AN APPROACH TO COLLECTIVE STUDIES BETWEEN UNIVERSITIES AND A WORKSHOP: SPACE: FROM ELEMENT TO THE WHOLE

1. AN APPROACH TO COLLECTIVE STUDIES BETWEEN UNIVERSITIES AND A WORKSHOP: �SPACE: FROM ELEMENT TO THE WHOLE�

2. As academics pertaining to three different universities, therefore three different understandings/approaches organized a workshop in order to observe our students� skills to cooperate within a collective study and communication levels they have with each other.

3. Objectives we have to hold this workshop are as follows: To enable students to meet other students that acquire education based on different approaches, To give them opportunity to exchange information with a new academic, To enable them to experience a new workshop and spaces, To provide students with the opportunity to observe and try to understand those who have different skills compared to those of theirs and are considered as �those on the other side�

4. Students and academics from: Mimar Sinan Fine Arts University (MSGSU), Kadir Has University (KHAS), Istanbul Technical University (ITU) and participated in this collective workshop. The subject entitled �Space: From Element to the Whole� was chosen as it included concrete and abstract concepts while the project was being constituted. �

6. The subject of the workshop requires implementation in two parts: First, students were given cubic models each of which had an intersection of 3 meter to study on and asked to place �housing sections� and �different concepts� by combining, which we identified within models. Second, it was planned to analyze pieces formed by different student groups giving emphasis on spatial, functional and design related principles and reach an appropriate whole.

7. Six groups were composed including three students each coming from a different university. These groups first drew lots to determine one among bathroom, kitchen, living space, bedroom, nursery and hobby room.

8. The following table came out of lots cast:  Bathroom : Solid / Void Kitchen : Flexibility Bedroom : Fluidity Children�s Room : Rhythm Hobby room : Lightness Living room : Balance 

9. In the workshop, one academic guided each group and theoretical and visual information related to the concepts chosen was provided to students.

10. While some students were observed to be very talented on an oral basis in conceptual dimension in producing ideas and furthering and developing design process, some were able to think and convey their ideas through three dimensional perspectives by free hand drawing which is one of the priorities of the educational system they belong to. 

11. In the preliminary sketch process that lasted for two days, sticking to the necessities of the spaces chosen and the concepts required to be utilized, students agreed on the number of 3x3 meters of modules which would be up to the needs of students, but not exceed 3.

12. On the third day, in model workshop, the preliminary sketches prepared were converted into clear and net drawings of 1/10 scales. Afterwards, all groups were asked to assess the possibilities of combining their own modules with those of other groups.

13. BRAIN STORM

14. BRAIN STORM

15. After necessary decisions were taken, every group was asked to move in to study areas spared for themselves to start their models and decide on which materials they will use in which dimensions.

17. We conclude that the fluidity group created the feeling of continuity in the bedroom making use of cubic modules and that the same group reached a solution in bed, lighting and storing elements through a single module.

18. BEDROOM- FLUIDITY

19. Via the concept of lightness, while the image giving the sense of �hang in the air� was created in surfaces in the hobby room, it is understood that both the material factor was used and the design technique involving the disconnection of the related elements from the ground plane created the feeling of flying. 

20. HOBBY ROOM- LIGHTNESS

21. The flexibility concept in the kitchen was achieved through the modularity of the elements and this allowed open plan by setting the space free when out of use. 

22. KITCHEN-FLEXIBILITY

23. Regarding the concept of solid/void, the bathroom was abstracted in a way to meet standard functions necessary for a bathroom and as a result solid and void surfaces were created when considered as graphics complementing each other.

24. The closet areas placed on one side filled spaces spared for wash basin use on the other side. In the system built in the bathroom, when this mass composed of two parts, which can move right and left between two opposite walls is assembled together in the middle, the whole bathroom area can meet bathing function. BATHROOM- SOLID/VOID

25. BATHROOM- SOLID/VOID

26. The concept of balance used while creating the living space was questioned in both furniture and other elements constituting the inner space and in the relations of cubic modules with each other on the plan and in the third dimension as enabled by the approach of the workshop evolving from element to the whole.

27. LIVING ROOM- BALANCE

28. CHILDREN�S ROOM- RHYTHM This room was designed with changing ceiling heights and repetitive objects to give a sense of rhythm creating a playful area for children.

29. CHILDREN�S ROOM- RHYTHM

30. CHILDREN�S ROOM- RHYTHM

31. At the end of four long working days, the �whole� model and drawing plates were made ready for exhibitions planned to be organized separately at different dates in three universities. Each group was asked to present their final products using presentation plates including comments and photographs taken all along the workshop.

32. In this study in which a solution aimed at a real function was not expected,  . it was expected to yield results such as rapid  perception of abstract concepts and  interpretation of these concepts with the  concept of space, . developing methods for attaining an end,  . reaching a single solution in a group work, . analyzing different views and reaching a  solution, . coming to terms with those on the opposite side  and reaching an end.

34. FINAL WHITE MODEL

35. FINAL WHITE MODEL

36. At the end of the workshop, we, as academics, grasped the opportunity to make very beneficial assessments;  �

37. . It was observed that every student�s way of expressing him/herself and technique of putting her/his ideas on paper changed according to the university he/she belonged to. 

38. . The majority of the students refused to try a different way, having much confidence in their own skills and design methods they used; as a result disagreements and deadlocks came out. 

39. . It was detected that few of the participator students (one in twelve) behaved in a free way as expected while assuming the responsibility of consequences of the design made and expressing views. 

40. . It is accepted that differences in design approaches employed by participators in the workshop will bring together positive expansions. However, it should not be ignored that different understandings and skills �must gather together and establish communication in order to unite in a joint educational approach, understand each other, complete their missing parts and share their experiences.