CONNECT IZMIR UNIVERSITY OF ECONOMICS FACULTY OF FINE ARTS AND DESIGN
ART& DESIGN STUDIO II SELECTED PROJECTS 2020
Izmir University of Economics Faculty of Fine Arts and Design FFD 102 Art and Design Studio II
Departments Interior Architecture and Environmental Design Industrial Design Textile and Fashion Design Architecture Visual Communication Design Coordinator Ali Aslankan Instructors Ali Aslankan Batuhan Taneri Elif Kocabıyık F. Dilek Himam Emre Gönlügür Tuba Doğu Hande Atmaca Çetin İpek Kaştaş Uzun Didem Yavuz Velipaşaoğlu Aybige Tek Rabia Özgül Kılınçarslan Raul Pereira Pinto Ece Ceren Engür Sinem Demirel Seda Özen Tanyıldızı Research Assistants Elif Büyükkeçeci Elif Tekcan Renk Hülagü İnce
2020
Catalogue Design Seda Özen Tanyıldızı
CONNECT IUE FFAD ART& DESIGN STUDIO II SELECTED PROJECTS 2020
COORDINATOR’S MESSAGE
IUE Faculty of Fine Arts and Design embodies a harmonious network of five departments: Architecture, Interior Architecture and Environmental Design, Industrial Design, Visual Communication Design, and Textile and Fashion Design. We acknowledge that design is a globally spoken language where people from diverse backgorunds communicate and collaborate to create a better future for all. Our faculty aims to train creative, highly intellectual, socially and environmentally conscious young designers with an established and novel design perspective and identity. Art and Design Studio II aims to develop the foundational knowledge and skills obtained during the first semester and proceeds with exercises tailored for the disciplinary needs of each department to prepare the students for the following steps in their education. In addition to the core foundation, the objectives of the course revolve around structure, materials, user, function, and context until the end of the academic year. Upon completion, each student is
expected to plan the design process of a given problem, organize the main structural system of a design product, determine the relationship between the design product and its user/function, control the parameters generated from the contextual foundation, and finally prepare the presentation of the final project in all mediums. Sharing the common foundation, the course concludes with five departmental final projects and semester portfolios for each student. Completing 2020 Spring semester was absolutely a challenging task for the design tutors, the students, and their families. Yet, we as friends, colleagues, and teams of designers completed this first ever fully distant education process successfully in FFAD. We would like to congratulate all our students and wish them the very best in the following years of their education. Asst. Prof. Dr. Ali Aslankan Coordinator, Art and Design Studio I-II Interior Architecture and Environmental Design Faculty of Fine Arts and Design
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INTERIOR ARCHITECTURE AND ENVIRONMETAL DESIGN
ABSTRACT
Interior Architecture and Environmental Design division has carried out three exercises within the Phase-II of FFD 102 Art and Design Studio II. First exercise focuses on construction and materials; second exercise focuses on space making and spatial relations; and following the theme “Connect”, the final exercise is the Final Project focusing on context, function and space making. Ex.01. “Space and Structure” is a twoweek long project, where the students are given basic spatial relations and study different types of materials, construction techniques, and explore how selected material types respond to different forces (tension/compression). The composition is 1:20 scale and a human expected to move through the articulated spaces.Outcomes: 3D Composition 1:20, Orthographic & Oblique Drawings 1:20. Ex.02. “Space and Spatial Relations” is a two-week long project, where the students are given a pre-existing nine-square grid cage (as a kit-of-parts exercise) and asked to study/explore
different architectural operations with different materials and elements with a focus on spatial relations, level of enclosure, and the roles of architectural elements. Outcomes: 3D Composition 1:20, Orthographic & Oblique Drawings 1:50. Ex.03. Final Project: “Space and Context” is a six-week long project that involves an environment to host an international summer festival (either Culinary or Music) at the shore of İnciraltı Lagoon. During the design process, the students are expected to consider cultural (people, lifestyle, tradition, culinary, art, music, dance...) & natural (landscape, animals, climate…) aspects of life. The objective of this project is to define, articulate, and manipulate architectural SPACE with an emphasis on spatial relations, materials, structure, and human scale. Function/Use and context have been studied in relation to this objective. Outcomes: Project Presentation Board, 1:20 Technical Drawings, 1:50 Physical Model, 3D Renders. 6
Ex.01.
Ex.01. I designed two inverted conical forms using elastic fabric that work in tension as the main medium of planar elements to depict two spaces. These spaces are connected with a common space articulated by corrugated card board as a contrasting structure. Ex.02. By creating a fluid and continuous space in this 9-square grid project, I tried to create a sense of orientation for the human figure in the interior. The linear elements that are organized in groups in the interior act as translucent surfaces, providing direction to the movement while giving definition to sub-spaces. I created 7
an integrity by transferring the design decisions that occur outside into the interior. Ex.03. My scenario is a music festival named “Tech-no Fest�. The main idea of this composition revolves around the formation of contrasting features for both the elements and spaces. There is a defined set of large structural elements and main spaces that repeat in both floors oriented to different directions with variety of heights. The exterior is articulated in reverse for both floors. The interior is more flexible and organized according to the duties of people working in the festival. I
used orange color to give stronger definition to the dance floor, which is the dominant section downstairs. On the second floor, I used a double-sided planar element to separate the two sections.
Ex.02.
Ex.03.
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Ex.01.
Ex.01. In this self-standing 3D spatial composition, I used different colour elastic fabric to explore role of color as a significant property of elements and highlighted the spatial relationship of “spaces linked by a common space’’ with the sticks working as linear elements. Ex.02. The aim of this project is exploring spatial operations with different materials and elements with a variety of properties. I articulated new spaces and prioritized relations between center & periphery by redefining inside and outside in relation to the 3D cage. I tried to show the interlocking spatial elements and semi9
open circular elements at the geometric center. I wanted to close some spaces and create a semi-open area. Ex.03. My scenario is a music festival named “Bubble Fest” where art and music meet in a lively environment. I created a geodesic dome encapsulating the original pregiven structure in the site. The design of elements have predominantly sharp geometries because of the form of the geodesic dome idea. Since the dome gives a sharp and angular language, the organization of spatial elements and the definition of interior spaces are more flexible and transparent.
Ex.02.
Ex.03.
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Ex.01.
Ex.01. I focused on a tensile structure that continuously folds and flows on a linear axis while giving definition to the spaces underneath. The linear elements systematically organize the heights and give people an opportunity to have a different experience and to see how the surfaces are connected. Ex.02. Contrasting the rigid angular grid, I focused on center and periphery relations by creating a circular organization guiding the human movement towards the compositional center while visually controlling the accessibility. The center also has a direct physical connection to the 11
outside by means of the geometric location and the organization of the linear elements. Ex.03. My scenario is a music festival but also has a purpose about the world’s memoir. The name “Sense’tival Music Festival” represents the expectation of sensitivity to the world. The festival aims bringing people together by entertaining them while attracting attention to the emerging topics around the world. This year’s topic is about ecology and the sunflowers that are considered as the symbols of climate action. The use of color (orange tones and
brown) specifically represents colors of nature, brightness, and earth. The origin of designing this structure is about continuous folds of surfaces and spaces by utilizing both linear and planar elements providing spatial connection to both earth, water, and sky.
Ex.02.
Ex.03.
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Ex.01.
Ex.01. My design idea in this exercise is to create similar spaces with a common design theme: contrast. Instead of using same material in different positions, I used materials with different characteristics and similar positions. Using not only textiles but also solid linear elements in different shapes and thicknesses, I fulfilled the requirements of the project. Ex.02. In this exercise we studied relations between different materials and spaces within the given project area. We had 9 grids and had to design each grid to make them work both individually and collectively. As we start 13
to think every single element in relation to other elements, it can be considered as rule based design. Following several trials, I decided to use color to highlight solids and voids in my project and brought together different voids to create the largest void of my project. Ex.03. I decided to design the given project site to host a night time culinary festival. My main design idea is to create fluidity to lead visitors to walk through the festival site unconsciously. By the help of color choices and use of vertical and horizontal “L” and “U” shapes, I aimed to complement the fluidity all around the project site.
My scenario is based on a night time festival, and I think both visitors and my team workers need privacy. With the help of the furniture, I ensured the continuity between the grids. Although, I have dividers and separators, a visitor still can feel welcomed and free in this place. With the help of the information gathered from the site analysis, I also wanted to benefit from the site in the most efficient way. So each space has 2 different views, both sea and jungle. This situation pledges multi-functional festival site to the visitors.
Ex.02.
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ensuring integrity and coherence. The seating area was defined by linear elements on the outside. Both floors are articulated to provide different spatial properties to meet the requirements of functions such as greengrocers, seating area, and space for eating on the gound floor, and sleeping spaces on the first floor. 190
boxes defined by the linear elements are all centrally organized and oriented towards the center to highlight the definition of the space. Ex.03. My scenario is a Healthy Culinary Festival. Specific spatial areas are created in the pavilion using hollow linear elements with texture/color properties of concrete with the aim of a unique spatial identity contrasting nature in a conventional sense yet still compatible with it. The level of enclosure varies by semi-open, semiclosed, and closed spaces throughout the project. Linear elements are repeated in different parts of the space,
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Ex.01. In this composition, two identical prismatic spaces are formed with linear elements and connected by a different space organized with a tensile structure. This contrasting transition in both form and materials highlight the exploration of different spatial definitions while providing a solid spatial relation. Ex.02. The main idea is to define a compositional center. The existing 9 square-grid cage provides entrances and exits from four different locations circulating around and leading towards the center. The purple linear elements, transparent planar elements, and the
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INDUSTRIAL DESIGN
ABSTRACT
Industrial Design division has carried out three exercises within the Phase-II of FFD 102 Art and Design Studio II. Following the theme “Connect”, these exercises were successively named as “Connect to Divide”, “Connect to Unite” and “Connect by Sharing”. Ex.01. “Connect to Divide” is a threeweeks long project, in which “connect” is interpreted by disassembling a tool that is specific to divide, cut, split, break, rip apart something, and analyzing the function of the tool through its constituent parts. Outcomes: Artifact Board, Image Board, Composition, Technical Drawing Ex.02. “Connect to Unite” is a threeweeks long project, in which “connect” is interpreted by bringing different materials and/or pieces together in order to design a tool that is aimed at fulfilling a specific function for a user. Students used wooden stick(s) and
stone(s) to build working prototypes for the exercise. Outcomes: Design Board + Prototype Interaction Video Ex.03. “Connect by Sharing” is a fourweeks long project, in which “connect” is interpreted as “people using things based on a sharing concept”. Students focused on their own choice of sharing concept, explored share-ability function of things, and communication of this function to the defined persona. Several design methods were used such as Brainstorming, Mind Mapping, Secondary Research, A Day in Life (focused on “sharing”), Persona, Scenarios, Storyboards, Role-Playing, and Visual Associations. Students produced 3D models of their design ideas using the Material Library that they prepared by gathering different materials at their homes. Outcomes: Concept Generation Board, Design Process Board, Model Interaction Video 18
Ex.01.
Ex.01. This exercise is called ‘Connect to Divide’. It is a three-week long project. Our instructors told us to choose a tool that is specific to divide, cut, split, break, rip apart something. They wanted us to analyze our selected tool. I choose needle-nose pliers and I analyze the tool in detail. Then I made an artifact board, imageboard, composition, and technical drawing of the tool. Ex.02. This exercise is called ‘Connect to Unite’. It is a three-week long project. Our instructors wanted us to unite wooden sticks and stones and make a functional tool out of it. I united stick and stone with rope and wire, 19
and I made a nut-walnut cracker. I paid attention to the design language between the materials and colors. Ex.03.This exercise is called ‘Connect by Sharing’. It is a four-week long project. In this project, our instructors wanted us to focus on our own choice of sharing concept. I choose sharing water with plants because we all know that we should use water sparingly if we want to save water. Sharing water with plants is a small start but it helps. I made a concept generation board, design process board, and model interaction video. This was my favorite project. https://delfindesign.squarespace.com/
Ex.02.
Ex.03.
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Ex.01.
Ex.01. Connect to Divide was a threeweek long project, in which every student studied with different types of tools to break, cut or divide. Each of us analyzed the tool we have chosen. We explored about its possible user and the place it is used. The tool I have chosen was straight razor. I explored the cultural past about it and studied today’s possible user. I filmed a barber shaving a customer. It was helpful to study the user and the way straight razors are used. Ex.02. Connect to Unite was also a three-week long project, in which we explored connecting different materials 21
to create a tool with a specific function. We started with collecting different types of sticks and stones, then made a functional tool using them. I connected a stone with two sticks and made a camp hammer out of it. I also studied on its possible user. Thinking about its user helped me improve the tool and make a better connection between different materials. Ex.03. Connect by Sharing was a fourweek long project, in which each of us studied a specific sharing concept. This concept was basically about people sharing things. My concept was sharing shade, based on which I made
a dynamic sunshade. I made my model out of three different sizes of moveable triangle planes. I attached these models to a tree. Although the tree had a shade, due to the dynamic sunshade added to it, I managed to improve the share-ability of the tree and made it more inviting. https://edayandim.wixsite.com/mysite
Ex.02.
Ex.03.
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Ex.01.
Ex.01. This exercise required us to choose a tool for cutting or uniting. My tool is Trigger Capo that unites the guitar’s strings and the neck of the guitar with each other. I realized that this tool could work for this exercise when I was playing guitar. Ex.02. This exercise was interpreted by bringing different materials and/or pieces together in order to design a tool that is aimed at fulfilling a specific function for a user. We used stone and stick that we found from outside in the garden for making the tool. My main idea in this exercise is to connect the stone and the stick with a wire while 23
considering the shape of the stone and the stick. The angle that wires placed on the stone is the same with the black parallel lines, which indicates where to hold the tool from. Ex.03. In this exercise, I focused on coffee sharing and worked on how to share coffee and how I can make it more shareable. My main idea came with a question “How can I share three different types of coffee that are cappuccino, espresso, and frappe at the same time with different people within hygiene limits?” So, I came up with a straw that has a spoon. The straw part is for drinking the liquid
parts of other people’s coffees and the spoon part is for enjoying the foam part of the coffee. The spoon part connects with straw nearly 90 degrees so that it is easy to hold, and the colors indicate the parts that directly interact with the coffee. https://idilakunal.wixsite.com/ffd102id
Ex.02.
Ex.03.
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Ex.01.
Ex.01. I chose ‘tape dispenser’ as a tool for making exploration. It is basically a tool for cutting tape. I made research in detail to learn about its history, material, and well-known design examples in the world. Then I experienced the tool to understand the user interaction. I used collage technique to understand and show the lifestyle of the user. Ex.02. I tried different connections between the stick and the stone using rope as the binding material. By trial-error, I figured out the strongest connection, which also had potential to be defined for a specific function. 25
The connection was suitable for a ‘nutcracker’. When designing and developing the tool, I considered the possible users and I reflected the user on the tool. Ex.03. The aim of the exercise is making something more shareable. I used brainstorming and mind mapping techniques for deciding on my concept, which was sharing ‘ice cream’ among children. I made secondary research to understand its culture, user, and worked on a scenario for the problem. My design problem was to make sharing ice cream easier and more fun for children. I tried different
solutions, and made several sketches and 3D models to improve the design of ice cream cone. https://munevver7363.wixsite.com/ website
Ex.02.
Ex.03.
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Ex.01.
Ex.01. The tool I chose for this exercise was Lancashire Peeler, and I analyzed the function of the tool through its constituent parts. I made a composition, artifact board, image board, and technical drawing of the Lancashire peeler. Ex.02. I designed a tool that has a specific function for a user, which is a shoulder massager. I used wooden sticks, stones, and ropes to build a working prototype for the exercise. I used two stones for the massage parts of the shoulder, and used the ropes to provide an easy movement.
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Ex.03. I tried to explore the shareability function of the snack packages in a way that I focused on sharing a moment of eating snacks together with friends, and also worked on having an equal share of snacks among them. I designed a snack package that it widens when it is opened and enables an equal access for sharing snacks. It can also be divided into four small snack packages as another way of use. https://serlatekinn.wixsite.com/ffd102
Ex.02.
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TEXTILE AND FASHION DESIGN
ABSTRACT
For the Phase II of FFD 102 Art and Design Studio, the students of Textile and Fashion Design analyzed / explored the different qualities of a plant and an imaginary being to create a wearable hybrid structure. In the concept development phase, the students have selected one character from Jorge Louis Borges’s The Book of Imaginary Beings, and one plant from Kßltßrpark. After this stage, they wrote a story / fairy tale connecting these two, which later becomes a narrative guiding their design development phase. In the third phase, students worked on the styling stage of their composition and they took fashion photographs of their 3D compositions by focusing on figure-ground relation, makeup, accessories and hair design. At the last stage of the exercise, students are prepared a digital portfolio which
is also another important design element to present their compositions. The portfolio includes narratives, inspirational sources, analysis of the forms, colors, textures, patterns, sketches during their processes, and fashion photoshootings. The aim of the project is to explore a new compositional and organizational design method starting with a research on formal and structural analyses of a shape of an imaginary being and a plant using the human body as the reference for scale and hybrid form finding. Outcomes: Wearable Structure (presented with a fashion photoshooting), Digital Project Portfolio (demonstrating different stages of the project including concept development, design research, design development and presentation). 30
This project is inspired by the fairies and the lily flowers of the imaginary Land of Ele. In Ayça’s story, babies come to the world in the heart of lily flowers and each newborn baby is protected by a fairy starting from their birth. In the Land of Ele, there is no hate, anger and unpleasantness. People enjoy the smell of lilies surrounding the country, and live in their sky castles built in the air. Every time a rainbow comes out, it heralds the birth of a newborn fairy. Her story is built around one of these protective fairies named Sophia, responsible for a baby girl Eline who is beautiful 31
like a princess. Every time a rainbow was coming out, which is the sign of the birth of a newborn fairy. In the composition the traces of the story can be seen on certain design elements produced by papier-mâché technique including folded paper and fabric pieces.
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This composition is produced by getting inspiration from the Chinese fox and the Chinese fringe flower. The story of Berke Can is about a fragile love story of a handsome and beautiful Chinese prince and nine tailed Chinese fox. In his story, the prince was tasked with killing the fox causing trouble in the dynasty. But this killing mission halts with a magical love story with the help of magical Chinese fringe flowers. In the composition, a wire structure becomes the main form for the design. Apart from that, papier-mâchÊ is used for creating solid forms and a variety
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of weaving techniques are applied to create a rhythmic composition with yarns in different colors.
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The composition of Büşra Melis Koçak brings the formal characteristics of Belladonna flower with the legendary Lilith character. In Büşra Melis’s story, Lilith is described as a strong creature like a goddess, havinglong black hair. When she comes to the world, she settles on the coast of the Red Sea. One day she comes across a plant feeling a deep sorrow. This plant is Belladonna and between the two of them an eternal friendship starts. They accompany each other to support and encourage women of the world. In the composition Lilith’s imaginary colors and the forms of Belladonna flower 35
can be seen both on the repeating curvilinear elements and on the general design elements as well. The project had been produced using different materials like paper and leather.
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Dina Mahrouz This project draws inspiration from two fishes named Abtu and Anet that were born from the tears of lagestroemia indica tree. In Dina’s story, a lagestroemia indica tree lives together with a bunch of plants in a very big garden. However, unlike other plants having beautiful flowers, it cannot bloom because of its shyness. One day, when she cries again for her loneliness, two fishes named Abtu and Anet are born from her tears. These two fishes, teach her happiness, life, trust, enjoyment, effort, praise, love, self confidence and help her to bloom. In her project, Dina uses tissue papers 37
colored with natural dyes extracted from berries to create fragile flower forms as unit elements and textures inspired by fish scales. The unit elements made of fabrics and papers are connected with wires.
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Ipek Karatop The wearable structure of İpek Karatop is created by getting inspiration from a story about the Nymphs and the flower called bleeding heart. According to Borges’s The Book of Imaginary Beings, some Nymphs are believed to live in the woods above huge trees. In İpek’s story, each Nymphs has different tasks depending on where they live. Some Nymph do good, others do evil things. They go into a flower called Bleeding Heart to escape humans. When they get into the flower, they shrink, so no one can see them. If they are seen naked, the witness goes blind and even dies. 39
In her design, industrial felt is used as a main material to give form to the wearable structure. With a variety of cutting and folding techniques, three dimensional volumes are created around the body while fabric manipulation techniques are used to give texture to the surface.
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ARCHITECTURE
ABSTRACT
During the second phase of FFD 102 Art and Design Studio II, the Architecture division has carried out four short exercises culminating in the Final Project. The short exercises focused on structure, space making, spatial relations and site analysis. Building on the skills developed throughout the semester and drawing on the theme of “Connect”, the Final Project involved the design of a temporary pavilion that further addressed issues of context and function. Ex.01. “Kit of Parts” is a two-weeklong exercise during which students experiment with structure and ways of defining space by manipulating a pre-given set of planar and linear elements. Students are expected to design a temporary structure that will accommodate a number of different activities and incorporate a range of spaces with different characteristics in terms of size, number of users, degrees of openness, etc. Outcomes: 3D Composition 1:20, Orthographic Drawings 1:20 Ex.02. “Breaking the Box” is a weeklong exercise that introduces folding as a strategy to enclose and define volumes. Students treat an ordinary cardboard box as ‘found object’ and slice through its continuous surfaces to define a series of interrelated spaces of different sizes working at different levels. Outcomes: 3D Composition 1:50, Orthographic & Oblique Drawings 1:50
Ex.03. “Spatial Relations” is a twoweek-long exercise that explores the different types of spatial relations (from simple to complex) that make up an architectural composition. Outcomes: 3D Composition 1:50, Orthographic & Oblique Drawings 1:50 Ex.04. “Observe-DocumentCommunicate” is a week-long exercise that familiarizes students with tools and methods of understanding and communicating the spatial relations found in everyday environments. Students are asked to closely observe and document the spatial qualities that characterize an urban neighborhood. Outcomes: 3 A3-size presentation boards featuring maps showing figure-ground relations, building types, vegetation, pedestrian and vehicular use; street sections and elevations; sketches and a minute-long video. Ex.05. “Connect at Kültürpark!” is a month-long project that involves the design of a temporary structure to be installed on the open lawn area at Kültürpark. The structure is meant to serve as a temporary public space welcoming visitors from different age groups and walks of life. The objective is to design a pavilion which incorporates a series of uses each of which demand different degrees of spatial enclosure; responds to the site; and engages with its immediate environment. Outcomes: 1:20 Model/ 3D Renders, 1:500 Site Plan, 1:20 Technical Drawings, 1:50 Oblique Drawing, Perspective views 42
Ex.01.
Ex.02.
Ex.01. A continuous circulation from the entrance of pavilion to the closest part of the pavilion was my main aim while I was designing. I used linear elements to create rhythm and repetition. Ex.02. I tried to use different versions and repetitions of similar space definitions and tried to generate them from one common space. Ex.03. I designed interlocking spaces and spaces linked by a common space to create repetitive “L” shaped spaces. Ex.04. The aim of this exercise was to gain the ability to analyze a region in case of building types, open areas, vehicle, and pedestrian behavior. 43
Ex.05. The main aim is designing a pavilion which can communicate with the environment where it is located so I took references from the venue Kültürpark. That approach led me breaking the box-like image and I used different geometries together. The new geometries generated from the angles of the area where my design is located.
Ex.03.
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Ex.01.
Ex.02.
Ex.01. The main idea in the design of the pavilion was the continuity of circulation and perception of privacy. I wanted to direct people by creating semi-permeable surfaces restricting the views of people approaching the pavilion to provoke curiosity. Ex.02. The main idea in the design of pavilion was to make spaces that are isolated from each other but also in communication with each other. This linear composition consists of boxes that are shifted and different in height. Ex.03. In this exercise, we combined different spaces using different spatial relationships to select four volumes 45
that were juxtaposed from our own apartment and without changing the locations of the selected volumes. So, I decided to make a design that creates facade mobility by changing the levels of the selected volumes. Here’s “LEGO.” Ex.04. In this exercise, we observed the area we live in. We observed and took notes on the numbers of people and vehicles passing at regular periods from a fixed point for two different days. We documented these notes with the help of maps. Ex.05. The main idea in the design is the perception of privacy. The facades
of this pavilion, which rises among the trees are designed as semi-permeable surfaces. So, I designed a structure that people who visit the pavilion during the hot summer months can visit without being affected by the sun.
Ex.03.
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Ex.01.
Ex.01. The areas in the 3D model were created, horizontally by using spatial relations and vertically by using different levels, the variety was provided. Circulation between the areas requires passing through other areas (excluding solitary spaces), so the participation increases. Ex.02. Level differences and variety of spaces are provided by folding the box many times in different directions. In this way, different size spaces serve different people and different purposes. Ex.03. A 1/50 scale model that explores the spatial relations was created between the volumes. The 47
Ex.02.
volumetric ratios, transparency level, and color use among the volumes are adjusted according to the usage characteristics of the spaces and also represent spatial relationships. Ex.04. In this study, which is limited to the environment I live in while observing the effects of the changes occurring day by day, I examined the physical conditions of the environment. I also observed that the use of buildings, their physical properties, and the study of their relationship with each other. Ex.05. It is equidistant to the entrances of the KĂźltĂźrpark so that visitors can easily reach it, and it has a view with
a KaskatlÄą pool, woman statue, and an Island Casino. The main areas of the pavilion, which are connected, are located on the first floor, allowing people with physical disabilities to easily access and spend their time in these areas. The use of linear elements are V-shaped and provides visual communication between the exterior and interior of the space. Thus, in this area, where people from many different cultures can coexist, a permeable design has been provided, and places that different users can use safely have been created.
Ex.04. Ex.03.
Ex.05.
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Ex.01.
Ex.01. (Kit of Parts): The structure consists of linear and planar elements. The linear elements complete the planar elements, and they repeated several times with different functions by rotating. Ex.02. (Breaking the Box): The project was created from a shoebox. The method in this work is folding which is one of the ways to define architectural form. The work has various spaces, and these spaces have different sizes, degrees of openness and levels. Furthermore, additional linear elements and planners in order to help to define volumes were used. 49
Ex.02.
Ex.03. (Spatial Relations): The linear elements form the skeleton (structure) of the volumes, while the sheets (transparent, translucent, opaque) define the surfaces. This project creates a volumetric composition that explores a variety of spatialrelations. Ex.04. (Observe Document Communicate): The work was formed from my observation on my neighborhood. It shows both physical and social information of my neighborhood such as the built environment, spatial relations, and daily life. All these different information was showed on the separate site maps in
detail. Also, it has sections, freehand sketches, and diagrams to present my analysis. Ex.05. (FinalProject): The project is the temporary pavilion which will be in Kültürpark in İzmir. In the design of the temporary pavilion various spatial uses: an events area, an area for exhibiting artworks, a socializing area, quiet solitary spaces, and a wall mural.
Ex.04. Ex.03.
Ex.05.
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Ex.01.
Ex.02.
Ex.01. The main idea is to design the dimensions of the areas to be used by people and to determine the degree of separation of the areas by considering how many people will use them. Ex.02. The main material of this design is the shoe box. Therefore it has material limits leading different techniques to emerge while creating space, which is the folding technique. The second point of attention in design is to use the number of linear elements without exaggeration and to consider human dimensions when creating space. Ex.03. The main idea of the design is to understand spatial relations. The 51
degree of transparency of the areas in the design differs with the change of the usage patterns caused by the size of the areas. Small private areas are non-transparent, medium-sized areas are translucent, and the largest areas are more transparent. Ex.04. The purpose of this exercise is to visualize and represent information using digital tools and paper-based methods. While doing research on the site, the dimensions of the site were taken into consideration and circulation in the site was examined by using certain time intervals while performing documentation.
Ex.05. I paid attention on the size and distribution of spaces within the proposed structure. I prioritized the entrance and accessible circulation. Also people of all ages should access to all spaces easily. Therefore, the differences between the areas can be understood by creating a level difference without a second floor. In the design, certain rules were repeated with using linear elements when creating space.
Ex.03.
Ex.04.
Ex.05.
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VISUAL COMMUNICATION DESIGN
ABSTRACT
The Project for VCD involves designing “a promotion kit” for an “invented land” (city, town, country, village, island etc.). In order to promote the invented land, the student developed a number of visual communication products such as poster series, map, souvenir (postcard, magnet). All these products are designed as a consistent complete set and promote the land as a new
and exciting holiday location for people around the world. During the design process, the students considered cultural (people, lifestyle, tradition, culinary, art, music, dance...), natural (landscape, animals, climate...) and architectural (landmarks, buildings...) aspects. 54
Presentation Board
Map
Toivo City As a young city, Toivo’s story is based on after the Second World War. In 1939, during the Winter War, a certain part of Finland’s land was severely damaged. No one touched the damaged soil for a long time. But then, those living in nearby cities discovered a flower in that destroyed, abandoned area. Nobody expected to see flowers on those damaged lands. The name of that flower is ‘Rosebay Willowherb’. Rosebay Willowherb, also known as Fireweed, is one of the most beautiful flowers in the country that 55
grows on poor soil. The name fireweed is given because, during the Second World War and in the following years, these magenta flowers were common to see amidst the ruins and cleared bomb sites. Also it has the ability to rapidly grow in areas lit by the fire. Fireweed germinates best in open, nitrogenous land and thrives in burned areas, disused fields and roadsides. But still, people of the region believed that this flower heals their territory and recreates the damaged land. That’s why in Finland, on the 6th of June every year, it is celebrated like a festival as a rebirth. The name of this festival
is Palo Rikkaruoho which means fire weed. People often work in the service industry. In this place where you have a calm social life, if you want to get away from the city, very beautiful nature view will welcome you. The city, gets crowded and revitalized through the winter tourism and in June the Palo Rik karuoho festival.
Poster Series
Magnet Postcard Postcard
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Presentation Board
Map
Pufrock Island Puffrock Island (1,946 km²) located nearby Canada with amazing natural beauty of Great Slave Lake (27,200 km²). Island itself shows you a unique holiday experience with beautiful Puffins and natural area for you and your loving ones. Great Slave Lake is a pit stop and breeding ground for countless shorebirds, songbirds and waterfowl. Varying water depths, climate, ecology and plant life in and around the lake attract a diverse range of birds but there is only one landlord here -Puffin which will be your friendly neighbour while you are spending time in Puffrock. 57
The wooden houses are only accomodation opportunity on the island. There is only 10 houses on the Island. The houses related with the main building on the NorthWestern shore. On the Island, there is no electricity. Only oil lamps can be used. The hotel management from the main building provides the guests powerbanks, special meals and other emergency stuff. Because no one lives on the Puffrock Island except Puffins so there is no market place. Guests can go hiking around the Island. With the help of the map. They
can spend time with friendly Puffins and see how unique and beautiful they are. They can also take a trip with wooden boat and your special guide.
Poster Series
Magnet Postcard
58
Presentation Board
Map
Dadalı Village Dadalı Village is located in Rize on the high hills of Hemsin. The population of the village, which consists of seven neighborhoods, is 5,207 according to 2019 data. Dadali Village is located on three mountains with waterfalls flowing through the middle of the mountains. Dadalı Lake, located in the middle of the mountains, is one of the important natural beauties and livelihoods of the village. There are three castles, one on each mountain and named after the mountains: Tanura (means dawn), Gyuli (means lover) and Toba (means pond). All three mountains have their unique 59
things. Mount Tanura has the best view of dawn because it is located in the south; Mount Gyuli has a legend about lovers who lived in one of its neighborhood; and Mount Toba’s waterfall creates little lakes among the mountains as it falls. Local people make a living from animal husbandry, agriculture, and tourism. Dadali Festival that keeps the village so alive is held in the middle of the summer. They celebrate the abundance that summer brings to their land by dancing around the lake and sharing traditional food with neighbors. During
this time people who visit the village can also enjoy a bunch of activities such as rafting, trekking, camping, etc.
Poster Series
Magnet Postcard
60
Presentation Board
Map
Soleado Island Soleado Island is located in South Africa, near Cape Town. The island has a tropical climate. Its area is 8.125 km2 and the population is 750,143 people. The indigenous people of Soledo lived under the Spanish colony for many years. Immediately after Second World War ended, the natives gained their freedom as a result of the rebellion initiated by a female slave named Betsey. The Soledo economy is based on raw material exports, fisheries and tourism. The old people who live in Soleado 61
are more likely to be tradationalist. However, the young people are more likely to be open minded to new things. People in Soleado love to dance, even though old people don’t like latin dances. They also have traditional dance which is called “amaranth�. Moreover, they speak 3 languages: Spanish, French and their local language. Locals mostly prefer to live in bungalows. However, hotels are emerging in recent years under the influence of tourism.
Poster Series
Magnet
Postcard
62
Story Page
Map
Placebo Island Placebo has become well known for it’s association with nightlife and meditation. Placebo is a rock island covering an area of 572.56 square kilometres. It is the largest island of Spain. The climate of Placebo is typically warm, sunny, and dry. Winters are slightly rainy and mild. Summers are hot and very dry. The best visit time of Placebo is summer times. Placebo has many different joyful activities, such as nightlife, dancing, and meditation. If someone want it to a joy-ful and energetic holiday Placebo is the best place to go. 63
Placebo has many different traditional dance. Everybody can learn them. It is also the best location for meditation and yoga. There are many meditation and yoga places. Placebo’s sea type is suitable for surfing. The visitors can do surf or they can take surf lessons. Language of Placebo is Spanish. But almost every native of Placebo can speak English. Placebo has its own airport which has many international flights during the summer tourist season. There are also ferries from the harbour of Placebo to Barcelona, Majorca and Ibiza. Placebo is the island that never sleeps!
Poster Series
Magnet Postcard
64