Akademik Veri Yönetim Sistemi
TURKISH ONLINE JOURNAL OF DESIGN ART AND COMMUNICATION, sa.1, ss.123-132, 2018 (ESCI)
The idea that creativity is a learnable phenomenon and can be improved through education is common today. Based on this fact, it should be regarded as important to create environments and approaches in and through which students will elude certain conditions and feature their creative intelligence and put forth new and original ideas. The remark that design experience can be developed in a creativity-oriented manner is the main purpose of the studio structure and process of Interior Architecture Project I course at Istanbul Kultur University, Department of Interior Architecture and Environmental Design in the fall term of 2016-2017 academic year. The model of learning by doing/ trying model which encourages the design-creativity relationship and allows for the excitement of learning was adopted in the studio. Accordingly, the interior design studio was constructed as creative design experience in which different themes are brought up for discussion in four main steps and which allow for the examination of the same matter from different perspectives. The first two steps refer to a process structured with different short-term problems to make students understand the main matter in depth and trigger their creativity. The point with these two steps is improving students' visual perceptions, bringing the abstract thinking skill to them and questioning how to represent it. In the third and fourth step, the single theme was divided into short-term and increasing small parts to structure a process which achieves a solution. Space-body relationship was communicated to the students via the concept of game in the third step. In the fourth step, the unit-module-pattern relationship was established through the approach of biomimicry design. It was expected from the students to see the single design problem from different perspectives, analyze them in distinctive styles and question them multidimensional. Consequently, the design approach in the studio structure ensured the experience of a process that nourishes diversity and differentiation and creativity. Moreover, it was observed that creativity-oriented studio process has the potential of responding to different learning style of each student. It is understood how important is to construct the first term education which refers to introduction to design and gain a liking to the work of designing in a creativity-oriented way in that it involves diversity, provides critical thinking and allows students to explore and go beyond their own boundaries.