| Course Name | Architectural Programming and Space Planning |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| ARCH 318 | Fall/Spring | 3 | 0 | 3 | 4 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Elective | |||||
| Course Level | First Cycle | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | - | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | To improve students' understanding of architectural programming and space planning processes in architectural design. |
| Learning Outcomes | The students who succeeded in this course;
|
| Course Description | This course introduces two key topics concerning the practice of architectural design, namely architectural programming and space planning. The building programming defines a collaborative process –occurring relatively earlier in visioning processes- where a set of descriptions that define a future facility is gathered and organized within an architectural program. Space planning, on the other hand, refers to a skill that is employed during design development phases. This particular practice involves a form of translation of architectural program and vision into floor layout. This course provides a content where students develop skills for both architectural programming and space planning. |
| Related Sustainable Development Goals | |
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| Core Courses | |
| Major Area Courses | X | |
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Introduction | postscript: The American Institute of Architects. (2008, 14th. ed). The Architect’s Handbook of Professional Practice. John Wiley & Sons, Hoboken: New Jersey. (Section on Programming, p. 507-519) |
| 2 | Concepts and Approaches in Architectural Programming | Cherry, E. (1999). Programming for design: from theory to practice. New York: John Wiley. (Chapter 4) |
| 3 | Data Gathering and Organization | Peña, W., & Parshall, S. (2001). Problem seeking: an architectural programming primer (4th ed.). New York: Wiley. Zeisel, J. (2006). Inquiry by Design: Environment / Behavior / Neuroscience in Architecture, Interiors, Landscape, and Planning. Cambridge University Press. NY. (Chapter 8, 9) |
| 4 | Case Studies in Programming | Peña, W., & Parshall, S. (2001). Problem seeking: an architectural programming primer (4th ed.). New York: Wiley. (Chapter 1) |
| 5 | Programming Exercises | |
| 6 | Mid-term 1 | |
| 7 | Concepts and Approaches in Space Planning | The American Institute of Architects. (2008, 14th. ed). The Architect’s Handbook of Professional Practice. John Wiley & Sons, Hoboken: New Jersey. (Section on Space Planning) |
| 8 | Representational practices in Space Planning | Zeisel, J. (2006). Inquiry by Design: Environment / Behavior / Neuroscience in Architecture, Interiors, Landscape, and Planning. Cambridge University Press. NY. (Chapter 8, 9) |
| 9 | Case Studies in Space Planning | Kubba, Sam. (2003). Space planning for commercial and residential interiors. McGraw-Hill: New York. (Chapter 1) |
| 10 | Mid-term 2 | |
| 11 | Programming Exercises I | Malkin, J. (2002). Medical and dental space planning: A comprehensive guide to design, equipment and clinical procedures. John Wiley & Sons: New York. (Chapter 2) |
| 12 | Programming Exercises II | Karlen, M. (2009). Space Planning Basics. John Wiley & Sons: New York. (Chapter 7) |
| 13 | Final Project Set-up | |
| 14 | Final Project Studies | |
| 15 | Student Presentations | |
| 16 | Review of the Semester |
| Course Notes/Textbooks | |
| Suggested Readings/Materials | Cherry, E. (1999). Programming for design: from theory to practice. New York: John Wiley. Karlen, M. (2009). Space Planning Basics. John Wiley & Sons: New York. Kubba, Sam. (2003). Space planning for commercial and residential interiors. McGraw-Hill: New York. Malkin, J. (2002). Medical and dental space planning: A comprehensive guide to design, equipment and clinical procedures. John Wiley & Sons: New York. Peña, W., & Parshall, S. (2001). Problem seeking: an architectural programming primer (4th ed.). New York: Wiley. The American Institute of Architects. (2008, 14th. ed). The Architect’s Handbook of Professional Practice. John Wiley & Sons, Hoboken: New Jersey. (Section on Programming, p. 507-519) Zeisel, J. (2006). Inquiry by Design: Environment / Behavior / Neuroscience in Architecture, Interiors, Landscape, and Planning. Cambridge University Press. New York. |
| Semester Activities | Number | Weighting |
| Participation | 1 | 16 |
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | 1 | 18 |
| Portfolio | ||
| Homework / Assignments | 1 | 36 |
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 2 | 30 |
| Final Exam | ||
| Total |
| Weighting of Semester Activities on the Final Grade | 4 | 64 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 36 |
| Total |
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
| Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
| Study Hours Out of Class | 0 | ||
| Field Work | |||
| Quizzes / Studio Critiques | 1 | 12 | |
| Portfolio | |||
| Homework / Assignments | 1 | 44 | |
| Presentation / Jury | |||
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 2 | 3 | |
| Final Exams | |||
| Total | 110 |
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | To be able to offer a professional level of architectural services. | X | ||||
| 2 | To be able to take on responsibility as an individual and as a team member to solve complex problems in the practice of design and construction. | X | ||||
| 3 | To be able to understand methods to collaborate and coordinate with other disciplines in providing project delivery services.
| X | ||||
| 4 | To be able to understand, interpret, and evaluate methods, concepts, and theories in architecture emerging from both research and practice. | X | ||||
| 5 | To be able to develop environmentally and socially responsible architectural strategies at multiple scales. | X | ||||
| 6 | To be able to develop a critical understanding of historical traditions, global culture and diversity in the production of the built environment. | X | ||||
| 7 | To be able to apply theoretical and technical knowledge in construction materials, products, components, and assemblies based on their performance within building systems. | |||||
| 8 | To be able to present architectural ideas and proposals in visual, written, and oral form through using contemporary computer-based information and communication technologies and media. | X | ||||
| 9 | To be able to demonstrate a critical evaluation of acquired knowledge and skills to diagnose individual educational needs and direct self-education skills for developing solutions to architectural problems and design execution. | X | ||||
| 10 | To be able to take the initiative for continuous knowledge update and education as well as demonstrate a lifelong learning approach in the field of Architecture. | X | ||||
| 11 | To be able to collect data in the areas of Architecture and communicate with colleagues in a foreign language ("European Language Portfolio Global Scale", Level B1) | X | ||||
| 12 | To be able to speak a second foreign language at a medium level of fluency efficiently. | |||||
| 13 | To be able to relate the knowledge accumulated throughout the human history to their field of expertise. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
