The program's goal is to equip its graduates with both the fundamental scientific principles and the architectural skills that enable those principles to be applied in practice. The curriculum is planned with a multidisciplinary approach in mind. The Undergraduate Program consists of eight terms where theory of design, conceptual approaches, constructional knowledge and environmental control classes come together at the studio based architecture projects. The first two years students are armed with the knowledge on art education, technical drawing, history of art and architecture, human factors, introduction to architecture, aesthetics and construction of structures. The studio is seen as a melting pot of all these courses where the students are oriented to critical thinking on design and propose ideas for projects at different scales. Flipped learning teaching method has been adapted to all courses. At the senior years, courses are more for the realization of the projects like; furniture design and production, detailing, cost estimation, product detailing, ergonomics, refunctioning historical buildings, professional practice and computer aided design. The studio based projects at this level are mostly multi-functional spaces where system details are seen as must to do technical drawings. The students have to complete two internships during their four-year education where they have the chance to transform their theoretical knowledge to practice and bring the awareness or real-life projects to the studio. Upon graduation, students should be equipped to pursue a career as architecture professionals or, if they so wish, to pursue further academic studies. The graduates will be professionals who can be flexible and integrate in a relatively short time into a wide-range of different sectors of the industry.
1st Year Fall Semester | ||||||
Course Code | Pre. | Course Name | Theory | Application/ Laboratory | Local Credits | ECTS |
ARC 101 | Basics of Architectural Design I | 4 | 4 | 6 | 9 | |
ARC 103 | Visual Communication Techniques I | 2 | 2 | 3 | 6 | |
ARC 105 | Introduction to Architectural Concepts | 3 | 0 | 3 | 3 | |
MTH 141 | Mathematics for Designers | 3 | 0 | 3 | 3 | |
CAM 100 | Campus Orientation | 0 | 0 | 0 | 2 | |
TUR/YIT 101 | Turkish Language I/Turkish Language for Foreign Students I | 2 | 0 | 2 | 2 | |
ENG 101 | Foreign Language I | 3 | 0 | 3 | 3 | |
AIT101/AIT103 | Atatürk’s principles and the History of Turkish Revolution I | 2 | 0 | 2 | 2 | |
Total | 30 |
1st Year Spring Semester | ||||||
Course Code | Pre. | Course Name | Theory | Application/ Laboratory | Local Credits | ECTS |
ARC 102 | ARC 101 | Basics of Architectural Design II | 4 | 4 | 6 | 9 |
ARC 104 | ARC 103 | Visual Communication Techniques II | 2 | 2 | 3 | 3 |
ARC 106 | Construction and Materials I | 2 | 2 | 3 | 4 | |
ARC 108 | Humanities | 3 | 0 | 3 | 3 | |
CAR 100 | Career Planning | 0 | 0 | 0 | 2 | |
TUR/YIT102 | TUR/YIT101 | Turkish/Turkish Language II | 2 | 0 | 2 | 2 |
AIT 102/104 | AIT 101/103 | Ataturk’s Principles and the History of Turkish Revolution II | 2 | 0 | 2 | 2 |
ENG 102 | Foreign Language II | 3 | 0 | 3 | 3 | |
GCE/GEC XXX | Elective | 1 | 2 | 2 | 2 | |
Total | 30 |
2nd Year Fall Semester | ||||||
Course Code | Pre. | Course Name | Theory | Application/ Laboratory | Local Credits | ECTS |
ARC 201 | ARC 102 | Architectural Design I | 4 | 4 | 6 | 10 |
ARC 203 | Computer Aided Drawing I | 2 | 2 | 3 | 4 | |
ARC 205 | Construction and Materials II | 2 | 2 | 3 | 4 | |
ARC 207 | History of Art and Architecture I | 3 | 0 | 3 | 3 | |
ARC 209 | Statics and Mechanics | 3 | 0 | 3 | 3 | |
ARC 213 | Freehand Drawing Techniques and Architecture | 2 | 2 | 3 | 3 | |
ARC 110 | Surveying | 3 | 0 | 3 | 3 | |
Total | 30 |
2nd Year Spring Semester | ||||||
Course Code | Pre. | Course Name | Theory | Application/ Laboratory | Local Credits | ECTS |
ARC 202 | ARC 201 | Architectural Design II | 4 | 4 | 6 | 10 |
ARC 204 | Advanced Computer Applications | 2 | 2 | 3 | 3 | |
ARC 206 | Construction and Materials III | 2 | 2 | 3 | 3 | |
ARC208 | History of Art and Architecture II | 3 | 0 | 3 | 3 | |
ARC 212 | Environmental Control Systems I | 3 | 0 | 3 | 3 | |
FAE XXX | Elective | 3 | 0 | 3 | 3 | |
ARC 200 | Summer Practice I | 0 | 0 | 0 | 5 | |
Total | 30 |
3rd Year Fall Semester | ||||||
Course Code | Pre. | Course Name | Theory | Application/
Laboratory |
Local Credits | ECTS |
ARC 301 | ARC 202 | Architectural Design III | 4 | 4 | 6 | 12 |
ARC 303 | Behavioural Analysis of Structures | 3 | 0 | 3 | 4 | |
ARC 305 | Architecture of the 20th Century | 3 | 0 | 3 | 4 | |
ARC 307 | Environmental Control Systems II | 3 | 0 | 3 | 4 | |
ARC XXX | Elective | 3 | 0 | 3 | 3 | |
FAE/XXX | Elective | 3 | 0 | 3 | 3 | |
Total | 30 |
3rd Year Spring Semester | ||||||
Course Code | Pre. | Course Name | Theory | Application/
Laboratory |
Local Credits | ECTS |
ARC 302 | ARC 301 | Architectural Design IV | 4 | 4 | 6 | 12 |
ARC 304 | Planning and Urban Design | 2 | 4 | 4 | 4 | |
ARC 300 | Summer Training II | 0 | 0 | 0 | 5 | |
ARC XXX | Elective | 3 | 0 | 3 | 3 | |
FAE XXX | Elective | 3 | 0 | 3 | 3 | |
GCE/GEC XXX | Elective | 3 | 0 | 3 | 3 | |
Total | 30 |
4th Year Fall Semester | ||||||
Course Code | Pre. | Course Name | Theory | Application/
Laboratory |
Local Credits | ECTS |
ARC 401 | ARC 302 | Architectural Design V | 4 | 4 | 6 | 12 |
ARC 403 | Construction Management | 2 | 2 | 3 | 4 | |
ARC 405 | Theory of Restoration & Conservation | 3 | 0 | 3 | 5 | |
ARC XXX | Elective | 3 | 0 | 3 | 3 | |
ARC XXX | Elective | 3 | 0 | 3 | 3 | |
GCE/GEC XXX | Elective | 3 | 0 | 3 | 3 | |
Total | 30 |
4th Year Spring Semester | ||||||
Course Code | Pre. | Course Name | Theory | Application/
Laboratory |
Local Credits | ECTS |
ARC 402 | ARC 401 | Architectural Design VII | 4 | 4 | 6 | 15 |
ARC 404 | Legal Aspects of Planning | 3 | 0 | 3 | 3 | |
ARC 406 | Professional Practice and Ethics | 3 | 2 | 4 | 6 | |
ARC XXX | Elective | 3 | 0 | 3 | 3 | |
FAE XXX | Elective | 3 | 0 | 3 | 3 | |
Total | 30 |
Elective Courses | ||||||
Code | Pre. | Course Name | Theory | Application/
Laboratory |
Local Credits | ECTS |
ARC 412 | Quantities | 3 | 0 | 3 | 3 | |
ARC 414 | Model Making | 3 | 0 | 3 | 3 | |
ARC 410 | Landscape Design | 3 | 0 | 3 | 3 | |
ARC 421 | Solar Energy | 3 | 0 | 3 | 3 | |
ARC 424 | Basic Art Education | 3 | 0 | 3 | 3 | |
ARC 436 | Steel Construction | 3 | 0 | 3 | 3 | |
ARC 446 | String Art | 3 | 0 | 3 | 3 | |
ARC 447 | Urban Design Analysis | 3 | 0 | 3 | 3 | |
ARC 430 | Topography | 3 | 0 | 3 | 3 | |
ARC 407 | Housing In Rural Area | 3 | 0 | 3 | 3 | |
ARC 454 | Light In Architecture | 3 | 0 | 3 | 3 | |
ARC 437 | Architecture and Sustainability | 3 | 0 | 3 | 3 | |
ARC 444 | Computer Presentation Techniques | 3 | 0 | 3 | 3 | |
ARC 434 | Large-Span Structures in Architecture | 3 | 0 | 3 | 3 | |
ARC 450 | Seminars on Architectural Monuments | 3 | 0 | 3 | 3 | |
ARC 466 | Descriptive Analysis of Buildings | 3 | 0 | 3 | 3 | |
ARC 481 | Reinforced Concrete Theory | 3 | 0 | 3 | 3 | |
ARC 467 | Environmental Conservation | 3 | 0 | 3 | 3 | |
ARC 362 | Energy Efficient Buildings | 3 | 0 | 3 | 3 | |
ARC 413 | Introduction to Deterioration &
Conservation in Historical Buildings |
3 | 0 | 3 | 3 | |
ARC 409 | Formation & Development of Traditional Turkish House | 3 | 0 | 3 | 3 | |
FAE 453 | Topographical Modelling | 3 | 0 | 3 | 3 | |
FAE 457 | Introduction to Geographical Information System | 3 | 0 | 3 | 3 | |
FAE 490 | Site Analysis | 3 | 0 | 3 | 3 | |
FAE 488 | Architecture and Photography | 3 | 0 | 3 | 3 | |
FAE 486 | Poster Design | 3 | 0 | 3 | 3 | |
FAE 352 | Cultural Issues in Design | 3 | 0 | 3 | 3 | |
FAE 387 | Digital Communication in Architecture | 3 | 0 | 3 | 3 | |
FAE 482 | Renewable Energy Sources | 3 | 0 | 3 | 3 | |
FAE 476 | Determination of Medium Scale Hospital Needs Programme | 3 | 0 | 3 | 3 | |
FAE 452 | Prefabricated Construction Systems | 3 | 0 | 3 | 3 | |
FAE 449 | Introduction to Architectural Structure | 3 | 0 | 3 | 3 | |
FAE 455 | The Limits of Architectural Critisizm | 3 | 0 | 3 | 3 | |
FAE 487 | Rhinoceras | 3 | 0 | 3 | 3 |
NEAR EAST UNIVERSITY – FACULTY OF ARCHITECTURE | |||||||||||||
Department of Architecture
Course Information Sheet & Course Outline |
|||||||||||||
Course Code
ARC 101 |
Course Name
Basics of Design |
Credit
6 |
ECTS
9 |
||||||||||
Pre-requisite: | |||||||||||||
Language: English | Course Type: Compulsory | Year: 4 | Semester: 8 | ||||||||||
Weekly Hours | Class Hours | Theoretical | Practicum | Learning Sessions | |||||||||
8 |
4 |
4 |
PS | C | R | T | |||||||
Learning Outcomes | After the completion of this course the students,
- Learn the tools and values -the basics- of design
- Begin to understand how to make a research
- Critical thinking, the relationship between the subject, the aim, the idea, and the sensitivities and the resultant form.
- Figure and ground relationship; that figure creates also the ground and vice versa.
- The distinction between subject and content. The subject is not the aim. For example subject can be “ love”. And content can be various as loneliness, happiness even hate.
- The relationship between structure, form and material. Material or structure should never lie. It is important to use whether oil paint or watercolor when needed to express the aim and feeling. It is important not to make a watercolor look like an oil painting, which would diminish its effect, as we discuss in art studio courses.
- Only reasoning is not enough to create something that catches you by heart. One must mix reasoning and sensitivities into his / her conceptual approach. |
||||||||||||
Course Description | In this course, process of design takes place as a way of problem solving. In the theoretical and practical total of the course, the aim is to consist a circumstance which students have encouraged to take risks, to put their subjective opinions about the problems and come to a synthesis the with the concepts that have talked about. | ||||||||||||
Course Objectives | The main aim is; to make student search for their own ideas and sensitivities and to insight them to express them by means of their designs. The statement is “ you have to be quick. We are living in a quick world. There is not too much time to think too much. You have to do “ | ||||||||||||
Textbooks and/or References | 1 | Tanalı, Z. “Sadeleştirmeler | |||||||||||
2 | Rasmussen, S. E. Experiencing Architecture (Yaşanan Mimari) | ||||||||||||
3 | Kuban, D. Mimarlık kavramları | ||||||||||||
4 | Itten, J. Design &Form | ||||||||||||
5 | Whyte,L.L. Aspects of Form | ||||||||||||
6 | Ching, Francis Architecture: Form, Space & Order | ||||||||||||
7 | Architectural Record All Issues | ||||||||||||
8 | And almost every periodical or website you can reach about art and architecture | ||||||||||||
Course Content | Assignments start with two dimensional figure ground exercises and become more complex with the introduction of light and structure with three-dimensional exercises and ends with a spatial design problem. | ||||
Methods and Techniques Used in the Course | Pre-lesson activities:
To follow prepared lecture presentations, read the mentioned chapters from the given sources, take notes, model making In-class activities: Group work, individual work, model making, drawing, sketching discussions, problem solving, brainstorming, question-answer method. |
||||
WEEKLY OUTLINE | |||||
Week | Topic | Pre-Lesson Activities | In-Class Activities | Reference | |
1 | Introduction to Classes, Start Mater plan analysis according to different students groups and topics | ||||
2 |
The relation between figure and ground. |
. | So, the first challenge they have to deal with is “ to put two dots on a A4 paper according to your aim.” For discussing that how each dot changes the nature of the paper, and how the second one changes the first one, and how it stabiles the meaning of the paper, and to discuss the space that occurred by means of those dots | 18 | |
3 | The relation between figure and ground. | Repeating the assignment at home | Class discussion, renewing the works according to critics, Second assignment is to make a flag of a certain company. For emphasizing the remained space, that; what they put creates what they do not put and what they are making is giving meaning to squares. | 1-8 | |
4 | Third dimension | Repeating the assignment at home | Class discussion, renewing the works according to critics Third dimension assignment to be realized at studio that is very important in our work. Everything begins by forming the cavity. We begin to work with three dimensions from thethird week on to discuss the ways of giving meaning to volumes. | 1-8 | |
5 |
Structure |
Repeating the assignment at home | Form has to stand up also. When we think about what we can throw away from three dimension, we see that we can’t throw away the structure, otherwise it won’t stand up. And there is one more thing that we can’t throw away, it is the light. After giving answers to all functions and requirements we only have those components to give form to express our senses, changing volumes to spaces, together with cultural, social and aesthetic concepts and scale and human measurements. Class discussion, renewing the works according to critics | 1-8 | |
6 |
Rhythm |
Repeating the assignment at home | At the beginning of three-dimensional works one of the challenges they have to deal with is “rhythm” which is a concept, which deals with “time” as dance and music. As we discuss rhythm in dance and music in course, we ask them to carry this concept to our medium, for discussing how light, shadow, color and components rhythms are for the same whole.Class discussion, renewing the works according to critics | 1-8 | |
7 | Dynamic and
Static |
Repeating the assignment at home | Another question to work on is to give an effect of
dynamism in the borders of a cube, to discuss the |
1-8 | |
tickle, flowing, moving effect in our medium while giving form that we have discussed in music, poem.Class discussion, renewing the works according to critics | |||||||||
8 |
Environment |
Repeating the assignment at home | The assignment is to interpret, amplify and augment passages from novels and poems related to the environments eg cities, What is expected from students are to built a model which stimulates the space, light, and sound performance interpretation of the Environment. Class discussion, renewing the works according to critics | 1-8 | |||||
9 | JURY | ||||||||
10 | Jury Week | All the works done will be presented | Jury evaluation | 1-8 | |||||
11 | Scale and Space | Repeating the assignment at home | And another design challenge is scale and space. The human scale and the effects of scale will be discussed.Class discussion, renewing the works according to critics | 1-8 | |||||
12 | Spatial Design problem | Repeating the assignment at home. | The challenge is to cross-examine each component they are going to put in their design. To questionnaire all the components and to think them according to their concepts and their functions Class discussion, renewing the works according to critics | 1-8 | |||||
13 | Spatial Design
problem |
Work on spatial design problem | Class discussion, renewing the works according to critics | 1-8 | |||||
14 | Spatial
Design problem |
Work on spatial design problem | Class discussion, renewing the works according to critics | 1-8 | |||||
15 | Spatial
Design problem |
Work on spatial design problem | Class discussion, renewing the works according to critics | 1-8 | |||||
16 | Final Submission | ||||||||
Attendance: % 90 participation requirement (Just two sessions absent permission) | |||||||||
Assessment Break down | Type | % | Reference/Source | Relevant Competencies | |||||
1 | Daily classworks | 25 | 1-8 | PO1 -PO7 -PO9- PO10 | |||||
2 | Sketches | PO1 -PO7 -PO9- PO10 | |||||||
3 | Jury 1 | PO1 -PO7 -PO9- PO10 | |||||||
4 | Jury 2 | PO1 -PO7 -PO9- PO10 | |||||||
5 | Midterm Jury | 25 | 1-8 | PO1 -PO7 -PO9- PO10 | |||||
6 | Final Jury | 50 | 1-8 | PO1 -PO7 -PO9- PO10 | |||||
Learning Program | |||||||||
Educational Tool | Amount | Student Work Load(Hours) | Educational Tool | Amount | Student Work Load(Hours) | ||||||
Class hours | 14 | 14x8= 112 | Final jury | 1 | 1x8=8 | ||||||
Homework | 14 | 14x8=112 | Intermediate jury | 1 | 1x8=8 | ||||||
Intermediate jury preparation |
2 |
10x2=20 |
Final jury
preparation |
1 | 10x1=10 | ||||||
Total | 269 | ||||||||||
Recommended ECTS Credit
(Total Hours / 30): |
269 /30 =8.9 ~ 9 | ||||||||||
# |
Program Outcomes |
Contribution level | |||||||||
1 | 2 | 3 | 4 | 5 | |||||||
1 |
Critical thinking and expression skills: In the framework of logic, the ability to analyse and to evaluate the information gathered, opposing views and contradictions. |
x |
|||||||||
2 |
Sustainability and design: In the context of sustainability, considering the creation of the built environment and the protection of the natural environment, the student gains the ability to understand the responsibilities of the architect and the relationships with other professional disciplines, and learns sustainable design to minimize the environmental impact. | ||||||||||
3 |
Preparing and developing a project program: By taking into account user requirements, site conditions, laws and regulations, design criteria, construction cost, environment and building
systems and technological developments, the student gains the ability to prepare an architectural project program and develop it in different scales in a way to take care of the public interest. |
||||||||||
4 |
Structural systems, building materials and applications: The student gains technical knowledge
about loadbearing systems, behavioural principles of these systems, detailing, application and cost calculation. |
||||||||||
5 |
Building physics, environmental systems and building service systems: The student gains knowledge about building physics, energy usage (acoustics, lighting, air-conditioning, etc.), building service systems (installation, electricity, vertical circulation elements, fire protection, etc.) issues, applications and integration to buildings, follow technological developments and
gain the ability to transfer technical knowledge to architectural design. |
||||||||||
6 |
Urban and environmental design: In the context of sustainability, cultural heritage and ecology, considering the urban and environmental design, the student will be able to reflect the knowledge gained to the design of indoor and outdoor spaces including the universal design
principles. |
||||||||||
7 |
Natural-built environment and human being: The student gains the ability to understand human psychology, needs, behaviours and related spatial needs, natural-built environment-human
interaction and its reflections to the design. |
x | |||||||||
8 |
Formal aesthetics in architecture and design: The ability to transfer formal and aesthetic requirements in architecture and urban design to the design through theoretical and experiential
knowledge. |
||||||||||
9 |
Ability to research and reach information: To reach information using appropriate research
techniques, comparative evaluation, documentation, presentation in writing, to be able to evaluate, to interpret and benefit from the examples. |
x | |||||||||
10 |
Graphic communication skills: The students will gain the ability to illustrate every stage of the
design process, graphically by means of graphic expression techniques (two and three dimensional hand drawings). |
x | |||||||||
11 |
The role of the architect in the construction industry: Understands the architectural profession that requires a collective team work within the building industry and the role of the architect in organizing and developing the design and implementation processes within this team. At the same time, gains information about construction management and application issues. Gains the
ability to take responsibility and work individually or in a group. |
||||||||||
12 |
Legal rights and responsibilities, professional ethics: Understands the laws and regulations related to the responsibilities of the architect to society and the employer and is aware of the
principles of professional ethics. |
||||||||||
13 |
Documentation, preservation and restoration of historical environment, cultural assets: The
student gains information about historical environment, culture, cultural heritage, protection and restoration. Understands conservation theories / methods. |
||||||||||
14 |
Graphical representation with computer technology: the ability to make two and three-
dimensional drawings and presentations, as required by today's architecture, by using the current computer technologies and programs at each stage of design. |
||||||||||
15 |
World architecture and local architecture: To have enough knowledge about historical
architecture, geographical and socio-cultural characteristics-differences and their effects on shaping architectural products. To be able to understand and interpret local architectural |
||||||||||
formations within the geography in context of climatic, technological, social, economic,
historical and cultural factors. |
NEAR EAST UNIVERSITY – FACULTY OF ARCHITECTURE | ||||||||||||||
Department of Architecture
Course Information Sheet |
||||||||||||||
Course Code
ARC 103 |
Course Name
Visual Communication Techniques 1 |
Credit
3 |
ECTS
6 |
|||||||||||
Pre-requisite: NON | ||||||||||||||
Language: English | Course Type: Core | Year: 1 | Semester: 1 | |||||||||||
Weekly Hours | Class Hours | Theoretical | Practicum | Learning Sessions | ||||||||||
4 |
2 |
2 |
PS | C | R | T | ||||||||
Learning Outcomes | After the completion of this course, the student will be able to
► begin to gain critical thinking ability
► Gain graphic communication skills
► Turning the preliminary design to working drawings.
► Reading and understanding technical drawings.
► Learning linear graphic expression techniques and the related standards. |
|||||||||||||
Course Description | Improving technical drawing skills used in architectural drawing by teaching; the use of instruments, principles of technical drawing, dimensioning, geometric drawings, architectural drawings, scaled plans, sections, elevations in different scales. | |||||||||||||
Course Objectives | This course aims to improve the technical drawing skills used in architectural drawing by teaching the usage of instruments, principles of technical drawing and dimensioning. | |||||||||||||
Textbooks and/or References | 1 | Şahinler, O. & Kızıl, F., Mimarlıkta Teknik Resim, İstanbul, 2003. | ||||||||||||
2 | Dernie, D., Architectural Drawing, 2014. | |||||||||||||
3 | French, E.T., Vierck, J.R., Engineering Drawing and Graphic Technology, Singapore 1986. | |||||||||||||
4 | Zell, M., Architectural Drawing Course: Tools and Techniques for 2-D and 3-D Representation, 2018. | |||||||||||||
5 | Hugles, A., Interior Design Drawing, 2008. | |||||||||
Course Content | Instruments used in technical drawing, preparation for drawing, types of lines, lettering, geometric drawings, architectural drawings, scaled plans, sections, elevations in different scales. | |||||||||
Methods & Techniques used in the course | Pre-lesson activities: Make homework drawings
In-class activities: Drawing for the application of the subject described in the classroom. |
|||||||||
WEEKLY OUTLINE | ||||||||||
Week | Topic | Pre-lesson activities | In-class activities | Reference | ||||||
1 | Introduction to the course | 1,2,3,4,5 | ||||||||
2 | List of instruments, line types, international lead hardnesses & papersizes | Watch video
Take notes |
Discussion | 1,2,3,4,5 | ||||||
3 | Lines | Drawing given homework | Drawing 1/100 plan | 1,2,3,4,5 | ||||||
4 |
Linear and curvilinear geometrical shapes |
Drawing given homework
(Linear & curvilinear shapes) |
Drawing linear and curvilinear geometrical shapes | 1,2,3,4,5 | ||||||
5 | Projection drawings of different geometrical shapes | Drawing given homework | Making given drawings | 1,2,3,4,5 | ||||||
6 | Projection drawings of different geometrical shapes | Drawing given homework | Making given drawings | 1,2,3,4,5 | ||||||
7 | Projection drawings of 1/200 scaled preliminary project | Drawing 1/200 scaled preliminary project | Making given drawings | 1,2,3,4,5 | ||||||
8 | Midterm Juries | |||||||||
9 | Midterm Exams | |||||||||
10 | Drawings plan, sections and elevations of 1/100 scaled preliminary project | Drawing 1/100 set plan | Drawing 1/100 plan | 1,2,3,4,5 | ||||||
11 | Drawing site plans in 1/100 & 1/200 scale. | Drawing site plan | Drawing site plan | 1,2,3,4,5 | ||||||
12 | 1/50 working drawings | Drawing given homework(1/50 plan) | Drawing 1/50 plan | 1,2,3,4,5 | ||||||
13 | 1/50 working drawings | Drawing 1/50 set project | Drawing 1/50 plan | 1,2,3,4,5 | ||||||
14 | General Repeat | - | Questions & answers | 1,2,3,4,5 | ||||||
15 | Final Juries | |||||||||
16 | Final Exams | |||||||||
Attendance: Compulsory, min. % 70 | ||||||||||
Assessment Breakdown |
Type | % | Reference/Source | Relevant Competencies | ||||||
1 | Attendance/classwork | 10 | 1,2,3,4,5 | PO1, PO9, PO10 | ||||||
2 | Quiz | 5 | 1,2,3,4,5 | PO1, PO9, PO10 | ||||||
3 | Home-work | 10 | 1,2,3,4,5 | PO1, PO9, PO10 | ||||||
4 | Mid-term | 20 | 1,2,3,4,5 | PO1, PO9, PO10 | ||||||
5 | Final exam | 55 | 1,2,3,4,5 | PO1, PO9, PO10 | |||||||||||
Learning Program | |||||||||||||||
Educational Tool | Amount | Student Work Load (Hours) | Educational Tool | Amount | Student Work Load (Hours) | ||||||||||
Class hours (theoretical) | 14 | 3x14=42 | Home-work | 14 | 5x14=70 | ||||||||||
Classwork/preparation | 12 | 4x12=48 | Mid-term | 1 | 3x1=3 | ||||||||||
Quiz | 1 | 3x1=3 | Final exam | 1 | 3x1=3 | ||||||||||
Total | 169 | ||||||||||||||
Recommended ECTS Credit (Total Hours / 30): | 169/30 =5,6 ~ 6 | ||||||||||||||
# |
Program Outcomes |
Contribution level | |||||||||||||
1 | 2 | 3 | 4 | 5 | |||||||||||
1 |
Critical thinking and expression skills: In the framework of logic, the ability to analyse and to evaluate the information gathered, opposing views and contradictions. |
x |
|||||||||||||
2 |
Sustainability and design: In the context of sustainability, considering the creation of the built environment and the protection of the natural environment, the student gains the ability to understand the responsibilities of the architect and the relationships with other professional disciplines, and learns sustainable design to minimize the environmental impact. | ||||||||||||||
3 |
Preparing and developing a project program: By taking into account user requirements, site conditions, laws and regulations, design criteria, construction cost, environment and building
systems and technological developments, the student gains the ability to prepare an architectural project program and develop it in different scales in a way to take care of the public interest. |
||||||||||||||
4 |
Structural systems, building materials and applications: The student gains technical knowledge
about loadbearing systems, behavioural principles of these systems, detailing, application and cost calculation. |
||||||||||||||
5 |
Building physics, environmental systems and building service systems: The student gains knowledge about building physics, energy usage (acoustics, lighting, air-conditioning, etc.), building service systems (installation, electricity, vertical circulation elements, fire protection, etc.) issues, applications and integration to buildings, follow technological developments and
gain the ability to transfer technical knowledge to architectural design. |
||||||||||||||
6 |
Urban and environmental design: In the context of sustainability, cultural heritage and ecology, considering the urban and environmental design, the student will be able to reflect the knowledge gained to the design of indoor and outdoor spaces including the universal design
principles. |
||||||||||||||
7 |
Natural-built environment and human being: The student gains the ability to understand human psychology, needs, behaviours and related spatial needs, natural-built environment-human
interaction and its reflections to the design. |
||||||||||||||
8 |
Formal aesthetics in architecture and design: The ability to transfer formal and aesthetic requirements in architecture and urban design to the design through theoretical and experiential
knowledge. |
||||||||||||||
9 |
Ability to research and reach information: To reach information using appropriate research techniques, comparative evaluation, documentation, presentation in writing, to be able to
evaluate, to interpret and benefit from the examples. |
x | |||||||||||||
10 |
Graphic communication skills: The students will gain the ability to illustrate every stage of the design process, graphically by means of graphic expression techniques (two and three
dimensional hand drawings). |
x | |||||||||||||
11 |
The role of the architect in the construction industry: Understands the architectural profession that requires a collective team work within the building industry and the role of the architect in organizing and developing the design and implementation processes within this team. At the
same time, gains information about construction management and application issues. Gains the ability to take responsibility and work individually or in a group. |
||||||||||||||
12 |
Legal rights and responsibilities, professional ethics: Understands the laws and regulations related to the responsibilities of the architect to society and the employer and is aware of the
principles of professional ethics. |
||||||||||||||
13 |
Documentation, preservation and restoration of historical environment, cultural assets: The student gains information about historical environment, culture, cultural heritage, protection and
restoration. Understands conservation theories / methods. |
||||||||||||||
14 |
Graphical representation with computer technology: the ability to make two and three- dimensional drawings and presentations, as required by today's architecture, by using the current
computer technologies and programs at each stage of design. |
||||||||||||||
15 |
World architecture and local architecture: To have enough knowledge about historical architecture, geographical and socio-cultural characteristics-differences and their effects on shaping architectural products. To be able to understand and interpret local architectural formations within the geography in context of climatic, technological, social, economic,
historical and cultural factors. |
NEAR EAST UNIVERSITY – FACULTY OF ARCHITECTURE | ||||||||||||
Department of Architecture
Course Information Sheet& Course Outline |
||||||||||||
Course Code
ARC 105 |
Course Name
Intr. to Architectural Concepts |
Credit
3 |
ECTS
3 |
|||||||||
Pre-requisite:No | ||||||||||||
Language: English | Course Type:Compulsory | Year: 1 | Semester:1 | |||||||||
Weekly Hours | Class Hours | Theoretical | Practicum | Learning Sessions | ||||||||
3 |
3 |
0 |
PS | C | R | T | ||||||
- | ||||||||||||
Learning Outcomes | ► critically analyzing the concepts
►researching and developing approaches to the concepts
►taking social responsibility related to human behavior
►Preparation for presentation (s)
►Evaluate the work of friends according to given criteria develop
►develop a new approach carry out the work independently will be able to work in groups on a given study will be able to explain and explain the concepts of interest improve targeted skills |
|||||||||||
Course Description | Discussion of human needs and user needs. Human-environment behavior interaction. Individual and group research and presentations about the subjects. Introducing students to the concept, scope and terminology of architecture.
Design process. |
|||||||||||
Course Objectives | Explaining / explaining the determined concept (s) Developing and developing awareness about the related concept (s). To discuss the validity of the determined concept (s). Develop selected / determined skills Examine selected topics in depth / detail To improve the existing knowledge of students about the concepts / theories / topics To improve students' ideas / knowledge / insights in the context of selected concepts Renewing existing knowledge of
students with concepts / theories / topics. Developing critical thinking. |
||||
Textbooks and/or References | 1 | Ching, F. D. K., Architecture: Form Space and Order, Van Nostrand Reinhold, USA, 1996 | |||
2 | Arcan, E.F., Evci, F., MimariTasarımaYaklaşım, Bina Bilgis iÇalışmaları, İstanbul, 1999. | ||||
3 | Fracis, D.K.C., Mimarlık (Biçim, Mekan ve Düzen), İstanbul, 2002. | ||||
4 | Neufert, E., Architects’Data, London, 2000. | ||||
5 | Notes From Lecturer | ||||
Course Content | Discuss basic human needs and user needs. Behavioral interaction in human environmental issues, human psychology, social psychology, environmental psychology and perception psychology, design, form, function and construction will be included in the course. Introduce students to the basics and terminology of design and design
elements. |
||||
Methods and Techniques Used in the Course | Pre-lesson activities: Watching the lecture videos, reading the given chapters from the course books, taking notes, answering online quizzes (may be embedded in the lecture videos), preparing questions for unclear issues.
In-class activities:Group work, problem solving, talking about best practices and discussing case studies, watching short videos. |
||||
WEEKLY OUTLINE | |||||
Week | Topic | Pre-Lesson Activities | In-Class Activities | Reference | |
1 | Introduction to architecture | Human brainstormingsessions, human nature. Theplace of buildingknowledge in architecturaleducation. Purpose of buildingknowledge. | Watching the lecture presentation, reading the given chapters from the course books. Problem solving | Notes From Lecturer | |
2 | What is the function | Determining the quality (form) and quantity (size) of the single action level. What is the function? Group work: discussions and brainstorming about user needs. expectations | Watching the lecture presentation, reading the given chapters from the course books. Problem solving | Notes From Lecturer | |
3 |
Anthropometric dimensions |
Human, what are human dimensions? What are the anthropometric dimensions? What are the dimensions? What are the perceptual dimensions? | Watching the lecture presentation
Reading the given chapters from the course books
Talking about best practices |
Notes From Lecturer | |
4 |
Anthropometric dimensions |
Using human body measurements in architecture? Homework: Le CorbuserModuler Man | Watching the lecture presentation
Reading the given chapters from the course books
Talking about best practices |
Notes From Lecturer | |
5 | Human needs | What are human needs? Physical user requirements? Psycho-social user requirements? Homework: Drawing; Internal distance, Personal distance, Interpersonal distance, circulation area distance 1/10 scale drawing | Watching the lecture presentation
Reading the given chapters from the course books Discussing case studies Talking about best practices |
Notes From Lecturer | |
6 | Social perception | Social perception: Impressions. Social perception: The impression on space and environment. | Watching the lecture presentation
Reading the given chapters from the course books
Discussing case studies |
Notes From Lecturer |
7 | Environmental psychology | Environmental psychology topics: Characteristics of natural and built environment, | Watching the lecture presentation
Reading the given chapters from the course books Brain Storming Discussing case studies |
Notes From Lecturer |
8 | Psychology of perception | An introduction to the psychology of perception, sensation and perception, the difference between sensation and perception, the perception of the environment, the development of visual memory and the ability to interpret the environment. The role of these factors in design (perception of third dimension, perception of depth, etc.) | Watching the lecture presentation
Reading the given chapters from the course books
Brain Storming Discussing case studies |
Notes From Lecturer |
9 | Midterm Exams Week | |||
10 | Jury Week | |||
11 | Perceptual organization | Perceptual organization: Class work on Gestalt Theory with visual media. Explaining the relationship between figure and ground with examples of daily life and art. Introduction to the principles of grouping with visual media. | Watching the lecture presentation
Reading the given chapters from the course books
Brain Storming |
Notes From Lecturer |
12 | Space perception | Perception of space: Depth perception and illusions. Factors affecting the perception of space. Motion perception, visual examples. | Watching the lecture presentation
Reading the given chapters from the course books Brain Storming Discussing case studies |
Notes From Lecturer |
13 | Architecture terminology | Architecture terminology, description and relationship- function structure | Watching the lecture presentation
Reading the given chapters from the course books Brain Storming Discussing case studies |
Notes From Lecturer |
14 | Design principles | Design principles with examples. Design process | Homework discussion | - |
15 | Homework submit | Homework submit | Homework submit | - |
16 | Final Exams + Homework submit |
Attendance:Minimum 70 % | |||||||||
Assessment Breakdown | Type | % | Reference/Source | Relevant Competencies | |||||
1 | Midterm exam | 30 | 1,2,3,4,5 | PO1.PO2-PO6-PO7-PO8-PO9 | |||||
2 | Final exam | 40 | 1,2,3,4,5 | PO1.PO2-PO6-PO7-PO8-PO9 | |||||
3 | In-class activities | 10 | 1,2,3,4,5 | PO1.PO2-PO6-PO7-PO8-PO9 | |||||
4 | Homeworks | 20 | 1,2,3,4,5 | PO1.PO2-PO6-PO7-PO8-PO9 | |||||
Learning Program | |||||||||
Educational Tool | Amount | Student Work Load(Hours) | Educational Tool | Amount | Student Work Load(Hours) | ||||
Class hours | 14 | 14*1=14 | Preparation for the quizzes | 1 | 1*6=6 | ||||
Homework | 6 | 6*3=18 | Consolidation Sessions | 1 | 2*2=4 | ||||
Preparation for the midterm exam | 1 | 1*4=4 | Discussion Sessions | 2 | 2*2=4 | ||||
Midterm exam | 1 | 1*4=4 | Group activities | 1 | 1*8=8 | ||||
Preparation for the final exam | 1 | 1*4=4 | Discussion Sessions | 1 | 1*5=5 | ||||
Final exam | 1 | 1*10=10 | Group activities | 1 | 1*5=5 | ||||
Tutorial Sessions |
1 |
1*10=10 | |||||||
Total | 96 | ||||||||
Recommended ECTS Credit
(Total Hours / 30): |
96/30 = 3,2 ~ 3 | ||||||||
# |
Program Outcomes | Contribution level | ||||
1 | 2 | 3 | 4 | 5 | ||
1 | Critical thinking and expression skills: In the framework of logic, the ability to analyse and to evaluate the information gathered, opposing views and contradictions. | X | ||||
2 |
Sustainability and design: In the context of sustainability, considering the creation of the built environment and the protection of the natural environment, the student gains the ability to understand the responsibilities of the architect and the relationships with other professional disciplines, and learns sustainable design to minimize the environmental impact. | X | ||||
3 |
Preparing and developing a project program: By taking into account user requirements, site conditions, laws and regulations, design criteria, construction cost, environment and building systems and technological developments, the student gains the ability to prepare an architectural project program and develop it in different scales in a way to take care of the public interest. | |||||
4 | Structural systems, building materials and applications: The student gains technical knowledge about loadbearing systems, behavioural principles of these systems, detailing, application and cost calculation. | |||||
5 |
Building physics, environmental systems and building service systems: The student gaines knowledge about building physics, energy usage (acoustics, lighting, air-conditioning, etc.), building service systems (installation, electricity, vertical circulation elements, fire protection, etc.) issues, applications and integration to buildings, follow technological developments and gain the ability to transfer technical knowledge to architectural design. | |||||
6 |
Urban and environmental design: In the context of sustainability, cultural heritage and ecology, considering the urban and environmental design, the student will be able to reflect the knowledge gained to the design of indoor and outdoor spaces including the universal design principles. | x | ||||
7 |
Natural-built environment and human being: The student gains the ability to understand human psychology, needs, behaviours and related spatial needs, natural-built environment-human interaction and its reflections to the design. | x | ||||
8 | Formal aesthetics in architecture and design: The ability to transfer formal and aesthetic requirements in architecture and urban design to the design through theoretical and experiential knowledge. | X | ||||
9 |
Ability to research and reach information: To reach information using appropriate research techniques, comparative evaluation, documentation, presentation in writing, to be able to evaluate, to interpret and benefit from the examples. | X | ||||
10 |
Graphic communication skills: The students will gain the ability to illustrate every stage of the design process, graphically by means of graphic expression techniques (two- and three-dimensional hand drawings). | |||||
11 |
The role of the architect in the construction industry: Understands the architectural profession that requires a collective teamwork within the building industry and the role of the architect in organizing and developing the design and implementation processes within this team. At the same time, gains information about construction management and application issues. Gains the ability to take responsibility and work individually or in a group. | |||||
12 |
Legal rights and responsibilities, professional ethics: Understands the laws and regulations related to the responsibilities of the architect to society and the employer and is aware of the principles of professional ethics. | |||||
13 |
Documentation, preservation and restoration of historical environment, cultural assets: The student gains information about historical environment, culture, cultural heritage, protection and restoration. Understands conservation theories / methods. | |||||
14 |
Graphical representation with computer technology: the ability to make two and three-dimensional drawings and presentations, as required by today's architecture, by using the current computer technologies and programs at each stage of design. | |||||
15 |
World architecture and local architecture: To have enough knowledge about historical architecture, geographical and socio-cultural characteristics-differences and their effects on shaping architectural products. To be able to understand and interpret local architectural formations within the geography in context of climatic, technological, social, economic, historical and cultural factors. |
NEAR EAST UNIVERSITY – FACULTY OF ARCHITECTURE | ||||||||||||||||||
Department of Architecture
Course Information Sheet& Course Outline |
||||||||||||||||||
Course Code
ARC 102 |
Course Name
Basics of architectural Design II |
Credit
6 |
ECTS
9 |
|||||||||||||||
Pre-requisite: ARC 101 | ||||||||||||||||||
Language: English | Course Type: Compulsory | Year: 1 | Semester: 2 | |||||||||||||||
Weekly Hours | Class Hours | Theoretical | Practicum | Learning Sessions | ||||||||||||||
8 |
4 |
4 |
PS | C | R | T | ||||||||||||
Learning Outcomes | After the completion of this course the students,
· Learns to describe and explain design concept using a graphical language. · Gains the ability to research and reach information · Gains the ability to understand natural environment and human-being. · Analyse spatial design through the conceptual framework. · Learns how to work as part of a team. · Analyse and evaluate design problems and processes within the given context. |
|||||||||||||||||
Course Description | ARC 102 is a transitional course that prepares students for architectural design. By the end of this course, the students are expected to identify the basic elements of architectural design, spatial relations and functional necessities. | |||||||||||||||||
Course Objectives | The aim of this course is to prepare students learn to use their skills which they gained from Basic of Architectural
Design I and by discussing the relation between basic design principles and architectural design. |
|||||||||||||||||
Textbooks and/or References | 1 | Ching, F. D. K. (2007). Architecture: Form, Space and Order, John Wiley & Sons, New Jersey. | ||||||||||||||||
2 | Ching, F. D. K. (1995). A Visual Dictionary of Architecture, John Wiley & Sons, Canada. | |||||||||||||||||
3 | Anderson, J. (2010) Architectural Design, Bloomsbury Publishing, Switzerland. | |||||||||||||||||
4 | Mari, A. and Yoo, N. (2012). Operative Design: A Catalogue of Spatial Verbs, Bis Publishers, Netherlands | |||||||||||||||||
5 | Travis, S. (2015). Sketching for Architecture and Interior Design, Laurence King Publishing Ltd., London. | |||||||||||||||||
Course Content | The course covers the creation of space through the composition of volumetric elements, relation of interior and
exterior spaces, and dimensional and proportional relations of horizontal and vertical surfaces. |
|||||||||||||||||
Methods and Techniques Used in the Course | Pre-lesson activities: Finding related examples from literature, reading given theories, using drawing to tools and models to express the architectural ideas.
In-class activities: Watching related videos, problem solving, discussion, critics of the homeworks |
|||||||||||||||||
WEEKLY OUTLINE | ||||||||||||||||||
Week | Topic | Pre-Lesson Activities | In-Class Activities | Reference | ||||||||||||||
1 | Defining the Design Problem | Understand the design problem | Introducing the problem and site | |||||||||||||||
2 | Basic Design Elements | Find case studies | Discussing context. Group discussion | 1,2,3,4,5 | ||||||||||||||
3 | Concept and Context | Prepare a file and poster | Short videos related with the design problem | 1,2,3,4,5 | ||||||||||||||
4 | Functionality Critics | Find related dimensions of space and furniture | Discussing case studies | 1,2,3,4,5 | ||||||||||||||
5 | Critics | Represent idea using graphical methods and models | Individual critics. Group discussion | 1,2,3,4,5 | ||||||||||||||
6 | Critics | Represent idea using graphical methods and models | Individual critics. Group discussion | 1,2,3,4,5 | ||||||||||||||
7 | Critics | Represent idea using graphical methods and models | Individual critics. Group discussion | 1,2,3,4,5 | ||||||||||||||
8 | Mid-Term Jury | |||||||||
9 | Mid-Term Exams Week | |||||||||
10 | Structure Critics | Make related changes according to the jury critics | Discussing common mistakes | 1,2,3,4,5 | ||||||
11 | Sketch Exam | |||||||||
12 | Critics | Represent idea using graphical methods and models | Individual critics. Group discussion | 1,2,3,4,5 | ||||||
13 | Critics | Represent idea using graphical methods and models | Individual critics. Group discussion | 1,2,3,4,5 | ||||||
14 | Critics | Represent idea using graphical methods and models | Individual critics. Discussin final requirements | 1,2,3,4,5 | ||||||
15 | Critics | Final drawings and model | Individual critics | 1,2,3,4,5 | ||||||
16 | Final Exams | |||||||||
Attendance: Compulsory | ||||||||||
Assessment Breakdown | Type | % Reference/Source | Relevant Competencies | |||||||
1 | Midterm Jury | 30 | 1,2,3,4,5 | PO1-PO7-PO9 | ||||||
2 | Final Jury | 50 | 1,2,3,4,5 | PO1-PO7-PO9 | ||||||
3 | Sketch Exam | 10 | 1,2,3,4,5 | PO1-PO7-PO9 | ||||||
4 | In-class Activities | 10 | 1,2,3,4,5 | PO1-PO7-PO9 | ||||||
Learning Program | ||||||||||
Educational Tool | Amount | Student Work Load (Hours) | Educational Tool | Amount | Work Load(Hours) | |||||
Class Hours | 14 | 14*8=112 | Sketch Exam | 1 | 1*4=4 | |||||
Homework | 14 | 14*8=112 | Instructive Sessions | 4 | 4*1=4 | |||||
Preperation for the Midterm Jury |
1 |
1*15=15 |
Discussion Sessions |
5 |
5*1=5 | |||||
Preperation for the Final Jury | 1 | 1*20=20 | ||||||||
Total | 272 | |||||||||
Recommended ECTS Credit (Total
Hours / 30): |
272/30 = ~ 9 | |||||||||
# | Program Outcomes | Contribution level | ||||
1 | 2 | 3 | 4 | 5 | ||
1 | Critical thinking and expression skills: In the framework of logic, the ability to analyze and to evaluate the information gathered, opposing views and contradictions. | + | ||||
2 |
Sustainability and design: In the context of sustainability, considering the creation of the built environment and the protection of the natural environment, the student gains the ability to understand the responsibilities of the architect and the relationships with other professional disciplines, and learns sustainable design to minimize the environmental impact. |
3 |
Preparing and developing a project program: By taking into account user requirements, site conditions, laws and regulations, design criteria, construction cost, environment and building systems and technological developments, the student gains the ability to prepare an architectural project program and develop it in different scales in a way to take care of the public interest. | |||||
4 |
Structural systems, building materials and applications: The student gains technical knowledge about loadbearing systems, behavioral principles of these systems, detailing, application and cost calculation. | |||||
5 |
Building physics, environmental systems and building service systems: The student gaines knowledge about building physics, energy usage (acoustics, lighting, air-conditioning, etc.), building service systems (installation, electricity, vertical circulation elements, fire protection, etc.) issues, applications and integration to buildings, follow technological developments and gain the ability to transfer technical knowledge to architectural design. | |||||
6 |
Urban and environmental design: In the context of sustainability, cultural heritage and ecology, considering the urban and environmental design, the student will be able to reflect the knowledge gained to the design of indoor and outdoor spaces including the universal design principles. | |||||
7 | Natural-built environment and human being: The student gains the ability to understand human psychology, needs, behaviors and related spatial needs, natural-built environment- human interaction and its reflections to the design. | + | ||||
8 | Formal aesthetics in architecture and design: The ability to transfer formal and aesthetic requirements in architecture and urban design to the design through theoretical and experiential knowledge. | |||||
9 |
Ability to research and reach information: To reach information using appropriate research techniques, comparative evaluation, documentation, presentation in writing, to be able to evaluate, to interpret and benefit from the examples. | + | ||||
10 | Graphic communication skills: The students will gain the ability to illustrate every stage of the design process, graphically by means of graphic expression techniques (two and three dimensional hand drawings). | |||||
11 |
The role of the architect in the construction industry: Understands the architectural profession that requires a collective team work within the building industry and the role of the architect in organizing and developing the design and implementation processes within this team. At the same time, gains information about construction management and application issues. Gains the ability to take responsibility and work individually or in a group. | |||||
12 | Legal rights and responsibilities, professional ethics: Understands the laws and regulations related to the responsibilities of the architect to society and the employer and is aware of the principles of professional ethics. | |||||
13 | Documentation, preservation and restoration of historical environment, cultural assets: The student gains information about historical environment, culture, cultural heritage, protection and restoration. Understands conservation theories / methods. | |||||
14 |
Graphical representation with computer technology: the ability to make two and three- dimensional drawings and presentations, as required by today's architecture, by using the current computer technologies and programs at each stage of design. | |||||
15 |
World architecture and local architecture: To have enough knowledge about historical architecture, geographical and socio-cultural characteristics-differences and their effects on shaping architectural products. To be able to understand and interpret local architectural formations within the geography in context of climatic, technological, social, economic, historical and cultural factors. |
NEAR EAST UNIVERSITY – FACULTY OF ARCHITECTURE | |||
Department of Architecture Course Information Sheet& Course Outline | |||
Course Code
ARC 104 |
Course Name
Visual Communication II |
Credit
3 |
ECTS
3 |
Pre-requisite:ARC 103 | |||||||||||||
Language: English | Course Type:Compulsory | Year: 1 | Semester: 2 | ||||||||||
Weekly Hours | Class Hours | Theoretical | Practicum | Learning Sessions | |||||||||
4 |
2 |
2 |
PS | C | R | T | |||||||
Learning Outcomes | After the completion of this course the students,
· Graphic Communication skills in 3-dimensional composition work · Learning to express design ideas in graphic expressions · Axonometric drawings and two point perspective point drawings · The role of architectural design in horizontal plane, 3-dimensional composition work · The role of vertical plane in architectural design, 3-dimensional composition work · Fullness-space 3-dimensional composition in architectural design |
||||||||||||
Course Description | Provides the perception of the coordinate system within thes cope of axonometry and perspective | ||||||||||||
Course Objectives | To develop the skills determined in the course,
To be able to transfer studies given in original approaches to 3 dimensions, Students will have the ability to draw axonometry and double-arch perspective. |
||||||||||||
Textbooks and/or References | 1 | İnşaat Teknik Resmi. (1995).Milli Egitim Basımevi. İstanbul. | |||||||||||
2 | Ramsey/Sleeper. (1988). Architectural Graphic Standards. Eighth Edition. The American Institute of
Architects, John Wiley&Sons. |
||||||||||||
3 | Onat, E. (1991). Mimarlık, Form ve Geometri. YEM Yayin. | ||||||||||||
Course Content | A variety of drawing methods of projection.- Ortohographic drawings.- Geometric forms (prisms, pyramids, come on, cilinder) and their projections.- Axonometric drawings: the use of axle, expansion and scaling, to show the details.- Two point perspective point of principle: the choice of point of view,
setting the escape point and the screen, the detection of the presence of height and horizon. |
||||||||||||
Methods and Techniques Used in the Course | Pre-lesson activities: Watching the lecture video, drawing, model making.
In-class activities :Explanations, discussions and drawings. |
||||||||||||
WEEKLY OUTLINE | |||||||||||||
Week | Topic | Pre-Lesson Activities | In-Class Activities | Reference | |||||||||
1 | A variety of drawing methods of projection | · Research different drawing methods
· Watching the video |
· Description of drawing method
· Drawing |
1,2,3 | |||||||||
2 | Point, line and flatness in the three-dimentional space and projections of them | · Watch the video
· Drawing the homework |
· Description of drawing method
· Drawing · Explanation of mistakes of homework |
1,2,3 | |||||||||
3 | Theory of projection drawing. Orthographic drawings. | · Watch the video
· Drawing the homework |
· Description of drawing method
· Drawing Explanation of mistakes of homework |
1,2,3 | |||||||||
4 | Geometric forms (prisms, cylinders) and their projections | · Watch the video
· Drawing the homework · Preparing models of 3D geometric forms · |
· Description of drawing method
· Drawing · Explanation of mistakes of homework |
1,2,3 | |||||||||
5 | Geometric forms (pyramids, cones) and their projections. | · Watch the video
· Drawing the homework |
· Description of drawing method
· Drawing · Explanation of mistakes of homework |
1,2,3 | |||||||||
6 | Projections of figures of different geometric forms | · Watch the video
· Drawing the homework |
· Description of drawing method
· Drawing · Explanation of mistakes of homework |
1,2,3 | |||||||||
7 | Isometric drawings: Using the axes. Isometric | · Watch the video
· Drawing the homework |
· Description of drawing method
· Drawing · Explanation of mistakes of homework |
1,2,3 | |||||||||
drawings: expansion, to show the details. | |||||||||||||
8 | Isometric construction methods. The drawing of details. | · Watch the video
· Drawing the homework |
· Description of drawing method
· Drawing · Explanation of mistakes of homework |
1,2,3 | |||||||||
9 | Midterm Exams | ||||||||||||
10 | Midterm review | · Review | · Drawing
· Explanation of mistakes of homework |
1,2,3 | |||||||||
11 | Two point perspective principles | · Watch the video
· Drawing the homework |
· Description of drawing method
· Drawing · Explanation of mistakes of homework |
1,2,3 | |||||||||
12 | Selection of Two points perspective point of view. | · Watch the video
· Drawing the homework |
· Description of drawing method
· Drawing · Explanation of mistakes of homework |
1,2,3 | |||||||||
13 | Two point perspective setting the escape point and the screen | · Watch the video
· Drawing the homework |
· Description of drawing method
· Drawing · Explanation of mistakes of homework |
1,2,3 | |||||||||
14 | Two point perspective the detection of the presence of height and horizon. | · Watch the video
· Drawing the homework |
· Description of drawing method
· Drawing · Explanation of mistakes of homework |
1,2,3 | |||||||||
15 | General Review | · General Review
· Drawing homework |
· Drawing
· Explanation of mistakes of homework |
1,2,3 | |||||||||
16 | Final Exams | ||||||||||||
Attendance: Minimum %80 | |||||||||||||
Assessment Breakdown | Type | % | Reference/Source | Relevant Competencies | |||||||||
1 | Midterm homework and classwork file | 10 | 1,2,3 | PO9-PO10-PO1 | |||||||||
2 | Quiz I | 15 | 1,2,3 | PO9-PO10-PO1 | |||||||||
3 | Quiz II | 15 | 1,2,3 | PO9-PO10-PO1 | |||||||||
4 | Final homework and classwork file | 10 | 1,2,3 | PO9-PO10-PO1 | |||||||||
5 | Final Exam | 50 | 1,2,3 | PO9-PO10-PO1 | |||||||||
Learning Program | |||||||||||||
Educational Tool | Amount | Student Work Load(Hours) | Educational Tool | Amount | Student Work Load(Hours) | ||||||||
Class hours/work | 14 | 14*2=28 | Homeworks | 14 | 14*2=28 | ||||||||
Quiz I | 1 | 1*1=1 | Model making | 1 | 1*1=1 | ||||||||
Preparation for Quiz I |
1 |
1*8=8 |
Final homework and classwork file preperation |
1 |
1*8=8 |
||||||||
Quiz II |
1 |
1*1=1 |
Final Exam |
1 |
1*2=2 |
||||||||
Preparation for Quiz II | 1 | 1*5=5 | Preparation for Final Exam | 1 | 1*15=15 |
Midterm homework and classwork file preparation |
1 |
1*2=2 |
|||
Total | 99 | ||||
Recommended ECTS Credit
(Total Hours / 30): |
99/30 =3.3~ 3.0 |
# | Program Outcomes | Contribution level | ||||
1 | 2 | 3 | 4 | 5 | ||
1 | Critical thinking and expression skills: In the framework of logic, the ability to analyze and to evaluate the information gathered, opposing views and contradictions. | + | ||||
2 |
Sustainability and design: In the context of sustainability, considering the creation of the built environment and the protection of the natural environment, the student gains the ability to understand the responsibilities of the architect and the relationships with other professional disciplines, and learns sustainable design to minimize the environmental impact. | |||||
3 |
Preparing and developing a project program: By taking into account user requirements, site conditions, laws and regulations, design criteria, construction cost, environment and building systems and technological developments, the student gains the ability to prepare an architectural project program and develop it in different scales in a way to take care of the public interest. | |||||
4 |
Structural systems, building materials and applications: The student gains technical knowledge about loadbearing systems, behavioral principles of these systems, detailing, application and cost calculation. |
5 |
Building physics, environmental systems and building service systems: The student gaines knowledge about building physics, energy usage (acoustics, lighting, air-conditioning, etc.), building service systems (installation, electricity, vertical circulation elements, fire protection, etc.) issues, applications and integration to buildings, follow technological developments and gain the ability to transfer technical knowledge to architectural design. | |||||
6 |
Urban and environmental design: In the context of sustainability, cultural heritage and ecology, considering the urban and environmental design, the student will be able to reflect the knowledge gained to the design of indoor and outdoor spaces including the universal design principles. | |||||
7 | Natural-built environment and human being: The student gains the ability to understand human psychology, needs, behaviors and related spatial needs, natural-built environment- human interaction and its reflections to the design. | |||||
8 | Formal aesthetics in architecture and design: The ability to transfer formal and aesthetic requirements in architecture and urban design to the design through theoretical and experiential knowledge. | |||||
9 |
Ability to research and reach information: To reach information using appropriate research techniques, comparative evaluation, documentation, presentation in writing, to be able to evaluate, to interpret and benefit from the examples. | + | ||||
10 | Graphic communication skills: The students will gain the ability to illustrate every stage of the design process, graphically by means of graphic expression techniques (two and three dimensional hand drawings). | + | ||||
11 |
The role of the architect in the construction industry: Understands the architectural profession that requires a collective team work within the building industry and the role of the architect in organizing and developing the design and implementation processes within this team. At the same time, gains information about construction management and application issues. Gains the ability to take responsibility and work individually or in a group. | |||||
12 | Legal rights and responsibilities, professional ethics: Understands the laws and regulations related to the responsibilities of the architect to society and the employer and is aware of the principles of professional ethics. | |||||
13 | Documentation, preservation and restoration of historical environment, cultural assets: The student gains information about historical environment, culture, cultural heritage, protection and restoration. Understands conservation theories / methods. | |||||
14 |
Graphical representation with computer technology: the ability to make two and three- dimensional drawings and presentations, as required by today's architecture, by using the current computer technologies and programs at each stage of design. | |||||
15 |
World architecture and local architecture: To have enough knowledge about historical architecture, geographical and socio-cultural characteristics-differences and their effects on shaping architectural products. To be able to understand and interpret local architectural formations within the geography in context of climatic, technological, social, economic, historical and cultural factors. |
NEAR EAST UNIVERSITY – FACULTY OF ARCHITECTURE | ||||||||||||
Department of Architecture
Course Information Sheet& Course Outline |
||||||||||||
Course Code
ARC 106 |
Course Name
Construction and Material I |
Credit
3 |
ECTS
4 |
|||||||||
Pre-requisite:- | ||||||||||||
Language: English | Course Type:Compulsory | Year: 1 | Semester: 2 | |||||||||
Weekly Hours | Class Hours | Theoretical | Practicum | Learning Sessions | ||||||||
4 |
2 |
2 |
PS | C | R | T | ||||||
Learning Outcomes | After the completion of this course the students,
· Learn what is construction & materials · Learning wall structural system · Learning materials of wall structural system · Learning insulations · Learning Foundations, · Learning walls · Learnings walls openings · Learnings flat roofs |
||||
Course Description | Drawing projects by using wall structural system details. | ||||
Course Objectives | This course includes wall structural system, foundation, isolations, walls, walls openings and flat roof detailing and materials. | ||||
Textbooks and/or References | 1 | Ulkay, S. (1991); Construction I-II | |||
2 | Eldem, S. H., (1995). Construction | ||||
3 | Ching, F. D. K. (1991). Building Construction Illustrated | ||||
4 | Türkçü, Ç. (2015). Constructing | ||||
5 | Construction and application lecturer notes | ||||
Course Content | Designing and determining the true usage of construction elements such as wall structural system, foundation, isolations,
walls, walls openings and flat roof detailing and materials used for constructing all these elements. |
||||
Methods and Techniques Used in the Course | Pre-lesson activities: Watching the lecture video, drawing, model making.
In-class activities:Group work, problem solving by giving critics, drawings, explanations and discussion. |
||||
WEEKLY OUTLINE | |||||
Wee k | Topic | Pre-Lesson Activities | In-Class Activities | Reference | |
1 | Introduction to the course | ||||
2 | What is construction
and materials? |
Watching video about what is construction and material. Note-taking | Evaluation of the video Discussion about the subject | 1,2,3,4,5 | |
3 | Wall structural systems | Watching video about wall structural systems. Note- taking. Drawing plan of a selected wall structural system building | Evaluation of the video Discussion about the subject Giving critics to the plan | 1,2,3,4,5 | |
4 | Materials of wall structural system | Watching video about wall structural systems. Note- taking. Drawing homework | Checking the homework drawings
Explanation of mistakes by giving critics |
1,2,3,4,5 | |
5 | System details of wall structural systems | Watching video about wall structural systems Note- taking. Drawing details for their project | Checking the homework drawings
Explanation of mistakes by giving critics |
1,2,3,4,5 | |
6 |
Isolations |
Watching video about different types of isolations and isolation materials. Drawing details about isolations for their project | Checking the homework drawings
Explanation of mistakes by giving critics |
1,2,3,4,5 | |
7 | Foundations | Watching video about different types of foundations. Drawing the foundations | Checking the homework drawings | 1,2,3,4,5 | |
8 | Foundations | Watching video about different types of foundations. Drawing the foundation plan and sections of their project | Explanation of mistakes by giving critics | 1,2,3,4,5 | |
9 | Midterm Exams | |||||||
10 | Walls | Watching video about different types of walls | Evaluation of the video Discussion about the subject | 1,2,3,4,5 | ||||
11 |
Walls |
Watching video about construction rules of the walls and materials of walls. Drawing details from their projects (connection of different materials walls) | Evaluation of the video Explanation of mistakes by giving critics | 1,2,3,4,5 | ||||
12 | Walls openings | Watching video about the different doors
Drawing door details from their projects |
Evaluation of the video Explanation of mistakes by giving critics | 1,2,3,4,5 | ||||
13 | Walls openings | Watching video about the different windows and arches. Drawing window details from their projects and drawing different type of arches | Evaluation of the video Explanation of mistakes by giving critics | 1,2,3,4,5 | ||||
14 |
Flat roofs |
Watching video about the flat roofs Drawing flat roof plan of their projects | Evaluation of the video
Explanation of mistakes by giving critics |
1,2,3,4,5 | ||||
15 | Overview | Drawing plan, sections, elevations and details | Explanation of mistakes by giving critics | 1,2,3,4,5 | ||||
16 | Final Exams | |||||||
Attendance: Minimum %70 | ||||||||
Assessment Breakdown | Type | % | Reference/Source | Relevant Competencies | ||||
1 | Mid-Term Exam | 25 | 1,2,3,4,5 | PO9-PO10-PO4-PO1 | ||||
2 | Mid-Term drawing submission |
15 |
1,2,3,4,5 | PO9-PO10-PO4-PO1 | ||||
3 | Final drawing submission | 15 | 1,2,3,4,5 | PO9-PO10-PO4-PO1 | ||||
4 | Model | 5 | 1,2,3,4,5 | PO9-PO10-PO4-PO1 | ||||
5 | Final Exam | 40 | 1,2,3,4,5 | PO9-PO10-PO4-PO1 | ||||
Learning Program- | ||||||||
Educational Tool | Amount | Student Work Load (Hours) | Educational Tool | Amount | Student Work Load (Hours) | |||
Class hours | 14 | 14*4=56 | Model making | 1 | 1*4=4 | |||
Preparation for classes | 14 | 14*2=28 | Homeworks | 4 | 4*1=4 | |||
Mid-Term exam | 1 | 1*4=4 | Drawing for midterm submission | 1 | 1*3=3 | |||
Preparation for midterm exam | 1 | 1*8=8 | Drawing for final submission | 1 | 1*3=3 | |||
Fınal Exam | 1 | 1*4=4 | ||||||
Preparation for final exam | 1 | 1*8=8 | ||||||
Total | 90 | |||
Recommended ECTS Credit
(Total Hours / 30): |
122/30 =4.06~ 4.0 |
# | Program Outcomes | Contribution level | ||||
1 | 2 | 3 | 4 | 5 | ||
1 | Critical thinking and expression skills: In the framework of logic, the ability to analyze and to evaluate the information gathered, opposing views and contradictions. | + | ||||
2 |
Sustainability and design: In the context of sustainability, considering the creation of the built environment and the protection of the natural environment, the student gains the ability to understand the responsibilities of the architect and the relationships with other professional disciplines, and learns sustainable design to minimize the environmental impact. | |||||
3 |
Preparing and developing a project program: By taking into account user requirements, site conditions, laws and regulations, design criteria, construction cost, environment and building systems and technological developments, the student gains the ability to prepare an architectural project program and develop it in different scales in a way to take care of the public interest. | |||||
4 |
Structural systems, building materials and applications: The student gains technical knowledge about loadbearing systems, behavioral principles of these systems, detailing, application and cost calculation. | + | ||||
5 |
Building physics, environmental systems and building service systems: The student gaines knowledge about building physics, energy usage (acoustics, lighting, air-conditioning, etc.), building service systems (installation, electricity, vertical circulation elements, fire protection, etc.) issues, applications and integration to buildings, follow technological developments and gain the ability to transfer technical knowledge to architectural design. | |||||
6 |
Urban and environmental design: In the context of sustainability, cultural heritage and ecology, considering the urban and environmental design, the student will be able to reflect the knowledge gained to the design of indoor and outdoor spaces including the universal design principles. | |||||
7 | Natural-built environment and human being: The student gains the ability to understand human psychology, needs, behaviors and related spatial needs, natural-built environment- human interaction and its reflections to the design. | |||||
8 | Formal aesthetics in architecture and design: The ability to transfer formal and aesthetic requirements in architecture and urban design to the design through theoretical and experiential knowledge. | |||||
9 |
Ability to research and reach information: To reach information using appropriate research techniques, comparative evaluation, documentation, presentation in writing, to be able to evaluate, to interpret and benefit from the examples. | + | ||||
10 | Graphic communication skills: The students will gain the ability to illustrate every stage of the design process, graphically by means of graphic expression techniques (two and three dimensional hand drawings). | + | ||||
11 |
The role of the architect in the construction industry: Understands the architectural profession that requires a collective team work within the building industry and the role of the architect in organizing and developing the design and implementation processes within this team. At the same time, gains information about construction management and application issues. Gains the ability to take responsibility and work individually or in a group. | |||||
12 | Legal rights and responsibilities, professional ethics: Understands the laws and regulations related to the responsibilities of the architect to society and the employer and is aware of the principles of professional ethics. | |||||
13 | Documentation, preservation and restoration of historical environment, cultural assets: The student gains information about historical environment, culture, cultural heritage, protection and restoration. Understands conservation theories / methods. |
14 |
Graphical representation with computer technology: the ability to make two and three- dimensional drawings and presentations, as required by today's architecture, by using the current computer technologies and programs at each stage of design. | |||||
15 |
World architecture and local architecture: To have enough knowledge about historical architecture, geographical and socio-cultural characteristics-differences and their effects on shaping architectural products. To be able to understand and interpret local architectural formations within the geography in context of climatic, technological, social, economic, historical and cultural factors. |
NEAR EAST UNIVERSITY – FACULTY OF ARCHITECTURE | ||||||||||||||||||
Department of Architecture
Course Information Sheet& Course Outline |
||||||||||||||||||
Course Code
ARC 108 |
Course Name
HUMANITIES |
Credit
3 |
ECTS
3 |
|||||||||||||||
Pre-requisite:- | ||||||||||||||||||
Language: ENGLISH | Course Type:COMPULSORY | Year: 1 | Semester:2 | |||||||||||||||
Weekly Hours | Class Hours | Theoretical | Practicum | Learning Sessions | ||||||||||||||
3 |
3 |
0 |
PS | C | R | T | ||||||||||||
Learning Outcomes | After the completion of this course the students,
1- Gains the ability to criticise and interpret subjects related to culture, art, philosophy and environment. 2- Gains the ability to understand and evaluate subjects; culture, art, philosophy and environment related subjects in the context of social responsibility , 3- Gains the ability to make researches, interpret and present them in writing. |
|||||||||||||||||
Course Description | In the course conducted in the form ofseminars, architecture, culture, art, philosophy, environment, etc. topics are covered. Seminars given by different lecturers and aimed at motivating students to think, interpret and research on these issues. | |||||||||||||||||
Course Objectives | This course is designed to provide students an understanding of architecture, culture, art, philosophy, environment and so on. The course aims to explain the issues and their effects on the shaping of today's world by utilizing different
disciplines (philosophy, art, literature, etc.) in parallel with political, social, cultural and economic developments. |
|||||||||||||||||
Textbooks and/or References | 1 | Ashmore, J. (1966). Santayana, art, and aesthetics. Press of Western Reserve University. | ||||||||||||||||
2 | Tunalı, E. (2011). Estetik. RemziKitabevi. | |||||||||||||||||
3 | Honnef, K. (2015). Pop Art. Tachen. | |||||||||||||||||
4 | İsmail, S. (2001). Sincerity v. slanderon the preservation of cultural heritage.Akdeniz New Agency Publishing. | |||||||||||||||||
5 | Kirshenblatt Gimblett, B. (1998). Destination culture: tourism, museums, and heritage. University of California
Press. |
|||||||||||||||||
6 | Haglund, B. M. (2005). Hands-on Environmentalism. Encounter Books. | |||||||||||||||||
7 | Flipped Learning videos. | |||||||||||||||||
Course Content | Culture, Art and Aesthetics, Environmentalism, Pop Art and Mass Art, Narrative: The Power of Visual Storytelling,
Culture, Climate and Shelter, Cultural Heritage, Museums and Collecting |
|||||||||||||||||
Methods and Techniques Used in the Course | Pre-lesson activities: Watching the lecture videos, reading the given chapters from the course books, taking notes, preparing questions for unclear issues.
In-class activities:Group work, brainstorming and discussing the subjects of seminars. |
|||||||||||||||||
WEEKLY OUTLINE | ||||||||||||||||||
Week | Topic | Pre-Lesson Activities | In-Class Activities | Reference | ||||||||||||||
1 | Introduction to course | 1, 2, 3, 4, 5, 6, 7. | ||||||||||||||||
2 | Culture, art and esthetics | Watch video, Take Notes | Seminar presentation, discussions on the topic | 1, 2, 3, 4, 5, 6, 7. |