a new approach - sodap courses

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A NEW APPROACH SODAP / WORKSHOP COURSES*(SODAP- See, Observe, Design&Develop, Analyze, Produce)

Cigdem B. GOKHAN Assist. Prof. Dr.ankaya University

Theme: Curriculum

Keywords: architectural education, design education; new method: sodap, practice - theorygap and education

Architectural education has always been in tension with architectural practice. That ishow it should be; practice sometimes gets complacent and education is there as a kind ofconscience, trying to correct what seems to be going wrong, So from time immemorial thearchitect has been subject to learning in two quite different ways, theory in classroom ofsome kind and practice, on the job or in the office.

G. BROADBENT

The subject of this paper SODAP based mainly on the opinions briefly outlined in thecourse of this paper, which are the current problems and quest for solving the existingproblems. Therefore, if the problem setting were not correct the result of that scientific studywould not be correct either. Discussion of the problem may not be comprehensive within thescope of any conference paper, but in this part of the paper; the understanding of ExistingSituation will be summarized, the observations and understanding is focused on the situationof Turkey. Then, a new proposal SODAP will be discussed briefly.

A. EXISTING SITUATION - Problems Of Design Profession In GeneralWhile preparing curricula, we attempt to cover as much subjects as the students shouldhandle in their future professional life, however, the graduates usually are not fully equipped

with the essence of these subjects that we forethought. Most of the time architecturalgraduates, or any design professional find themselves in a totally new environmentcompletely different than academic environment. Clients have vague concepts onarchitecture; builders/workers have no idea on design, aesthetics, and philosophy ofarchitecture. Meantime they find themselves to cope with the cost, materials availability;new techniques; a variety of professionals and technicians and even unprofessional peopleto work with, in addition complicated legal procedures and bureaucracy. In time, withpractice, professional maturity obtained through culture and experience and concreteconcepts will flourish, but how fast can this procedure be shortened? On the other handstudents find themselves in a confusing situation, various job opportunities in branch fields inthe profession without knowing which one to choose.

Design as an optimization process of the various conceptual and technological elementssuch as; user needs, social, psychological and personal needs; aesthetics; environmentalfactors, structural factors; building physics, scientific laws, legislative rules and regulations;additionally, newly graduates have to deal with presentation techniques and communicationskills to envelope this totally novice product. The elements of optimization can be categorizedalso in two complementary groups, as the tangible/ fact and figures (recognizable/measurable) and the intangible (vague or conceptual). Because of the unpredictablecharacter of the intangible or conceptual side of design, such as: variation of needs from userto user and changing of needs or situations from one date to the other, with the impact ofeconomy, design and teach how to design a real difficult task. From architects point of view,any design product or architecture is a final manifestation of the total design process. So

how can education or training of architecture handle this difficult task? By teaching thestudents the tangibles? It is possible; but for intangibles, they may be taught as well but to

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* This paper is published in the proceedings of conference held in Ankara, by EAAE (European Association for Architectural

Education), Re-Integrating Theory and. Design in Architectural Education, May 2001

what extend? Can both be taught without a compromise? Since almost all the student workswill stay on paper; how can a student have an idea of what her/his design would look likewhen it is realized, how far it can satisfy the user/customer and he or she him/herself? To

what extent can it fit to the environment? To what extent the project get necessary approvalfrom legal authorities? On the other hand how to start a design is another issue. Do all thearchitects start designing by taking these factors into consideration at the very beginning asstep by step, or rather start to research and design parallel wise? Can we make a model,simulation of exact situation? 3D, even virtual reality programs, and simulation programscould help to solve the above matters satisfactorily?

Talent and desire of student on the subject; his/her concentration, imagination of 3D spaces,proportions, feeling of space, feeling the soul of architecture of a building are also importantitems to be considered in design education.

The Gap Between Professional Practice And Education / Theory

Possible Job Opportunities Awaiting For Any Graduate Of Architecture Or Interior ArchitectureSchool

Graduates of design schools aspire the model of a working environment in a design office orhaving his or hers own office. However, this narrow view and hope usually never happensand graduates find themselves in a surprising work environment, where usually they are notprepared for. No detailed research on this subject has been carried out In Turkey yet,professional organizations, such as Chamber of architects, have some data but notscientifically analyzed to address the issue. In Turkey, likewise other open market countries,investment in construction business is largely effected by countrys economical venue. Sothe affiliation of the graduates varies a lot and fluctuates with the change of the economicalsituation.

In Turkey professional rights and privileges are acquired directly after graduation, so that thegraduates must have the necessary knowledge and experience beforehand.

A comprehensive architectural education program should cover all above problems andissues, as thorough as possible. This required for future professional to adapt himself to aprofessional life that wide range of interdisciplinary variations. The following list is thepossibilities of working fields that await the graduates of architecture and interior architects.They can practice these fields in a private or governmental job places, including factories ortheir own private establishments.

Architectural design,

Urban design

Interior design

Renovation

Furniture design

Product design or any other general

designing

Bathroom and kitchen designing and / ortheir marketing

Textile design and/or its marketing

Construction material marketing

Furniture and decorative elementsmarketing

Technical drawing

CAD-CAM operator

Computer programming related to designmatters

Rendering

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Model making

Photography

Site supervisor

Project supervising

Cost control and /or quantity surveying

Consultant / advisor

Contract document specialist

Trading / import-export of design orconstruction products

The Preliminary Knowledge Needed For The Above Possible Jobs In General:

1. Design techniques on everyscale

2. Rendering techniques, modelmaking, photography, andother presentation methods

3. Research techniques

4. Computer knowledge

5. Programming techniques

6. Problem solving techniques

7. Good knowledge of recentconstruction and detailingmaterials

8. Good knowledge of legalresponsibility

9. Marketing knowledge

10.Self marketing techniques andskills

11.Detailing techniques

12.Quantity surveying knowledge

13.Construction managementtechniques

14.Verbal and writtencommunication techniques

15.Human relations skills

Learning And Teaching TheoriesThere are numerous types of curricula as there are number of universities. It seems eachone of them approaches differently to the problem of education of design. May be it is due tothe fact that, difference of the culture and characteristics of the university and of the specificurban environment it takes place. Where one method is right for one community and itsuniversity while the other may be wrong. But still the teaching depends on the learningphenomena, where the mechanism is same for all human beings. In the field of psychologyof learning, many theories and models of teaching developed. These theories and modelsare already in application in our design studios and other lecture classes. But some still mayhave an impact on our programs and these support to our approach. To SODAP workshop.As a summary these are:

Social Cognition Learning Model- child learns through problem solving experiencesshared with someone else. (Vyogotsky, 1962)

Social Learning Theory (Observational Learning)- Learning by observation involvesfour separate processes: attention, retention, production (capable of producing theact), and motivation (reason to do so). (Bandura, 1986)

Behaviorism- Positive and negative reinforcement techniques can be very effectiveon learning (Phillips and Soltis)

Constructivism- Meaning requires wholes as well as its parts; Learning is just not

memorizing right answers but to construct his or her own meaning. (Brooks & Brooks)

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Multiple Intelligence Model- There are at least seven ways to learn. Verbal, logical,visual, kinesthetic, musical, communication with others, self reflection (Gardner)

Brain Based Learning- Learning is best when facts imbedded in natural, spatialmemory. (Caine)

Learning Styles Theory Individuals perceive and process information in differentways. Concrete and abstract perceivers; Active and reflective perceivers. (Kolb)

Right Brain Verses Left Bran: Emphasis should be given on activities byincorporating, more patterning, metaphors, analogies, role playing, visual andmovement into their reading, calculations and analytical activities. (Mc Carthy)

Communities And Practice Approach- Knowledge is inseparable from practice. Bydoing we learn. (Institute For Research And Learning)

Aesthetic Realism Method Adjectives encourage interest and oppose cynicism.Students wanted desperately to respect themselves for how they used their minds.Writing with descriptions adds interest in spaces. ( Eli, 1967)

From Students And Graduates Point Of ViewThe graduates usually work as apprentices in the sector, especially at the beginning. And ifthey have the opportunity to design, the final design / building will usually have problems,and the new graduate usually learns through experience on the clients account.

Another issue is societys understanding of architect, and interior architect. In Turkey thearchitectural profession is usually misunderstood and confused with structural engineeringand even with builder, or worker. Interior architects are confused with decorators or even wallpainters. (Aslantamer, 2000) Legislatively civil engineers and some other technicalprofessionals have right to sign small architectural projects, especially in small settlements,and there are no regulations for interior works, therefore graduates have difficulty ofintroducing themselves. On the other hand, the profession is quite new to the society; thefirst interior architectural school was established 70 years ago. So the graduates should beequipped with marketing strategies as well.

B. TRIAL OF SOLVING THEORY PRACTICE GAP: SODAP WORKSHOP

To find a solution to all above stated problems, which are valid for most of the otherprofessions, an applied education method is introduced through out the ankaya University.Before going into the detail of the situation in our Department and new course SODAPcourse, brief explanation of the Turkish University System; Our University and Departmentwill be given to picture the background.

Every year almost 1.5 million high school graduates apply to University entranceexaminations (OSS). Higher level, 90 to 95th percentile of students, accepted to engineering,medical, architectural departments of government universities, the preferences of studentsare primarily based on the fashionable schools, high earning and easy job finding disciplines,such as, computer sciences, electronics, management, industrial engineering, The admissionis done through a computer evaluation of a knowledge based aptitude test. However Interiorarchitecture schools have 2nd level exams among the students who could not enter thesedepartments. During their high school education these students usually had no backgroundeducation to continue in architectural schools, thus almost all of them have no basic

knowledge of drawing, understanding of arts or similar. Also all university programs apartfrom medical schools, last for four years. Coming to the situation of our University, which hasstarted education four years ago, as a private foundation, has only single department related

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to architectural discipline, which is interior architecture. Which has only two yearsbackground. To establish a sound place among other universities ankaya Universityaccepts the principle applied education or unity of theory and practice in education.Therefore from the beginning of curricula structuring, our department, Interior Architectureaccepts this principle as goal, and tries to achieve this goal in every course. In the meantimemost of our students, which may belong to 80th to 90th percentile group of the entrees,unfortunately have no idea of the profession, they may not have any talent, knowledge orunderstanding of art or architecture at all. So the challenge of curriculum preparation lies on,how to educate these students, and prepare them to professional life in four years, give themto love of creation, and yet, make them superior to interior architecture graduates of otheruniversities. That is why the whole curriculum is arranged and prepared on the basis of theunity of theory and practice in education.

Therefore SODAP Courses are developed and put directly into action. Basing on atheoretical study, development of SODAP is possible, depending on the facultysexperiences in various fields of the profession such as academic, private andgovernmental experiences in design and construction.

Main Goals And Objectives Of SODAP WorkshopsAs it is mentioned above nowadays, with globalization, developments in telecom and IT,students study modes have changed. Students can make their researches through WorldWide Web, and get information from all over the world by Internet. All these developmentsmake the education a lot easier and quite helpful with the tools and means provided. How willthe future shape the education? And how does a curriculum be adaptive to cover futuredevelopments with traditional education methods seem a real enigma. Should we change thewhole traditional education system? With the development of new generation of intelligentcomputers will the architects role diminish? How curricula of architectural schools follow upthese fast changes?

In ankaya University, while preparing the curricula with the aim of solving the separation oftheory/education and practice problem, and its forthcoming issues, a series of coursesnamed Workshops have been introduced. The goal was to equip the school with manyworkshops, such as photography, architectural modeling, multimedia, carpentry, painting etc.and to make students to design and produce, do as more practice as possible during theireducation. So the workshop courses were programmed for 8 contact hours per week foreach semester and continue all semesters during four years. But this traditional approach ofworkshops would not cover all the problems stated above. How would a new approach bedeveloped to solve the issue of theory and practice, and possible problems related tostudents and the new technologies of 21st century? How can it be adaptive and flexible? Fora new University the investments of these workshops are costly, which one of the workshopis given the priority? What if some of them become obsolete in the near future? So a newapproach is developed: SODAP , the whole city is taken as a total workshop area.

. This is an experimental approach and reaching a scientific conclusion is quite difficultunless couples of graduate groups are studied, the program is being developed, and will bedeveloped by research, findings and feedbacks. It seems that, this approach can be appliedin all sorts of design schools and even by other applied science schools, or even by lawschools, which would need theory practice unification, with small variations and adaptation.

The SODAP courses continue for each semester for four years, and course syllabi is thesame for all, as follows:

Workshop exercises to correlate skills gained at theoretical courses into practice.

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Having a cross sectional character in SODAP courses every subject find its place in thecourse. The field of SODAP covers Urban Life Interactions Field and Schoolwork and studyfield. (fig.2). One foot of SODAP is always in real life so that it provides a connection oftheory and practice. And, transfer of learning emerges through accumulation obtained indesign courses and the knowledge accumulated in theoretical courses and with the practicein SODAP courses, students, depending on their capacity of personal creativity, can applythese accumulated knowledge in real life, in practice. Personal creativity here, is not confinedwith design creativity, but rather creativity in every sense, creativity in presentation, findingjobs, solving details, etc. (fig.2) For design courses, for example, one of the most difficult taskis to decide upon the scale, human dimension and factors, basic design elements andprinciples, environmental control systems. For example, certain heat level can be appropriatefor certain environment of certain task theoretically, But the effect of size, proportion of thespace, the material, the color, the texture, the pattern is difficult to calculate from users point

Fig. 1 Field Of Sodap Courses

Usually, in standard workshop or construction course, students are asked to develop aconstruction or detail projects, and at most, they are expected to make these details inworkshops. The boundary of SODAP is not confined with construction and detailing subjectsbut rather embraces almost all of the courses and their relation in real life situation. Thereforethe courses need prior basic knowledge.

Almost all of the courses are separate and specialized in certain field and we expect studentsto apply all information in a mixed way in their designs and especially in their professional lifeSo SODAP course is designed to fill this gap as well as a binding agent. It is not specializedin the sense of knowledge. It is rather cross sectional. (fig.1)

The objectives are simple

Students should be prepared for the professional life as far as possible

These courses should exemplify or simulate the after graduation life. So that, practiceshould cover almost all theoretical subjects.

Same subjects can be given each year but, from simple to more complex

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Detailed course syllabi should be flexible to provide relation with other courses,especially to design studios,

Courses should be adaptive to changes of the recent technological development, aswell as the changes of social and cultural factors,

Courses should be adaptive to the student groups and their capacity and capability,

Students should be given the opportunity to develop their own understanding of theprofession and their interest areas,

Students also should set free to develop their professional skills,

Students should rather feel themselves in the market, not broke apart from real life,

Basic learning rules should be applied,

Faculty must be chosen among the ones who have professional practice in variouscategories,

Relation with other courses should be conducted by regular faculty meetings of thatspecific curriculum year,

Any project, designed within the scope of this course can be implemented by the student or a group ofprofessional technicians that mimicking real life situation. (Designers almost all of the times do not

apply their designs by themselves, so, similar to that, students can be given the permission to asksomeone to do it for themselves, so the designs prepared in this course preferably will be produced by

the student, or can be produced by someone else, under the supervision of the student.)

1.2. Learning Principles Applied

The program of the courses based on the goals and objectives and learning theoriesmentioned above to achieve these goals and objectives.

The following concepts of cognition are the basis of SODAP.

Looking is not necessarily seeing, forcedlooking will end by seeing, thereforelearning,

Observing is learning,

Feeling with 6 senses is learning,

Mimicking is learning

Drawing is learning.

Writing is learning

Discussion is learning

Researching is learning

Making analysis is learning

Criticizing is learning.

Expressing ones idea is learning

Teaching is learning.

Experiencing the real life situation is

learning,Doing is learning,

Experiencing is learning,

Sharing is learning

Evaluating is learning

Repetition enhances learning

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Fig. 2 Transfer of Learning Process Fig. 3 Representation of Real Life Situation

Having a cross sectional character in SODAP workshops, every subject find its place in thecourse. The field of SODAP covers Urban Life Interactions Field and Schoolwork and studyfield. (fig.2). One foot of SODAP is always in real life so that it provides a connection oftheory and practice. And, transfer of learning emerges through accumulation obtained indesign courses and the knowledge accumulated in theoretical courses and with the practicein SODAP courses, students, depending on their capacity of personal creativity, can applythese accumulated knowledge in real life, in practice. Personal creativity here, is not confinedwith design creativity, but rather creativity in every sense, creativity in presentation, finding

jobs, solving details, etc. (fig.2) For design courses, for example, one of the most difficult taskis to decide upon the scale, human dimension and factors, basic design elements andprinciples, environmental control systems. For example, certain heat level can be appropriatefor certain environment of certain task theoretically, But the effect of size, proportion of thespace, the material, the color, the texture, the pattern is difficult to calculate from users pointof view. Even if the necessary information is given in theoretical courses students willunderstand the situation if they experience it. So in SODAP courses through measuring thebody, various elements, experiences different spaces, furniture, they attain the knowledgerather then understand it. Similar to that one can understand the functional appropriatenessbetter, if they will experience it, in real life condition. Application of basic design rules, isalways difficult to understand, by experiencing it, namely seeing in three dimension,discussing it, drawing it make students to have the knowledge. Almost all theoretical

courses find its reflections in SODAP courses. (Fig. 4)

Basically the following activities are held during SODAP courses:

SEE: The students, as a class, are taken to visit existing, buildings, buildings underconstruction, real workshops, nature, etc. to SEE; During visit the site is evaluated inevery aspect, discussion is held, and the students are asked to write a report for eachvisit, according to site evaluation criterion.

OBSERVE: The class with the instruction of the faculty, observe the processesinvolved, observe functional relations, factors affecting the existing situation of abuilding or artifact or a piece of furniture and try to find out and understand tangibles

and intangibles aspects of architecture.

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DRAW- DESIGN- DISCUSS: During visits students are expected to make interviews,DISCUSS with the interviewee, DRAW at the site to make a visual correlation of whatthey have seen/learn; so that they spend longer time to look deeply as well. And theyare expected to DESIGN an object or something that they can apply their knowledge.

ANALYSIS: Sometimes related to a building type, but mostly on an independent

subject assigned by the faculty, students are asked to make researches, analyze thesubject of design or problems, write reports, learn how to learn by themselves. Thisstudy usually done as a group work to practice team work and overcome itsproblems.

PRODUCE- PRACTICE-PARTICIPATE: They are expected to design an object orsomething that they can apply their attained knowledge in all design and theoreticalcourses. They are expected to make or have them made in real workshops, ifnecessary in several workshops, present them, therefore PRACTICE the productionprocess have an experience of multidisciplinary work. In this projects studentsprojects are expected to be used either by themselves, by family members or realclient, they represent the real designer role, client role sometimes can be undertakenby either the faculty, or other students, and sometimes family members or real client.(Fig.3)

Thus, it is expected that the students are and will be always conscious and knowledgeableabout the real life situation, feeling the problems mentioned above, in A.2. Part of thisabstract. SODAP, workshop courses also make students conscious about the difference ofschool projects and real life projects, so that the students feel free to be more creative andtheoretical in their design courses.

Fig.4 . Theoretical courses and SODAP Fig.5. First year courses and SODAPrelation relation

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The courses are conducted by a single or group of faculty, but whenever necessary, forcertain period of time, theoretical support is given, either by the real professional or aspecialized faculty. Thus each theoretical course finds its reflection in SODAP.

Program is adaptive and flexible according to need; and always surprising for the students,and is very active too. This character of the course makes students attentive to the course

willingly:

The program is arranged so that every theoretical course find its reflection in SODAP. (Fig 4)Thus economy of time also achieved: For example with only one site visit; basic designprinciples, construction materials, ergonomics, legal approval mechanism, standards, anduser requirements can be discussed and, each year the content of the course become morecomplex. For the first year the theoretical courses platforms and SODAP course relation isseen. (Fig 5)

In the following table few examples of course program can be analyzed. By the analysis ofdaily course program applied in 2000-2001-fall semester, one can understand the nature ofSODAP and its potential flexibility and future.

Table 1 Few Examples Of Some course programs and semester projectsApplied in Fall of 2000

SUBJECT AIM WHAT IS DONE? ASSESMENTPlastic tea cup To see functional

appropriatenessTo draw /VisualCommunication

Discussion of theform, quality ofmaterial,

Drawing

Drawings are graded

Human figure To see-ergonomicsTo draw- visualcommunication andbody proportions

Dimension of humanbodyDrawing to see

Drawings graded

Visit to a building(METU Fac. Of Arch.

To see-basic designelements andprinciples on building,what is architecture,interior architectureTo observe- spaceorganization andfunctionTo draw-V.C.

Discussion on basicdesign elements andprinciples; materialsof construction; somedetailsDrawingWriting a report aboutthe building

Drawings and reportsare graded

Visit to Ceylan -primeministry constructionsite

To see- structural andfinishing materialsTo observe construction work

Discussion on,materials, theirusage, buildingsystems, and theirvocabulary, differenttype of buildingtrades, understandingof finishes

Quiz graded

Visit to Ankara Citadel To see- appreciationof historical site, basicdesign principles,materials and detailsTo observe functional changeTo draw V.C. to seeand observe

Discussion on historical

site, materials, details,building systems, basic

design principals,functional change, user

needs, understanding ofinterior works

Drawings graded

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Project Change that To analyze- differentmaterials, function,user needsTo see: differentmaterials and how tohandle, detailingTo produce- From an

old object creation ofnew oneTo draw-technicaldrawing

Real life productionDiscussion onfunctional change,basic designprinciples, detailing,ergonomics, userneeds,

Presentation of theprojectUser evaluation,

The object, drawings,verbal presentation,and all graded in openjury

Study on a specificbuilding type andevaluation of anexample

To see: Evaluation ofa building,Problems of teamworkTo analyze: Certainbuilding type, byliterature and liveresearchTo produce: Acomprehensive report

To observe: User-function relation

Analysis in terms offunction, bubblediagrams, activitydiagrams, materials,building finishes,furniture, colorscheme, buildingphysics, buildingsystems,Report writing,

analysis drawings,analysis photographsOf the certain buildingand its type frombooks, andcomparison

Reports, drawings,verbal presentationwith knowledge of theanalyzed building typeand how to analyze abuilding is evaluated,and graded

The Possible Difficulties Confronted During The Application Of SODAPSo far the main difficulties seem:

Programming the course schedule of the faculty; especially the co-timing of theprogram of SODAP to the other theoretical courses.

For visiting of the buildings the size of the student group; maximum 20 students seemto be fine for concentration, for bigger groups two or more sessions should beundertaken,

Since close communication among faculty is a necessity lack of time for meetingsseem to be a problem for the time being, probably in time with adaptive programmingthis problem can be altered,

Application of the course was a different experience for both the faculty and the students. Itsdynamic capability makes the course adaptive to difficulties of finding places. Visiting placesshould not necessarily be the ideal one, since any building has positive and negative values.The final four-year program has not yet settled, with each years experience the course isreevaluated and finalized for the coming semester. To see and evaluate the advantage of thecourse cannot be achieved before seeing couple of graduate groups. Only after the degreeof success can be measured.

BIBLIOGRAPHY

ALLPORT, F.H.; Theores Of Percepton And And The Concept Of Structure; Newyork,1955

ASLANTAMER. O.; The Congruent And Distinct Points And Defective Parts Of

Architecture And Interior Architecture, 2000 (Unpublished Study)

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BANDURA, A. Social Foundations of Thought and Action: A Social CognitiveTheory. Engle wood Cliffs, Prentice Hall: NJ, 1986

CAIRNS, George; WORTHINGTON, John (ed); Perspectives On ArchtecturalEducaton; Insttute Of Advanced Architectural Studies, The University ofYORK, U.K., 1997

EDELMAN, Gerald. Bright Air, Brilliant Fire; On the Matter of the Mind. BasicBooks, 1992

ELLS, Henry; Fundamentals Of Human Learnng And Cognton; Wm. C. BrownCompany Publishers, USA, 1972 (LB 1051, E 496)

LANG, John; Creatng Archtectural Theory; Van Nostrand Reinhold ; NewYork,1987

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ONEL,HAKKI Prof.Dr.; Mimarlk Eitiminde Kalite Ve Yeni Yaklamlar; Mimarlk,Ekim, 2000, No: 295,pp.58-60

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Teachers College Press.Practce; Allyn and Baco Inc., USA,1987RITTEL, H.; For the Distinction Between deliberated and Off Hand Judgements;

Prncples For The Desgn Of An Educatonal System For Desgn; In:Education For Architectural Technology, Berkeley,1966

UNDERWOOD, Geoffrey; Implct Cognton; Oxford Science Publications;Gr.Br. ,1996

VYGOTSKY, L.S. Thought and Language. MIT Press, Cambridge MA, 1962.VYGOTSKY, L.S. Mind in Society. Harvard University Press Cambridge MA,

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