KENT VE DOĞAL ÇEVRE KONULARININ MİMARİ TASARIM EĞİTİMİNE ERKEN YILLARDA KATILMASI

It is imperative to instill in students an awareness of urban issues; therefore, the relationship between the urban setting and the landscape is a majör vehicle for the exploration of architectural principles early in our program. Our second-year design studio is critical. It sets the tone for signifîcant issues that students address in subsequent studios. The studio builds upon the insights, skills, and enthusiasm that students carry with them from the first year, which equips students with basic dravving and modeling skills, and teaches them to think in spatial terms. Upon entering the second year, students are able to define space and are familiar with some signitıcant works of architecture. The second-year design studio forms a bridge between the abstract design principles taught in the first year and the synthesis of a building which is the focus of the third-year studio. The intent of the studio is to create an understanding of architectural elements and to develop the sensitivity required for valid interpretations of architecture. The program fosters a reflective design process with emphasis on the student's 62 METU JFA 1992 JAWAID HAIDER et. al ability to articulate ideas through an understanding of the pragmatic and expres-sive aspects of architecture. The second-year design studio creates an awareness of the multiplicity of factors that affect design, including urban and landscape issues. It introduces students to the comp!exity of the architectural whole and their civic responsibility in making informed choices, and is, therefore, regarded as a microcosm of the five-year program.