Abstract:
Contemporary architectural education is based on bridging the distance between different types of specialized knowledge, which support architecture. Although the main locus for this synthesis is the architectural design studio, the theory courses are also expected to prepare a basis for this synthesis.
“Tectonics” is a concept, which bridges the abys between building technology and art of architecture. Both technology and art can be simultaneously dominant within tectonics. One can follow the rules of optimization of technology, and still achieve aesthetics, or one can break these rules for aesthetical reasons, but still provide strength through some other unexpected, but reasinoble ways.
Tectonics can be achieved through building structures, building materials, construction techniques, and finishing details. These are the addresses of tectonics within the general notion of building technology. However, the addresses of tectonic design within art of architecture are not that clear. The objective of this research is to discuss the possibilities of bridging the abys between architectural design and building technology through the analysis of student projects, which were asked to be based on tectonics.
After taking a theory course of tectonics during the first term of the second year, the students took a design course, which is based on tectonics, during the following term. During this design course students’ artistic approaches to design were conceptualized as design concepts, such as anologous design, 3D model, rational design concepts, and ideals as concepts. Students were left free to have any approach to design and tectonics. Although they were informed by the types of design concepts, and types of tectonic approaches, they were not guided about the ways of achieving tectonics. They were asked to have drawings containing structural systems, and particularly elevations, which are based on 1/20 principal system details.
This paper presents the first step of an action research about the target of tectonics in architectural design education. It provides answers to some primary research questions about the relationship between design concepts, types of tectonics, and the ways of achieving tectonics through the analysis of these student projects. Answers to these research questions were provided through a critical phenomenographical investigation, which compares the judgements of students and teachers/mentors about the achievements of the each project.
