemajoraspectsinthestudio.
• Thestyle
focuses
ongroup andindividual
work activity.
• Thestyle
focuses
ondeveloping thestudents'
critical
abilities.
Results • Thestyle
Salama's isbasedongroup reviews.
(1995) • Thestyle
isbasedonselfandpeerevaluation.
• Thestyle
permits
learningtooccurundera controlled orientation.
pedagogic
• Thestyle
isbased
onself-evaluation.
• Thestyle ondeveloping
isbased thestudents'
contingent abilities.
thinking
• Thestyle
utilizes
creative
problem solving
techniques.
• Thestyle
permits
learningabouttheprocessofchange ina dynamic
environment.
• Communication with
theuser ina reality-based
ispossible andempathy
approach canthusbe
established.
• When theissues
andthepeopleinvolved
areimaginary,
itbecomes
difficult
todefine
theproblem.
• Thedevelopmentoftheimagination
andtheexpansion havebeen
ofviewpoints madepossible
through
method.
reality-based
Additional •
Results Thesuccess ineducation
isencouraging
students
toconduct
research.
• Students
haveapproached with
topics noprejudice
andnopreconceptions,
andthey
havebecome
researchers.
• Efficiency
hasincreased.
• Ithasbeenobserved
thatworkinginhistorical
andcultural areas
heritage topresentation
contributes and
accumulation
discussion, andconscious
approach.

TABLE6.Thistable
shows
thechangeinthesuccess
rate
ofsecond-year
Building IV(elective
Design students,
course)
tothemethod
according used.Thethree-semester
intuitive
modelandrational
model arecompared
usedpreviously with
thetwo-
semester model.
reality-based
Course
plan Communication
( 14 weeks
persemester) Numberwith otherSuccess
users, rates
Environment Theme
Methodology of disciplines ofstudents
Theory Practice students
andinstitutions
enrolled
(%)
1998-1999
(2credits) Exhibition
Hall 30
1999-2000Cultural Design, Studio IntuitivePerforming20 Lowlevel 51
(3credits) Buildings project andrational Art
application models Center
2000-2001 Center 2
Cultural
(3credits)
2001-2002
(3credits) Cultural Design, Field, Reality-basedMuseums 11 level
High
Buildings project institution model and 73
2002-2003 andstudio
application Hall 48
Concert
(3credits)
Note.Thisdatawascollected
during semesters.
spring

explanation of knowledgeconcerning an architectural

issue and forturning thisknowledgeintoskills.
Hence,theaimis to instillinthestudentmoredesignandpracticelevelbehavior. In thepracticethathas
beendeveloped,thereality-based methodhas beenverysuccessful bothintermsofstudent performance
andintermsofproposedprojects.The firstaccomplishment was to helpstudentsgainself-confidence
becausetheyhad a chanceto integrate theirknowledgewiththeirexperiencein theprojectthatthey
actualizedwhileinteracting withthecommunity. The secondaccomplishment was thesocialization
of thestudents, whichis sociallyand culturally
crucialfortheirdevelopment. This accomplishment
has also beenimportant intermsofenablingthesocializationofthearchitecture student,whichis not
possiblein an isolatedenvironment.In addition,theself-development ofthearchitecture studenthas
beenachieved,alongwithsocial improvement. Consideringalso TheBoyerReport, studentsneedto

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 ofArchitectural
Journal andPlanning
Research
24:3(Autumn,
2007) 265

TABLE
7. Learning
with
development ofreality-based
process studio.
design
Reality-based studio
design 2000-2005
Similarities
with theories
other Differences
withother
theories
Contextual ofexperiential
perception andrealdesign
issues tostudents
realopportunities
Offering
ofself-designing
Development skills a bridge
Building between
students' and
imagination
andmodel
drawings andpractices,
techniques presentations/
media
design
Group
Working Toencourage todevelop
students their
ownquestions,
issues,
andwork
goals, styles
Collaboration Collaboration
with
realuser(s)
between
Cooperation anduniversities
localpopulations
Creation
oflong-term
architectural for
bystudents
strategy
thedevelopment andincorporation
ofregion offuture
goals
indesign
decisions
localadministrations
Enabling toformulate
contemporary
datawith
theaidandcontribution
ofa computerized
environment
toregional
Contribution development
byenabling
dataaccess
computerized andcollection
Odunpazari isthemost
project expanded intheBuilding
project Designcourse.
Thisproject
isgiven inthearticle.
indetails
Before
Odunpazari students
project, smaller
designed (two-week
projects periodoftime) thereality
byusing method.The
learning from
proceeded thesimple
tothecomplexprojects, ( 1964)expressed.
asPiaget These are"designing
projects byfolding"
and"nine
square
gridfor
ourcampus square."
Inthese thereality-based
projects, designstudio
method wasbasedonthefollowing
criteria:
• theroleofthestudents:
tobesocially
andenvironmental andtobeabletodealwith
responsive therealities
of
theprofessional
world
asmuch asreallifeallows.
• students' isequally
development important: andcreative
critical
developing indesign
thinking
• nomore than
three
people workedontheseprojects
• threeorfourdifferent
projects
• allprojects
entailed with
realissues realarchitectural
design
problemswithusers friends,
(individual, students,
instructors, etc.)
community,

socialize,gainconfidence, be sureoftheirknowledge,and mustlove and learnto communicate in an

architect-likefashion.The thirdsuccesswas an observableincreasein enthusiasm and improvedpace
in thelevel of learning.Fourth,thestudents werecontributing to theprotectionand thedevelopment
oftheculturalheritageofEskisehirandacquiringa professional viewpoint.Hence,theyhavecooper-
atedwiththeGeneralDirectorate of Preservationof Culturaland HistoricalHeritageoftheMinistry
of Culture,The Anadolu University, Municipalities,and the Union of Engineersand Architects.
Thanksto thisapproach,studentsdevelopedtheircreativity, solution-focusedlearning,self-directed
teamwork,learningby doing,"live" projects,iterativerefinement developingre-
and reflection,
search,interpretation skills,and theabilityto drawon multiplesources(Table 5).

CONCLUSION

The instructorsof thecourse(theauthors)have ratedtheachievementlevels of studentsinstructed

through theappliedmethods.The success rate(above average)in the 1998-2001 periodwas about
51%. It has increasedto about73% in the2001-2003 periods,aftertheintroduction of thereality-
based method.It has been observedthatthemajorityof studentsin the lateryearshave employed
moreholisticdesignapproaches,takingintoconsideration social, cultural,political,and economic

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 Journal
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andPlanning
Research
24:3(Autumn,
2007) 266

aspects.The methodwas also featuredin theprogramof the springsemester2003-2004, even on

different
themesand sites(Table 6).

Throughthereality-based method,studentshave handledand appliedprofessionalknowledgein a

holisticmannerandhave notconfinedthemselvesto theirown fields;on thecontrary, theyhave also
discoveredtherolesofotherdisciplinesandusers,experts,and institutions in design.Moreover,they
have becomeawareof theidentity and historicrootsof thecities.It has been notedthattheapplica-
tionof thismethodhas increasedmotivation, self-confidence,and communication amongstudents,
and theacquisitionof professional knowledgehas been systematized. As consciousarchitect candi-
datesand humanbeings,students have experiencedthefollowing:
• theinclusionand reuseof up-to-date information;
• information exchangewithdisciplinesinternaland externalto architecture duringdesign;
• theinclusionofsocial,economic,political,technological, andphilosophicalaspectsofdesign;
• theactiveinclusionof thehumanaspect;
• thesocializationof studentsaway froman isolatedstudioenvironment;
• attentivenessto naturaland builtenvironment forfuturebenefits;
• creationof a framework thatwill strengthenthedesignexperienceof students throughuniver-
cites
sity/society/municipality/historical in
union/participation connection with theworld and
offerthenecessarylogicalprocessto rendertheframework computable;
• actualizationof collaborativeworkin a local sense;
• enrichment of this studyas further researchby facilitatinglocal and universalinteraction
through computernetworks;and
• development of mathematical, logical,and scientificdesignthinking skillsand behaviors.

Reality-based studioaimsat developinga learningand teachingmodelin architecture designstudios

thatwill combinetherealworldand local-scaleprojectswitha studiosimulationand benefitfroma
cultureof knowledge(Table 7). This modelis different frompast learningmodelsand participatory
designexperiments because it promisesto shed lighton futurestudieswithlocal and traditional
features.Specifically,thismodelcreatesa framework forthearchitectural designand participatory
design studioculture,enabling local administrations to formulate contemporary data withthe aid
and contributionof a computerized environment. It has been observedthatrelativeto thetraditional
model,thismethodincreasesthelevel of creativity, skills,and successnecessaryin thestudio(Table
6). As a conclusion,whencomparedto previousstudies,thismodelcontributes to theparticipatory
design culture by offeringdesign data acquired in this experiment that meetsthe expectationsand
necessitiesoflocal populationsandfacilitatescooperation betweenlocal populationsanduniversities.
Moreover,themodelwill offera significant contribution to regionaldevelopment by enablingcom-
puterizeddataaccess and collection.This studyis a resourceintendedto be used in thedevelopment
of a computergamethatwill involvebuildinga database,collectingdata,buildingan e-library, and
reconfiguring thetopographic profileof Odunpazari,particularly to accommodatethedisabledand
elderlyandto makeitmorepedestrian-friendly byreducingthetraffic. Offeringrealopportunities to
studentsfacilitatesknowledgeexplorationand integration, discussionand collaboration, as well as
task and projectcompletion,by filteringand providinginformation and negotiatingdifferences
acrossorganizational, task,discipline,and personalboundaries(Table 7).

Glikson,a pioneerin thinking aboutenvironment-behavior "viewedarchitecture

relationships, as far
more complex,reflecting the needs of its inhabitantsand integralto its surroundings"(Marans,
2004:119). In thiscontext,thekeyto success lies in acknowledging thecomplexnatureof architec-
tureand treatingitwiththerespectitdeserves.In conclusion,thearchitect candidateswouldbe able
and findsolutionsto problemsin a moreconsciousfashionthrough
to thinkas "architects" livingin
a "real three-dimensionalenvironment," and thiswill give them thechance to experience kindof
a
simulationoftheirfuture professionallife.Thisprovidesa guidinglightforthepositiveenvironment
ofthefuture.

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 Journal
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andPlanning
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24:3(Autumn,
2007) 267

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Additionalinformation
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University, Eylul Campus, 26470,
Eskisehir,Turkey;email: lytokman@anadolu.edu.tr.

SKETCHES
AUTOBIOGRAPHICAL
Yekdane
Leyla Tokman, Professor
isanAssociate
Ph.D., intheDepartment
ofArchitecture,
AnadoluUniversity, andPost
Turkey,
Doctoral
Study(2003)inTUDelft,Netherland.
Herresearch, andbooks
articles, havefocused
onarchitectural
design,
design
andinformation
education, indesign.
technologies
Rusen Ph.D.,isa Professor
Yamacli, intheDepartment
ofArchitecture,
AnadoluUniversity, andPostDoctoral
Turkey, Study
(1999)inICDES,U.K..Shehasauthored articles
several andbooks
onarchitectural education.
anddesign
design
revisions
Manuscript 2June
completed 2006.

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