A Method in Connection to Student Centred Architectural Design and Studio

The emphasis that is placed on the design curriculum works against this objective. A great deal of time is spent learning drawing and presentation techniques that may never be used again. Every professional educational system has to have a base. In law and medicine this base is founded by a good general education of sciences or humanities. This general exposure is followed by graduate training first of a general nature and becoming ever more specific as the education and training proceeds. The methodology in architectural education is about the teaching methods, which are used in architectural education system. These methodologies for the architectural design education are about education schedules and infact the methodologies used in the education implicates the physical characters of the design studios. The social, physical characteristics of the ‘studio’ space depends on methodology and the methodology of the architectural design education effects the organizations of the materials in the architectural design studios such as tables, computers, tables for making models, the spaces for desk critics, panels. In this context, tables that show the relations between the basic teaching methods, methodologies in architectural design education and the ordinary shaped design studio plans are prepared. The teaching methods that are described by the methodological thinking and also which are related to the occupants of the design studios are utilized by the help of the teaching methods in the architectural education and physical properties of the design studios. Thus, the help of these data generates the typologies of the ordinary shaped design studios. By the idea, a case study, includes the relations between the architectural design teaching methods and physical uses of the design studios in Department of Architecture at The Anadolu University, is accomplished and as a conclusion the problems in the physical usage in design studios are determined ,new and useful utilization are proposed. In the case study there are four steps for developing the experimental method in connected with studio: Interaction: During that critique supervisors had been particularly hard on the students for all basic architectural concerns (in the limited time allowed for studio projects, some things become emphasized and some are neglected). Tools: All the students incorporated basic access in their buildings. Many of their project themes were one story and they were pre-occupied with the form and symbolic meaning of their building designs. Knowledge and Method: The technical knowledge necessary on accessibility is not extensive for the studio projects at this level. Design method which developed according to not only a systematic curriculum but also spontaneously existence process for students and teachers. Studio Environment: Physical uses of the design studios. 251 Gokce Ketizmen and Rusen Yamacli