2017-2018 Architectural Works

BEGÜM KOCABALKANLI

portfolio

EDUCATION 2011-2015

Izmir Kız Anadolu Hıghschool Science and Math department

2015-2019

Yasar University Departmant of Architecture

2018-2019

Szent István University, Budapest Departmant of Architecture

BEGÜM KOCABALKANLI

WORK EXPERIENCES

Architecture Student, 4rd Grade

MTU Mimarlık, Idil Kemahlıoglu Construction Internship + Office Works 24/05/2017 - 20/06/2017

Ofis Vesaire, Melis Varkal Deligöz Office Internship 04/06/2018 - 17/07/2018 6352 street no. 9 flat. 5 postcode.

35590 Karsıyaka/Izmir

LANGUAGES

0534 629 18 56

English: Upper - Intermidiate German: Pre - Intermidiate

begumkocabalkanli.mail@gmail.com

EXHIBITED PROJECTS - 2017......3rd Grade ‘‘Year End Exhibition’’ INTO THE VALLEY Instructor: Meliha Karcı - 2016......2nd Grade ‘‘Year End Exhibition’’ YOUTH & MUSIC CENTER Instructor: Buket Ilter Alper - 2015......1st Grade ‘‘Year End Exhibition’’ NARRATIVE PATH Instructor: Sebnem Yücel - 2015......1st Grade ‘‘Year End Exhibition’’ LIGHTING Instructor: Sebnem Yücel - 2015......1st Grade ‘‘Year End Exhibition’’ TENSEGRITY Instructor: Sebnem Yücel

WORKSHOPS & CERTIFICATES

QUALIFICATIONS

Tasarımcısız Tasarım | Good Design, Izmir

Rhinoceros Grasshopher

Instroctors: Çiçek Tezer from NomadMind Derya Özkan from IEU

Paper Wall | Good Design, Izmir Instructors: Dilsad Aladag Ayçil Yılmaz Cansu Pelin Isbilen

Robotic Fabrication Experiment | Yasar University Instructors: Bilge Göktogan Basak Kundakçı

11th International Interiour Design Student Meeting Love at First Bite Instroctors: Egemen Tamcı

Autocad Sketchup Autodesk Revit Archicad Adobe Photoshop Adobe Illustrator Adobe Indesign Twinmotion

SITE INFORMATIONS

DESIGN EVALUATION PROCESS

Project site is located in Urla, Turkey. Urla is a small summer town in Izmir. The site lays in on the shore of the see while neighboring a highschool on the left side.

PROJECT

LIMINAL URLA 2018- 3rd Grade Spring Term

Project was about designing a primary school for children between 6-8 age group. The education system has been freely choosen from us as Reggio Emlia. The task was to design their shcool with considering the needs of this education system combined with the needs of the 6-8 age children. As another task we were expected to integrate the word ‘‘Treshold’’ tino our design idea from a philosophical perspective.

SITE ANALYSIS

REGGIO EMILIA

Insturctor Basak Kundakcı Group Work: Begüm Kocabalkanlı Simge Demirtas Bilge Çetin Noise Analysis Diagram

PROGRAM Nursery 20m2 Counseiling Room Meetıng Room 40m2 Teacher Room 70m2 Botanıc Gardenıng 260 m2 Storage 28x2,26,24m2,20m2 Tea Spot 20m2 Sleepıng Unıts 360 m2 Kıtchen 150m2 Staff Changing 30,25 m2 Multipurpose Hall 350m2 Foyer 140 m2 Dining Hall 300m2 Wc 250 m2 Changıng Rooms 26x2m2

Dishing Area 30m2 Kitchen Storage 40m2 Gardener’s Room 20m2 Garbage Room 15m2 Terrace 30 m2, 230 m2 ,115 m2 Lounge 35m2,,30m2 Shower 17x2m2 Custom Storage 28x2m2 Laundry 25 m2 Securıty 50m2 Creatıvıty Space 450m2 Playing Area 480 m2 Dancıng Studio 160m2 Exploratıon Area 600m2 Management 40m2

Transportation Diagram

DESIGN IDEA&CONCEPTUAL APROACH By exploding the concept of education the main design aproach aims to use the building as a teaching tool for children. It aims to create spaces where they can experience, observe and even intervene.

A place where they can see the usage of natural light, understand the shadows, experiencing the prevailing wind and also learn about the colors

Sun Path&Wind Diagram

Places where the children can use, reshape, color and change according to their own interest and creativity.

What are the characteristics of the children?

-

- Arts and Crafts - Fairytale and Dreaming Classes - Sleeping Areas

Cafe

The idea is to understand the child and let him/her express themselves by insprational activities. The common property of this classes is that, it aims to serve slow and quiet activities.

Port Hotel Bus Stop Police Station Pharmacy Park Restaurant Klazomenai Antique Museum Bazaar/Market

- Playgrounds - Sport Activities The idea is to serve the liveliness of the child by providing freedon

Science and Math Classes Labratories Gardening Pets

The idea is by creating transformable and flexible spaces, the children should be able to experience and seek answers to his/her questions.

Threshold is the definition of a point which you start to experience something, or at which something starts to change. It can also be defined as the place where something ends, ‘‘a border’’, and something new starts.

The space is based on all kinds of formation, in fact each year emphasizes the temporality of this school where different children are educated. However, the experiences they have gained here will be persisten no matter what

With the usage of green facades and sustainable design approaches, the nature becomes integrated with the space itself and with the children.

The platforms helps to give an option of experiencing the level differences and nature without losing the visual connection with the courtyard

With the help of the flexible spaces, the interactions and the partially seperations is fictionised by the transition areas in between. This demolishes the stereo-type connection through ‘‘doors’’ and gave them a new oppurtinity to interact and explore while moving through. This creates a ‘‘threshold’’ inside the design.

In this project we were thinking that we should break the rules of the spaces that defined by walls and certain voids. In contrary to this we aimed to create flexiable activity spaces for childrens which divided by mobile and tranformable objects. With playing the levels of the floors&ceilings, inner courtyards and mobile furnishings; we wanted to show that you dont need walls for defining a border.

As the connection of the activity spaces to each other we wanted to create experience zones where children can observe and learn new things while switching between spaces. Our aim was to question the necessity of the ‘‘door’’ as ‘‘threshold’’ a divider between spaces and offer a new playful way.

While entering the playing are you have the option to climb on and experience elastic material, balance, height and fun.

The two experience zones& transition areas between activity spaces

Creation of undivided relationship between the zones are supported with ramps and platforms to gained different experiences to children.

Transition zone between creativity area and exploration area for experiencing shade and shadows with openings on the top and painting with moveble panels.

With the horizontal shading elements which is filled with plants, the aim was to protect the dining hall from the sun while creating an intimate greenery area for children.

The stairs offers a public sitting place to the dining area while answering the slight slope on the landscape.

With the courtyard, the children offered to have a secure place to play and have fun while still be able to be seen by the supervisors.

The view terraces are created to feed the life at the courtyard while offering different perspectives throughout the surroundings.

With using sustainable design approaches, the design planned as a self-sustained project with the help of solar panels, shading devices and rainwater collector.

SITE ANALYSIS Project site is located in Dokuz EylĂźl University, Bornova Campus. It seems together with the campus but also isolated from it. The site is divided from the campus with a distict road, and turn into the valley. The terrain is at the same level as the road elevation so the site is open for entrance from each direction.

PROJECT

INTO THE VALLEY

Project is about designing a student housing complex for Dokuz EylĂźl University students. The complex is planned to be for 200 student with private (only for the housing complex) and public areas (common usage with the university campus)

2017- 3rd Grade Fall Term Insturctor Meliha KARCI

DESIGN IDEAS & DIAGRAMS Terraces that are created by the withdrawal of the masses are planned for receiving enough sunlight to the interiour and also creating gathering areas for students.

Considering the safety of the students that accomodates in our complex, the public and private relationships became our starting point for the design. (public: common usage with the campus)

By elevating the private zone from the social zone, the design aims to differenciate public areas from the private areas.

offseted terraces pursuing the landscape

By using the slope, these offseted terraces are facing the valley and pursuing the existing landscape in its connections with the other masses.

Accomadation Units: With ramps, courtyards, and the connections between masses, design aims to meet and socialize people.

Rooms in Main Building (orange): no kitchen for 2 or 3 people Rooms in Secondary Building(purple): with kitchen for 2 or 4 people

BUILDING PROGRAM ROOM TYPES

conferance

hobby room

study room rooms for 2 people

library rooms for 2 people

underground rooms for 2 people gym vitamin bar

rooms for 3 people rooms for 3 people

ROOM MODEL

DETAILS

loft rooms for 4 people loft rooms for 4 people

dining hall

rooms for 4 people

-2.00 FLOOR PLAN

+6.00 FLOOR PLAN

+2.00 FLOOR PLAN

SECTION AA

SECTION BB SYSTEM SECTION

SECTION CC

PROJECT & SITE The purpose of the project was to design a community center for the yesiltepe neighborhood in Konak.

Yesiltepe neighborhood is a secluded neighborhood where its inhabitants’ majority consist of elderly people and children. It is located on the upper parts of the Konak district and near to the Izmir Kız Highschool.

YOUTH MUSIC AND DANCE CENTER

IZMIR KIZ HIGHSCHOOL

USER PROFILE Considering the population distribution on the neighborhood, youths has specially choosen as a primary user for the project. With the theme of ‘‘YOUTH CENTER’’, the aim was to contribute to the missing young population on the neighborhood.

2016 - 2nd Grade Spring Term Yürütücü Buket Ilter Alper

Also, there isn’t any place around the school for youths to spend quality time.

As a result designing a communuty center with a spesific activity, can make this place attracting for the students.

DESIGN IDEAS & DIAGRAMS

GLASS CANOPY

CIRCULATION AREA

GATHERING ZONES

CIRCULATION

MUSIC STUDIO

DANCE STUDIO

COMMON STUDIO

PROJECT SITE

IZMIR KIZ HIGHSCHOOL

ORIENTATION OF EACH ZONE

GATHERING ZONES

CIRCULATION

MULTI-PURPOSE AREA

CIRCULATION

Smooth circulation axe, in cotrast to the rhtmic and repetitive design, acts as a spine and holds the design together

PRIMARY TRANSPORTATION PATHS

PROJECT SITE FOR COMMUNITY CENTER

GATHERING ZONES

CIRCULATION

The extensions from the main circulation path creates gathering areas for users and allow them to experience the music and the dances wihle walking or communicating.

CONCEPTUAL APPROACH

Dressing Area.. 2nd Floor Muhtar’s Office.. 1st Floor Music Studio Conferance Hall

Idea was to provide connection between each scenario spaces with a distinct circulation area and making each activity units transparent to each other. Creating extensions from the main circulation axe and defining gathering areas as communication and interaction zones allow the two main activities which is socializattion and music&dance to integrate in various points of the design.

The main design approach is the circulation axe which is designed as the focus point, and emphasized as the most distinct part of the building. Contrary to the rhythmic and moduler design of the other units, the curvelinear form is used for creating a smooth and a flowing surface above the building.

Dance Studio.. 2nd Cafeteria.. 1st Floor Management Offices 1st and 2nd Floor

Dance Studio.. 2nd Conferance Hall..1st

SETTLEMENT DESICIONS

+2.40 PLAN 1/100 SCALE

PROJECT SITE FOR TOY MUSEUM

+0.00 PLAN 1/100 SCALE +6.40

+4.70

+2.80 +1.60 +0.00

-0.20

-4.40

-6.40

SECTION AA

NORTH ELEVATION +6.40 +4.70

+4.70 +4.20

+0.00

+0.00

EAST ELEVATION

SECTION BB

A boy stands on a station platform as a train is about to leave.

All Possible Nemo’s

Should he go with his mother or stay with his father?

Infinite possibilities arise from this decision. As long as he doesn’t choose, anything is possible.

MR NOBODY The two following projects were a work for the Architectural Storytelling lesson which the aim was to understand the architectural design phase and the story behind it.

In the first task the aim was to choose a movie and making a model of the storyline without putting any character or object from the movie. In the movie we see ‘‘Nemo’’ as the main character in the different possible life options. Each choice offers him a different life with a different person and results with different endings. This possibilities are represented with cables in the mode. Each color is belong to different person thus different lifes. Throughout each color and life path, the nodes are represented as the milestones and desicions. From those desicions, we can see different endings in his life where he might be dead, married, seperated but in love. or reunited.. At he end we dont really know which one he choose or which life he lived.

In the second task the aim was choosing a building and analysing its circulation and the experiences that is perceived by the visitors. At the end, we were expected to create diagrams and a model according to our analysis.

‘‘ As long as you dont choose everything remains possible. ‘‘

ELISE

Elise is his manic depressive öover and reprsented with blue colour as in the movie.

JEAN

Jean is his safe lover and he never be happy with her.

She is represented in yellow colour.

ANNA

Anna, the love of his life, represented with rose color.

With each choice they can be married, lovers, foe or never met

JEAN

ELISE

ANNA

The story structured from the choices. Each colour represents one of his possible lovers The nodal points are the crucial points which he decides. With his each choice we see t exatly which one he live.

married

never met

reunited

- Young journalist: Of all those lives, which one is the right one?

OR ?

lovers

fo

foe

in depression

dead

s and the grey cable, his relation to them. the rise of other possibilities without knowing

as family

- Nemo Nobody aged 118: Each of these lives is the right one! Every path is the right path. Everything could have been anything else and it would have just as much meaning.

Imagination of a 9 years old child who is faced with an impossible choice. ‘‘Should he go with his mother or stay

Experiences that is planned thorugh a circulation was exciting for us

MUSEUM OF SACRED ARTS

By Fernando Menis

The design aims to create a meeting point at all levels: between locals, between locals and tourists, between nature and town, between tourists and the overwhelming view with its plaza It was designed to evoke a level of spirituality, transforming the space not simply to be a museum but a space that would evoke an emotional response.

The Sacred Museum exists as telluric architecture, its volume hidden within the depths of the earth.

Cracks within its volume create lighting that penetrates into its depths.

Circulation considered as a continuous element.

Starting from streets,taking to square, making users as a part of circulation,start to giving view ending with spaces

View terraces, acts as a circulation paths, Also follows the boundries of the existing landscape and creates harmony.

The angles that are created in the building gives referance to the surrounding nature.

The galleries act as a journey moving though the earth It exists like a cave, a sacred place of quiet reflection

Transforming a museum into a physical and emotional journey.

Black color emphasizes the focus. When you are o on the view terraces , circulating around the builng your focus is on the outside But when you go into the the sacred museum, everything becomes introvert.

Red color emphasizes the experience, While on the outside you were experiencing the view and the mountains, on the inside you experience darknes and falling lights.

PROJECTS

2016 2017 2018

Liminal Urla Into The Valley | DEU Campus Youth Music and Dance Center | Yesiltepe

CLASSES Movie Diagram Building Diagram

WORKSHOPS Paper Wall| | Basmane Design With Anonym Designers

PAPER WALL

WORKSHOP QUESTIONS How should we look to see the voids in our neighborhood?

By leaking the voids in our city, can we create spaces that allows citizens to meet in our daily lifes?

How can the spaces that allows the alienated identities in the city to meet in a common ground, effects a district, neigborhood or street?

Can these places that the city’s overlooked in the urban stream, settle to the areas that defines ‘‘no place’’?

Cansu Pelin ISBILEN Dilsad ALADAG Ayçil YILMAZ

UNDERSTANDING THE BASMANE DISTRICT

DESIGN IDEA

ANALYSING THE CITY VOIDS A wall that they will personalize by hanging their memories and prevent them from getting lost in time

MEETING WITH THE CITIZENS The citizens has many problems but the main one is since everyone is otherising the other, they judge eachother and fear to talk to one another.

Can an street that everyones pass by, became a place where they stop and notice?

They also miss their old memories in the neighborhood which is starting to fade away.

How can an empty wall turn into something that they will adopt and spent time?

MODEL DETAILS

My dream was to dwellers to personlalize this wall with writing their dreams, memories or even their problems, and maybe plant the firts seeds of the communication that they do not have right now. With this turn this deaf wall into a live talking wall.

Distinct human figures reflects the introvert and diverse context of basmane district and its peoples.

Voids can make bigger volumes with more extensions and create sitting places on the wall.

The volumed and swollen design of the wall creates more surface for them to use and express their thoughts.

Turning this empty, deaf wall into a live, talking wall

A wall that they can share their thoughts and complains anonymously without fear, with the dream of creating a better communication in contrary to now

DESIGNS WITH ANONYM DESIGNERS The workshop aims to discover the unseen things that has been designed with the peoples creative minds and skills, that we dont really pay attention while walking on our streets.

WORKSHOP QUESTIONS What practical solutions do we create in daily life without noticing?

How those solitons can recdefine an object’s actual function?

How those unseen designs can derive from a persons creativity?

Does designing a daily life activity?

BegĂźm KocabalkanlÄą begumkocabalkanli.mail@gmail.com