| Kodu |
Dersin Adı |
Yarıyıl |
Süresi(T+U) |
Kredisi |
AKTS Kredisi |
| MIM415 |
MİMARİ TASARIM V |
7 |
8 |
4 |
8 |
DERS BİLGİLERİ |
| Dersin Öğretim Dili : |
Türkçe |
| Dersin Düzeyi |
BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle |
| Dersin Türü |
Zorunlu |
| Dersin Veriliş Şekli |
- |
| Dersin Koordinatörü |
Assoc.Prof. İLKE CİRİTCİ |
| Dersi Veren Öğretim Üyesi/Öğretim Görevlisi |
Dr.Öğr.Üyesi ERDAL YILDIZ-Öğr.Gör. İSMAİL DOĞANYILMAZ |
| Ders Ön Koşulu |
MIM302 - ARCHITECTURAL DESIGN IV
|
AMAÇ VE İÇERİK |
| Amaç: |
In the context of an urban problem, it is aimed to develop multi-storey building solutions that will be created by questioning the open space / closed space, public space / private space relations in an existing texture, in existing spaces or in places deemed suitable to be evacuated. |
| İçerik: |
the search for solutions to current functions within urban environments that do not involve very specific problems; Creating suitable spaces for the functions discussed, the "open/closed, private/public" contrast of the space hierarchy and indoor-outdoor relationships will be examined. To recognize the occupancy-void character of the immediate environment, both volumetrically and superficially, and to redefine it through the proposed solution; To be able to create multi-storey spaces with different functions on each floor; To create solutions regarding the load-bearing system and vertical-horizontal circulation problems of multi-storey buildings; It is aimed to discuss the concept of adaptation to the structural environment. In line with the objectives and content of the course, the work area of the project is Beşiktaş district; "District Governorate Building" was chosen as the project subject. |
DERSİN ÖĞRENME ÇIKTILARI (Öğrenciler, bu dersi başarı ile tamamladıklarında aşağıda belirtilen bilgi, beceri ve/veya yetkinlikleri gösterirler.) |
| Makes complex programmatic design. |
| Develops advanced architectural programs. |
| Integrates building subsystems with design. |
| Analyzes environmental data in design. |
HAFTALIK DERS KONULARI VE ÖNGÖRÜLEN HAZIRLIK ÇALIŞMALARI |
| Hafta |
Ön Hazırlık |
Konular |
Yöntem |
| 1 |
- |
Subject explanation, operation explanation |
- |
| 2 |
- |
Analysis studies |
- |
| 3 |
- |
Analysis studies |
- |
| 4 |
- |
Analysis studies |
- |
| 5 |
- |
Interim evaluation |
- |
| 6 |
- |
Project development |
- |
| 7 |
- |
Project development |
- |
| 8 |
- |
MID-TERM EXAM |
- |
| 9 |
- |
Project development |
- |
| 10 |
- |
Project development |
- |
| 11 |
- |
Project development |
- |
| 12 |
- |
Interim evaluation |
- |
| 13 |
- |
Project development |
- |
| 14 |
- |
Project development |
- |
| 15 |
- |
Project development |
- |
| 16 |
- |
FINAL EXAM |
- |
| 17 |
- |
FINAL EXAM |
- |
KAYNAKLAR |
| Keleş, R., (1990), Kentleşme Politikası, İmge Kitabevi ,Ankara. Tarihten Günümüze Anadolu’da Konut ve Yerleşme, (1996), Tarih Vakfı Yayınları, İstanbul. |
ÖLÇME VE DEĞERLENDİRME |
| Yarıyıl İçi Yapılan Çalışmaların Ölçme ve Değerlendirmesi |
Etkinlik Sayısı |
Katkı Yüzdesi |
Açıklama |
| (0) Etkisiz |
(1) En Düşük |
(2) Düşük |
(3) Orta |
(4) İyi |
(5) Çok İyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
DERSİN PROGRAM ÖĞRENME ÇIKTILARINA KATKISI
| KNOWLEDGE |
| Theoretical |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
The students is able to implement the knowledge gained during the course to their working areas.
|
|
|
|
3 |
|
|
| KNOWLEDGE |
| Factual |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
They are able to assess and interpreter the environmental data for designing building by using advance skills and knowledge gained during the architectural education.
|
|
|
|
|
4 |
|
| SKILLS |
| Cognitive |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
The students are able to have detail information regarding real life, experience and systems by focusing on the discipline of architecture.
|
|
|
|
|
4 |
|
| SKILLS |
| Practical |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
They have the knowledge and concepts on the history of art, aesthetic, the skill of CAD use and cultural infrastructure.
|
|
|
|
3 |
|
|
| OCCUPATIONAL |
| Autonomy & Responsibility |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
They are able to have planning and management skills under a group responsibility.
|
|
|
2 |
|
|
|
| 2 |
The students are able to gain the life-time learning skill that is the crucial part of the discipline of architecture
|
|
|
2 |
|
|
|
| 3 |
They are able to know how to deal with their learning needs in the educational life and after.
|
|
|
|
3 |
|
|
| OCCUPATIONAL |
| Learning to Learn |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
They consider the ethical issues strictly in case of collecting data, interpretation of the data, producing the projects and the phase of implementation in the field of architecture.
|
|
1 |
|
|
|
|
| 2 |
They have sufficient awareness regarding environmental protection and occupational health and safety issues and also they consider risk management and responsibility issues.
|
|
1 |
|
|
|
|
| OCCUPATIONAL |
| Communication & Social |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
They are able to transfer or share their comments and/or critiques regarding the architectural projects and problems with certain methods such as written, oral or other presentation techniques. They are also able to inform individuals or institutions in the field of architecture.
|
|
|
|
|
4 |
|
| 2 |
They are able to share their thoughts and suggestions by supporting them with numerical and qualitative manner in the architectural field with the specialists or not.
|
|
1 |
|
|
|
|
| 3 |
They are able to produce social responsibility projects and activities regarding social environment and they are also able to take active roles.
|
|
1 |
|
|
|
|
| 4 |
They are able to use of communication and information technologies effectively and efficiently in the field of architecture.
|
|
|
|
|
4 |
|
| OCCUPATIONAL |
| Occupational and/or Vocational |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
They are able to work independently in the field of architecture and its production areas.
|
|
1 |
|
|
|
|
| 2 |
They are able to take responsibilities in the field of architectural productions in order to solve unpredictable problems and issues.
|
|
1 |
|
|
|
|
DERSİN İŞ YÜKÜ VE AKTS KREDİSİ |
| Öğrenme-Öğretme Etkinlikleri İş Yükü |
| Öğrenme-Öğretme Etkinlikleri |
Etkinlik(hafta sayısı) |
Süresi(saat sayısı) |
Toplam İş Yükü |
| Lecture & In-Class Activities |
14 |
8 |
112 |
| Preliminary & Further Study |
0 |
0 |
0 |
| Land Surveying |
1 |
4 |
4 |
| Group Work |
0 |
0 |
0 |
| Laboratory |
0 |
0 |
0 |
| Reading |
0 |
0 |
0 |
| Assignment (Homework) |
2 |
4 |
8 |
| Project Work |
1 |
48 |
48 |
| Seminar |
0 |
0 |
0 |
| Internship |
0 |
0 |
0 |
| Technical Visit |
0 |
0 |
0 |
| Web Based Learning |
0 |
0 |
0 |
| Implementation/Application/Practice |
0 |
0 |
0 |
| Practice at a workplace |
0 |
0 |
0 |
| Occupational Activity |
0 |
0 |
0 |
| Social Activity |
0 |
0 |
0 |
| Thesis Work |
0 |
0 |
0 |
| Field Study |
0 |
0 |
0 |
| Report Writing |
1 |
4 |
4 |
| Final Exam |
1 |
1 |
1 |
| Preparation for the Final Exam |
0 |
0 |
0 |
| Mid-Term Exam |
0 |
0 |
0 |
| Preparation for the Mid-Term Exam |
0 |
0 |
0 |
| Short Exam |
0 |
0 |
0 |
| Preparation for the Short Exam |
0 |
0 |
0 |
| TOTAL |
20 |
0 |
177 |
|
Genel Toplam |
177 |
|
|
Toplam İş Yükü / 25.5 |
6,9 |
|
|
Dersin AKTS(ECTS) Kredisi |
7,0 |
|