Teaching Portfolio AyĹ&#x;e Esin Durmaz
Teaching Statment In the past years, the design has experienced a change of paradigm related to consideration of nature and environmental conditions. Nowadays sustainability and environmental focuses are no longer considered as an addition to design but required conditions as a means to develop work further. (Hansell,2017) Donald Norman states in ‘Why Design Education Must Change’ that many design students prefer design because they do not like science and mathematics; and he adds design education can’t be considered without science(Norman, 2010). Instrumentaliy, encourage students to learn new technological devices controlled by microprocessors such as Arduino improves their engagement with their output. Liberating students allowing them to control devices are more important than to integrate students into the assembly line production traditions. Likewise, introducing students to novel ecological materials and teach how to design these materials more valuable to practice with diminishing industrial resources. To design for Industrial production is forcing students to work with unsustainable materials that inhibit the opportunities of future generations. Today’s designers must seek to minimize the negative environmental impact of the materials. Lecturers have got responsibility for their students to secure our planet. 21st-century understanding should change the statement for “form follow function” to “form follow energy”.There is a number of fields that use nature as an inspiration source for research. The fields of science, technology, and even social sciences use this method for more efficient solutions. It is used for mechanical solutions, marketing strategies, styling, environmental policies, etc.
The common aim is to reach more efficient and sustainable solutions in the process of creating products, programs, systems, services, etc. (Timur Ogut, Design and Technology Education: An International Journal 21.1) To teach students to consider to the consequences of their design decisions is way more efficient them to convince them to expecting to make smart decisions for environment edgewise level of welfare. I truly believe that data-driven design and material-driven design will take place in the next industrial revolution. It is the fusion of these technologies and their interaction across the physical, digital and biological domains that make the fourth industrial revolution fundamentally different from previous revolutions (Schwab,2016). Trans-disciplinary teaching does not compromise a combination of Architecture, Interior Design, and Industrial Design students working together. Trans-disciplinary teaching comprehends technology, art, and science subjects with consideration of political, economical, sociological aspects. My teaching strategy allow them to get familiar with emerging future scenarios by considering up-coming developments in tech and science by taking into consideration of the political strategies of countries and the cultural heritage of societies. Hands-on prototyping allows them to test on users and also calculate their environmental impact by practicing with real-time correspondence of any design they made. AyĹ&#x;e Esin Durmaz
Teaching Experience
Teaching Experience Winter semester 17/18 Hochschule Rein-Waal
Lecturer / Fab-House Project / Elective
University of Applied Sciences Kamp-Lintfort Germany Interdisciplinary Project
Key Notes Biomimicry architecture Sustainable architecture Self-sufficient dwellings Digital Joint Design CNC Manufacturing
Course Desciption Fab-House is a transdisciplinary course offered by Rhein-Waal University to students from all faculties from the university. Advantages of subractive manufacturing tools allows to construct big scale structures by non-expertise people about construction and architecture. Fab-House trans-disciplinary projet offers the range of applications, from the discrete structural assemblies, material sustainable production, and self-sufficient energy systems applications.
Learning Outcomes -The enable the students to gain experience about designing for material behavior and develop an understanding of the importance of ecological design. -Gain experience on ecological materials for building systems; isolation, facade material, structure -Perform calculation of building systems in relation to sustainability aspects -Learn digital prototyping tools in order to fabricate -Gain advanced knowledge in construction
Click Here:More Info about Fab-House Project!
Teaching Outputs
Teaching Experience Lecturer / Sustainable Architecture / Hochschule Rein-Waal Univer- Elective Winter semester 17/18
sity of Applied Sciences, Kamp-Lintfort Germany Communication and Environment Faculty
Key Notes Biomimicry architecture Local architecture Green buildings Certifications Waste Preventation Emotionally Durable De-
Course Description Sustainable Architecture and Redevelopment course is a material oriented course offering by Rhein-Waal university for 5. semester of B.Sc. Environmental Energy students leading by AyĹ&#x;e Esin Durmaz. Students are invited understand the logic behind bio-mimicry architecture especially interconnectivity between people, nature, and buildings. Student will demonstrate that relation between the creation of a shelter using treatable resources.
sign
Learning Objectives -Research on physic law, chemicals, microsystems in order to get familiar with the dynamics of a biosphere. -Demonstrate an understanding of politics and cultural heritage in society. -Perform calculation of biomimicry -Gain an understanding between nature and society
Teaching Outputs The stories below are final submissions of under-graduate Environmental Energy students. They were assign to create a world with all the elements has concerned by the planet conditions that they created. The story of the Halosap Laura Newton TheEnvironment:TheyliveinasimpledwellinginthePacificOcean.Becausetheygettheir food fromtheoceantheyhavetoliveintheoceanandhuntatleastonceaday. Thedwelling:Coralia Coralia is thousands of years old and has always been the home of the Haloseps. Itismadeofancientcoralandalgaeandseaweed.Becauseitiscompletely covereditisverystrongandcanwithstandalltypesofweather.Itisinthe oceanbutabove water(itisonstilts).Becausetheyaresuchsocialbeingsthey havenoneedforprivacyor separatedrooms.Thereisjustonefloor,adeck witha`landingrunway´. The HALOSAP TheHalosapgetsitsnamefrom2words: ● Ahalophyteis a plant that grows inwatersofhighsalinity(salt) ● Sapiens, a Latin word meaning wise They are very small and theirtophalfiscoveredinscales(similartofish scales)andtheirbottomhalfcomprisesof twoverystrongandmuscularlegs. Thesestronglegsgivethemtheabilitytoswimveryfast andalsopropeloutof thewaterveryfastontotherunwaysofthedwelling. Hephaecon David Scola The Environment: Hephaecon is a rocky giant with a very strong gravity that orbits close to its sun. Because of this the surface of the planet reaches high temperatures. The landscape is therefore barren and only microscopic forms of life inhabit it. The Chittlings, the most developed creatures on Hephaecon, have evolved deep underground, away from the dangerous temperatures of the surface. The planet is rich in minerals and for this reason the intelligent beings that inhabit its depths feed on them. The Chittling City and Social Structure: Chittling cities consist of a series of tunnels, that are planned according to the mineral distribution, and big square openings to the surface that allow the sunlight to enter into the tunnels. Chittling economy is based on a single currency that can be gained and lost by individuals through good and bad actions. The Chittling Anatomy and Behaviour: The Chittlings have short, wide and bulky bodies supported by ten strong legs. They evolved a set of front facing eyes to scout for food and a variable amount of eyes on their back to sense danger of collapsing tunnels. The Solus Clara Thomas Solusses are highly social creatures of about 15 mm that live on photosynthesis (all they need is CO2, sunlight and water). Solusses live in the desert, their eyes are protected from sandstorms and they are very dependent on water availability. Solusses have very strong arms so they can climb up the beam in no time. Still, their legs are short and stumpy and they cannot run very well so they rely on their city and the other Solusses to survive. Only their bodies and head-leaves are able to do photosynthesis. Their heads are see-through and shaped in a way that - when they ‘die’ after exactly 30 years and the rest of the body dies off - the head is integrated into the structure of their city. It takes 30 years of them being part of the city until the new body is grown and a new generation of Solusses can live for 30 years. While they are part of the structure, other Solusses inject their photosynthesised energy and also their wisdom and knowledge into the structure (the main/central beam) which gets distributed to the growing Solusses.
Teaching Experience Winter semester 18/19 Medipol University
Lecturer / Trans-disciplinary studio II / Compulsory
Ä°stanbul Turkey Fine arts and Architecture Faculty
Key Notes Local architecture Green buildings Certifications Waste Preventation Modular Design
Course Description Trans-disciplinary studio II is a course offered for senior year students for Architecture and Interior Design students that allows them to work in the group of contrary disciplines. Comprehension of conceptual and contextual incorporation of ecological approaches. Students are obliged to design a summer house fully self-sufficient with considering zero impact on the environment.
Learning Outcomes -Gain advanced experience in ecological design -Perform calculation of waste prevention in relation to materials and fabrication. -Deep learning of able to put detailed technical application drawings -Perform 1/20 scale building systems models.
Teaching Experience Winter semester Medipol University
Lecturer / Trans-disciplinay studio I / Compulsory
Ä°stanbul Turkey Fine arts and Architecture Faculty
Key Notes Product Design Innovation in Design Climate Change Climate Justice
Learning Outcomes
Course description Trans-disciplinary studio I is a course offered for under-graduate sophomore year students for Architecture, Interior Design, Urban planning, and Industrial Design students that allows them to work in a group of contrary disciplines. Climate Change is a worldwide problem that should examine every layer of design. This course studio outcome is a real scale prototype issued immigration problem due to climate change. To find a solution in design prospectus for decrease level of welfare in some countries.
-Perform a minimum vital product -Demonstrate an understanding of coding. -Working in groups provide them to managing ability to multi-tasking - Being an activist for climate change by understanding anthroposene philopshy -Ability to define meaningful design projects. -Ability to plan and conduct a comprehensive design process.
Teaching Experience Spring semester 18/19
Lecturer / Basic Design / Compulsory
Bilgi University Ä°stanbul Turkey Architecture and Design Faculty
Key Notes Computional Design Rapid Prototyping Basic Design Digital Fabrication Parametric Design Computarional Design
Learning Outcomes
Course Description This course aims to help students understand the world through abstraction and conceptualization of their surroundings: shapes, forms, figures, colors, textures, materials, scales, space(s) and the like, and to use this understanding to produce organizations: designs as compilations, compositions, arrangements and re-arrangements. A series of assignments are intended to develop the skills of students in simultaneous efforts of analysis (reading/decoding) and development (writing/encoding) of relationships.
-Learn ways of understanding, analyzing, and abstracting the physical environment -Develop skills on design thinking and learning by making through current technologies -Develop skills in defining and building complex relationships between two and three dimensional geometric figures and forms -Learn the basic concepts of two and three dimensional design-works -Develop skill of communicating design ideas via use of current means and terminology
Teaching Outcomes Alara Emengen / Batuhan Meriç / Burcu Genç / Defne Teoman / Kris Havluciyan / Oğuz Can Oğuz / Selahattin Topal / Şafak Salgür
Teaching Experience Winter semester Medipol University
Lecturer / Bio-Material Design / Elective
Ä°stanbul Turkey Fine arts and Architecture Faculty
Key Notes Product Design Innovation in Design Material Design Ecological Design
Course description The course aims to transfer knowledge about the behavior of materials and their relationship to structure. Students practice material driven design and biofabrication. Lectures involve experimenting with digital fabrication tools. Throughout the semester, students design and digitally fabricate different structures. While some structures involve a skin made from biocraft material, others need to afford weight.
Learning Objectives -The enable the students to gain experience about designing for material behavior and develop an understanding of the importance of ecological design. -Use industrial materials to compare various composite materials, ranging from sustainable to unsustainable. -Perform calculation of waste prevention in relation to materials and fabrication. -Demonstrate an understanding of material driven design through experimentations. -Evaluate novel fabrication techniques in relation to different material behaviors.
Teaching Outcomes
Gülnihal Dilmaç
Bevran Akyurt
Kübra Araz
Asude Nur sancaktutan
Teaching Experience Winter semester
Lecturer / Protoyping / Compulsory
Özyeğin University İstanbul Turkey Architecture and Design Faculty
Key Notes Product Design Innovation in Design E-textiles Wearables
Course Desciription Introduction to techniques for prototyping; computer aided manufacturing techniques for prototyping; the use of laser cut, 3D CNC and rapid prototyping for modeling the product design piece; introduction to the conceptual tools for prototyping experiences and services such as paper-prototypes, video prototypes, role-playing and the like.
Digital Prototyping Rapid Protottyping
Learning Outcomes -Deeply incorporate the philosophy, benefit and core reason for prototyping. -Be able to apply prototyping within design processes with situational awareness. -Put prototyping and design principles to work, and be able to discuss them. -Think creatively, find out of the box solutions. -Present and discuss prototypes and projects with well-structured explanations.
Conculison Istanbul is a center in the manufacturing industry materials in Europe. It is really easy to reach to machines to chemicals. Labor is cheap and willing to collaborate with students and universities. The universities in Tukey should take advantage of material freedom and workshops. With my teaching acperience, students can produce a minimum vital product and participate in international competitions and exhibitions. Students will open new opportunities for students and institutions who want take place in global design trends. The material-centric design is taking huge place now one by one many design and art faculties. Universities should be a pioneer for new industrial revolution. Moreover, nowadays using digital fabrication tools is a must in the design studios but we should take advantage also new freedom area of transdisciplinary technologies. And with these improvements in technologies, universities will reshaped around by nature due expecting emerging future scenarios.
Potencial cooparetions with instutions Fab-lab Kamp Lintfort plied Sciences / Adriana Cabrera
/ Hochschule Rein-Waal University of Ap-
Fabtextiles / Institue for Advanced Architecture of Catalonia / Anastasia Pistofidou
Material Experience Lab / Dr. Elvin Karana
/ Technical University of Delft
TextileLab Amsterdam / Waag technology & Society Amsterdam Cecilia Raspanti Healthy
Materials lab / Parson School of Design / Grace Ju