ISTANBUL OKAN UNIVERSITY INFORMATION PACKAGE / COURSE CATALOGUE
| Architecture (English) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
General course introduction information
| Course Code: | ARCDE104 | ||||||||
| Course Name: | Shape Grammars | ||||||||
| Course Semester: | Fall | ||||||||
| 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 MELODY SAFARKHANI | ||||||||
| Course Lecturer(s): |
Dr.Öğr.Üyesi MELODY SAFARKHANI Öğr.Gör. B.Öğretim Elemanı |
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| Course Assistants: |
Course Objective and Content
| Course Objectives: | Shape grammars generate languages of architectural design. A Rule-based formalism that encodes syntactical knowledge of architectural designs. Shape grammars have been widely adopted as paradigms while searching for means to represent and understand the inner structures of design languages. Shape grammars encapsulate spatial compositions of designs within a certain style as a language. The purpose of this course is to introduce spatial grammars and their applications, primarily to design and composition. The emphases, for the most part, is on the formal and informal aspects of grammars, evolution of grammatical ideas, their relevance, application and use in the analyses of ‘styles’, synthesis of ‘form’, and incorporation of ‘function’. |
| Course Content: | Offering an in-depth introduction to shape grammars and their applications in architecture and related areas of design. Discussions on rules and computations, shape, structure, and designs. Enabling the analysis of design languages of algorithmic structure and the production of new designs in the same language. Applying rules recursively, in order to enable a simple shape to be elaborated into a complex pattern and generating new forms. |
Learning Outcomes
The students who have succeeded in this course;
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Lesson Plan
| Week | Subject | Related Preparation |
| 1) | Course principles and briefing on the content of the course. | |
| 2) | Introduction to shape grammars Basic shapes | |
| 3) | Algebras of Shapes What is the algorithm? Explanation of algorithms via examples. | |
| 4) | Calculating with Shapes and Rules Defining the rule-sets of architectural languages and generation process of designs. Parts, transformations, and boundaries. Shape grammar rules, Rules for symbols. (Inverses, copies, sums, compositions, and Boolean expressions, etc.). (arithmetic-transformation) the definition and implementation examples. | |
| 5) | Schemas for Art and Design. shape grammar and design grammar approaches; Examples | |
| 6) | The use of shape grammars as a method of analysis. The use of grammar-based design for innovative- Design. Examples for examination and discussion. | |
| 7) | Critics on submitted classwork and homework | Relevant course notes & Previously listed resources |
| 8) | Mid-Term Examination | |
| 9) | Proposal for final project. Students examine project via shape grammar. | Relevant course notes & Previously listed resources |
| 10) | Critics on projects analysis. | Relevant course notes & Previously listed resources |
| 11) | Evaluation of the final project/semi presentation. Evaluation of overall course performance, Q&A Session | Relevant course notes & Previously listed resources |
| 12) | Evaluation of the final project/ semi presentation. Evaluation of overall course performance, Q&A Session | Relevant course notes & Previously listed resources |
| 13) | Critics on projects. | Relevant course notes & Previously listed resources |
| 14) | Final | Relevant course notes & Previously listed resources |
Sources
| Course Notes / Textbooks: | Pauwels, Pieter & Strobbe, Tiemen & Eloy, Sara & Meyer, Ronald. (2015). Shape Grammars for Architectural Design:. 527. 507-526. 10.1007/978-3-662-47386-3_28. Stiny, G. (2006). Shape: Talking about Seeing and Doing. MIT Press. Stiny, G. & Gips, J. (1972). Shape grammars and the generative specification of painting and sculpture. In Information Processing 71, 1460–1465. North-Holland Publishing Company. Mitchell, W. (1990). The Logic of Architecture. MIT Press, London. Stiny, G. (1980). Introduction to shape and shape grammars. Environment and Planning B: Planning and Design 7(3), 343-351. Cagan, J. (2001). Engineering Shape Grammars: Where Have We Been and Where are We Going?. In: Antonsson, E. K. & Cagan, J. (eds). Formal Engineering Design Synthesis. Cambridge University Press, Cambridge, UK. McKay, A.; Chase, S. C.; Shea, K.; Chau, H. H. (2012). Spatial grammar implementation: From theory to useable, (sic) software. AI EDAM (Artificial Intelligence for Engineering Design, Analysis and Manufacturing) 26(02), 143-159. Stiny, G. (1982). Spatial relations and grammars. Environment and Planning B: Planning and Design 9(1), 113–114. |
| References: | Aksoy, M.,( 2001).Varolan Tasarım Dilleri Ve Yeni Tasarım Dilleri Bağlamında Biçim Gramerleri Analizi, doktora tezi-ITU. Güzelci, Orkan. (2012). Amasya Yalıboyu Evleri Üzerine Bir Biçim Grameri Çalışması. EElibaşoğlu, E. (1995). Mimari bir dilin biçim grameri analizi ve bilgisayar ortamında sunumu. Saglam, N. BİR ANALİZ YÖNTEMİ OLARAK BİÇİM GRAMERLERİ. |
Course-Program Learning Outcome Relationship
| Learning Outcomes | 1 |
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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. | |||||||||
Course - Learning Outcome Relationship
| 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. | 5 |
| 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 |
Learning Activity and Teaching Methods
| Field Study | |
| Peer Review | |
| Expression | |
| Brainstorming/ Six tihnking hats | |
| Individual study and homework | |
| Lesson | |
| Group study and homework | |
| Reading | |
| Homework | |
| Project preparation | |
| Report Writing | |
| Q&A / Discussion | |
| Application (Modelling, Design, Model, Simulation, Experiment etc.) | |
| Case Study |
Assessment & Grading Methods and Criteria
| Homework | |
| Application | |
| Observation | |
| Individual Project | |
| Group project | |
| Presentation | |
| Reporting | |
| Peer Review | |
| Bilgisayar Destekli Sunum | |
| Case study presentation | |
| Yarışma |
Assessment & Grading
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 5 |
| Committee | 14 | % 5 |
| Homework Assignments | 3 | % 20 |
| Presentation | 2 | % 20 |
| Midterms | 1 | % 5 |
| Final | 1 | % 40 |
| Paper Submission | 3 | % 5 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| total | % 100 | |
Workload and ECTS Credit Grading
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 2 | 28 |
| Study Hours Out of Class | 4 | 2 | 8 |
| Presentations / Seminar | 2 | 2 | 4 |
| Project | 2 | 2 | 4 |
| Homework Assignments | 6 | 2 | 12 |
| Midterms | 1 | 2 | 2 |
| Final | 1 | 2 | 2 |
| Total Workload | 60 | ||