Mimari Habitusun Eşiği Olarak İlk Yıl Mimari Tasarım Stüdyoları

Abstract

This study considers the first year design studio, not only as an environment in which knowledge and skills about the profession are transferred, but also as a threshold where students move into a new culture of values and ideas specific to the discipline. The inter-studio interaction between the instructor and the student, which stands out as the basic strategy of studio instructions, plays a critical role in the socialization of students into a new culture. This article is sharing a portion of a research, which is conducted in the architecture faculties of 14 universities in Turkey, and it enables us to discuss the interaction and cultural adaptation taking place in the studio. One of the highlights in the results of the research is the difference between the experience and evaluation of the studio's main objectives from the perspective of instructors and students. This difference sheds light on how the values that are thought to be conveyed in the studio are actually understood by the students. The concept of habitus, which Pierre Bourdieu points out as the limits of action in a culture that are almost beyond the grasp of the consciousness of the members of that culture, and Jacques Ranciere's and Paulo Freire's critical approaches to current pedagogical systems outline the theoretical framework within which we discuss our findings. In addressing architectural education as a form of cultural policy, our goal is to confront the uncertainty that characterizes the first year design studio and create a sphere to debate the challenges that the first year studio culture poses for students and instructors.

Mimarlık eğitiminde özel bir yer teşkil eden mimari tasarım dersi (stüdyo), hem süreç hem de ürün odaklı oluşu, hem analitik hem de sezgisel düşünmeyi gerektirmesi ve öğrenci çalışmalarının geri dönüşlerle sürekli gözden geçirildiği etkileşim yoğun bir ortam bütünü olması nedeniyle, farklı pek çok çalışmanın konusu olmuştur (Schön, 1984; 1985; 1987; Dutton 1987; 1991; Abalı ve Çil der., 1994; Salama, 1995; Nicol ve Pilling der., 2000; Sağlamer der., 2007; Orr ve Shreeve, 2018). Stüdyoda geçirilen uzun çalışma saatleri ve yoğun birebir değerlendirmeler, kalabalıklar içinde yapılan paneller ve jüriler, tasarım eğitimini bilgi kadar değerlerin de aktarıldığı bir ortam yapar. Bu ortam, mimari habitusu kuran önemli deneyimlerin de parçasıdır. Bu duruma stüdyoya atanan kredi miktarının müfredatta egemenlik kuran oranlarda olduğu da eklenecek olursa, stüdyo ortamının önemi daha net ortaya çıkmaktadır.