Architecture (English) | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | ARCDE501 | ||||||||
Course Name: | Global Discussions On Architecture | ||||||||
Course Semester: |
Fall |
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Course Credits: |
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Language of instruction: | TR-EN | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Department Elective | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Dr.Öğr.Üyesi EDA ÖZSOY | ||||||||
Course Lecturer(s): |
Dr.Öğr.Üyesi EDA ÖZSOY |
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Course Assistants: |
Course Objectives: | To develop an understanding about architecture and its global context, to run discussions on contemporary issues and relations of architecture with other disciplines and areas. |
Course Content: | Architecture as both an anonymous and complicated field of production needs to be re-described and discussed parallel to the global changes in all aspects. This course aims to read and discuss current agenda of today’s world and to see its reflections on / relations with architecture |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Introduction | |
2) | Dynamics of Globalization | |
3) | Dynamics of Globalization | |
4) | Key Concepts on Global Architecture Issues | Spector, T. (2001). The Ethical Architect: The Dilemma of Contemporary Practice. |
5) | Key Concepts on Global Architecture Issues | Spector, T. (2001). The Ethical Architect: The Dilemma of Contemporary Practice. |
6) | Key Concepts on Global Architecture Issues | Spencer, D. (2016). The Architecture of Neoliberalism: How Contemporary Architecture Became an Instrument of Control and Compliance. |
7) | Networks, Actors, Discourses and Practices | Spencer, D. (2016). The Architecture of Neoliberalism: How Contemporary Architecture Became an Instrument of Control and Compliance. |
8) | Mid-Term Exam / Presentations | |
9) | Networks, Actors, Discourses and Practices | Hossein Sadri (2017). “Profession vs Ethics” |
10) | Networks, Actors, Discourses and Practices | Hossein Sadri (2017). “Profession vs Ethics” |
11) | Networks, Actors, Discourses and Practices | Hossein Sadri (2017). “Profession vs Ethics” |
12) | Future Envisions on Architecture | |
13) | Future Envisions on Architecture | |
14) | Future Envisions on Architecture |
Course Notes / Textbooks: | Evet |
References: | Hossein Sadri (2017). “Profession vs Ethics” Spector, T. (2001). The Ethical Architect: The Dilemma of Contemporary Practice. New York: Princeton Architectural Press. Spencer, D. (2016). The Architecture of Neoliberalism: How Contemporary Architecture Became an Instrument of Control and Compliance. Hubbard, P. (2011). Key thinkers on space and place. Los Angeles: Sage. Rauterberg, H., Aston, P., & Holtz, C. (2012). Talking Architecture: Interviews with architects. Munich: Prestel. Sykes, K. (2010). Constructing a New Agenda: Architectural Theory 1993-2009. New York: Princeton Architectural Press. Batuman, B. (2018). New Islamist Architecture and Urbanism: Negotiating Nation and Islam through Built Environment in Turkey. London: Routledge. |
Learning Outcomes | 1 |
2 |
3 |
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Program Outcomes | |||||||||
1) - Gaining discursive, theoretical and factual information from various environments, in local, national and global context for related field, architectural design/ planning/ design activities and researches, she has required ability and comprehension to reflect the information on academic environment. | |||||||||
2) - Has intellectual, discursive, scientific, technologic, esthetic, artistic, historic and cultural information and comprehension about related field. | |||||||||
3) - Has knowledge and understanding on human and community oriented and sensitive to environment (natural and built) architectural design/ planning/ design/ research methods on the related field. | |||||||||
4) - Has multidimensional knowledge and understanding on economics, topics related to disasters and environmental and societal sustainability principles and standards. | |||||||||
5) - They have knowledge about the principles, laws, regulations and standards related to their field. | |||||||||
6) - Has knowledge and understanding about institutional and ethical values related to the concerned field. | |||||||||
7) - Has knowledge and understanding about the place / importance of the related field in its historical, geographical, social and cultural context. | |||||||||
8) - Has ability to develop concepts in architectural design/ planning/ design fields. | |||||||||
9) - Has ability to provide integrity between discourse, theory and practise for architectural design / planning / design activities and researches. | |||||||||
10) - Has ability to identify facts, potential, problems and required researches for these in architectural design/ planning/ design issues. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | - Gaining discursive, theoretical and factual information from various environments, in local, national and global context for related field, architectural design/ planning/ design activities and researches, she has required ability and comprehension to reflect the information on academic environment. | 3 |
2) | - Has intellectual, discursive, scientific, technologic, esthetic, artistic, historic and cultural information and comprehension about related field. | 3 |
3) | - Has knowledge and understanding on human and community oriented and sensitive to environment (natural and built) architectural design/ planning/ design/ research methods on the related field. | 3 |
4) | - Has multidimensional knowledge and understanding on economics, topics related to disasters and environmental and societal sustainability principles and standards. | 3 |
5) | - They have knowledge about the principles, laws, regulations and standards related to their field. | 3 |
6) | - Has knowledge and understanding about institutional and ethical values related to the concerned field. | 3 |
7) | - Has knowledge and understanding about the place / importance of the related field in its historical, geographical, social and cultural context. | 3 |
8) | - Has ability to develop concepts in architectural design/ planning/ design fields. | 3 |
9) | - Has ability to provide integrity between discourse, theory and practise for architectural design / planning / design activities and researches. | 3 |
10) | - Has ability to identify facts, potential, problems and required researches for these in architectural design/ planning/ design issues. | 3 |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Individual Project | |
Presentation |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 15 |
Quizzes | 1 | % 10 |
Presentation | 1 | % 15 |
Project | 1 | % 30 |
Final | 1 | % 30 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 70 | |
PERCENTAGE OF FINAL WORK | % 30 | |
total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 2 | 28 |
Study Hours Out of Class | 14 | 2 | 28 |
Presentations / Seminar | 1 | 1 | 1 |
Homework Assignments | 1 | 1 | 1 |
Final | 1 | 2 | 2 |
Total Workload | 60 |