Architecture (English) | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | ARCDE110 | ||||||||
Course Name: | Vısual Communıcatıon Vısual Perceptıon ın Desıgn | ||||||||
Course Semester: |
Spring |
||||||||
Course Credits: |
|
||||||||
Language of instruction: | TR-EN | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Department Elective | ||||||||
Course Level: |
|
||||||||
Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Öğr.Gör. B.Öğretim Elemanı | ||||||||
Course Lecturer(s): |
Öğr.Gör. B.Öğretim Elemanı |
||||||||
Course Assistants: |
Course Objectives: | The design process is an interdiciplinary field using information from different disciplines at different scales. In this context, the aim of this course is; to describe the relationship between space design and visual perception process by informing about the tools and methods of encoding architectural identitiy. |
Course Content: | The course content is designed by describing the process of communication, the visual communication on this process and its relation with space design, the process of visual perception, the encoding of messages in communication, space as communication language, semiotics in decoding messages and the role of visual communication and visual perception in space design. The course content is prepared to enable students to focus on design by developing a perspective from different disciplines. |
The students who have succeeded in this course;
|
Week | Subject | Related Preparation |
1) | The conceptual introduction to the course | |
2) | The process of communication | |
3) | Visual Communication | |
4) | Visual Perception | |
5) | Semiotic Analysis | |
6) | Environmental Physicology | |
7) | Spatial Behaviour | |
8) | Mid-term exam | |
9) | Architecture and Communication | |
10) | The Communication Language of Space | |
11) | Architecture as a mass communication tool | |
12) | Corporate Communication Desgin and Architecture | |
13) | General Evaluation | |
14) | Final Exam |
Course Notes / Textbooks: | • Arnheim, R., (2018), Görsel Düşünme, 2. Baskı, Metis Yayınları • Berger, J., (2019), Görme Biçimleri, 26. Basım, Metis Yayınları • Crary, J., (2010), Gözlemcinin Teknikleri, 2. Baskı, Metis Yayınları • Fisher, G., (2015), Mimarlık ve Dil, Daimon Yayınları • Gürer, L., (1970), Temel Dizanyda Görsel Algı, İTÜ Teknik Okulları Yayınları • Güney, S. (2016), Davranış Bilimleri, 11. Basım, Nobel Yayıncılık • Guiraud, P., (2016), Göstergebilim, 3. Baskı, Metis Yayınları• • Lazar, J., (2001), İletişim Bilimi, Vadi Yayınları • Odabaşı, H., (2006), Grafikte Temel Tasarım, 3. Baskı, Yorum Sanat • Sağıroğlu, M.P., Aysu G. (2016). “Bütüncül Kurumsal Kimlik Stratejisinde Mimari Tasarımın Önemi”. MEGARON / Yıldız Technical University, Faculty of Architecture E-Journal, 11(3), 423-436. • Uçar, T., F., (2004), Görsel İletişim ve Grafik Tasarım, İnkılap Kitabevi |
References: | • Arnheim, R., (2018), Görsel Düşünme, 2. Baskı, Metis Yayınları • Berger, J., (2019), Görme Biçimleri, 26. Basım, Metis Yayınları • Crary, J., (2010), Gözlemcinin Teknikleri, 2. Baskı, Metis Yayınları • Fisher, G., (2015), Mimarlık ve Dil, Daimon Yayınları • Gürer, L., (1970), Temel Dizanyda Görsel Algı, İTÜ Teknik Okulları Yayınları • Güney, S. (2016), Davranış Bilimleri, 11. Basım, Nobel Yayıncılık • Guiraud, P., (2016), Göstergebilim, 3. Baskı, Metis Yayınları• • Lazar, J., (2001), İletişim Bilimi, Vadi Yayınları • Odabaşı, H., (2006), Grafikte Temel Tasarım, 3. Baskı, Yorum Sanat • Sağıroğlu, M.P., Aysu G. (2016). “Bütüncül Kurumsal Kimlik Stratejisinde Mimari Tasarımın Önemi”. MEGARON / Yıldız Technical University, Faculty of Architecture E-Journal, 11(3), 423-436. • Uçar, T., F., (2004), Görsel İletişim ve Grafik Tasarım, İnkılap Kitabevi |
Learning Outcomes | 1 |
2 |
3 |
4 |
5 |
||||
---|---|---|---|---|---|---|---|---|---|
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. | 5 |
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. | 5 |
4) | - Has multidimensional knowledge and understanding on economics, topics related to disasters and environmental and societal sustainability principles and standards. | 5 |
5) | - They have knowledge about the principles, laws, regulations and standards related to their field. | 5 |
6) | - Has knowledge and understanding about institutional and ethical values related to the concerned field. | 5 |
7) | - Has knowledge and understanding about the place / importance of the related field in its historical, geographical, social and cultural context. | 5 |
8) | - Has ability to develop concepts in architectural design/ planning/ design fields. | 5 |
9) | - Has ability to provide integrity between discourse, theory and practise for architectural design / planning / design activities and researches. | 5 |
10) | - Has ability to identify facts, potential, problems and required researches for these in architectural design/ planning/ design issues. | 5 |
Expression | |
Individual study and homework | |
Lesson | |
Reading | |
Homework |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Homework |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 30 |
Quizzes | 1 | % 10 |
Homework Assignments | 3 | % 10 |
Presentation | 1 | % 30 |
Final | 1 | % 20 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 80 | |
PERCENTAGE OF FINAL WORK | % 20 | |
total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 2 | 28 |
Presentations / Seminar | 1 | 2 | 2 |
Homework Assignments | 3 | 2 | 6 |
Quizzes | 1 | 2 | 2 |
Final | 1 | 2 | 2 |
Total Workload | 40 |