Learning By Improvising in Digital Design Era

Year 2022, Volume: 3 Issue: 2, 87 - 110, 30.09.2022

Mert Ulusavaş , Ethem Gürer

https://doi.org/10.53710/jcode.1143874

Abstract

Charrette is an education method that originates in the 1800s at the École des Beaux-Arts and is still common in art and architecture schools. Charrettes involve short sketching sessions that are based on improvisation and bricolage. In the last few decades, charrettes have changed their meanings. They've been used as a brainstorming approach in the early phases of collaborative design to create agreement, determine the project vision, and get the design process started. This study presents the idea of a new type of Charrettes that blends computational design with early brainstorming features of newer Charrettes and the improvisational aspects of the older. Thus, it may foster spontaneity, creativity, experimentation, and production while serving as a tool for collaborative computational thinking, which is usually difficult to perform. The improvisations during Computational Charrettes state the priorities and intentions of collaborators in a short amount of time; therefore, they make the design process less time-consuming and allow for joint authorship. Improvisation is about attentiveness, real-time, and being in the moment, which is phenomenological notions. The pragmatic and experimental sense of improvisations combined with techné and technological context makes a post – phenomenological framework more viable. Our theory is that recreating the improvisational scene is only possible through understanding the post- phenomenological framework of spontaneous acts. This paper conceptualizes a theoretical framework for Computational Charrettes by examining improvisations' interpretive, pragmatic, and democratic aspects. Following this methodology, we linked the sub-concepts of the post-phenomenological framework to the brainstorming methods, which can help to hold a Computational Charrette. Improvisations merge with Dewey's teaching of “learning by doing.” We suggest Computational Charrettes can be part of basic design education studios by learning computational design through collaborative improvisations. Since interpretative, pragmatic, and democratic characteristics are closely related to education, we also included the educational components of Computational Charrettes during the post-phenomenological decomposition of improvisations.

Keywords

Charrette, Computation, Collaborative Design, Improvisation, Design Education

Dijital Tasarım Çağında Doğaçlama Yaparak Öğrenmek

Abstract

Charrette, 1800'lü yıllara dayanan, halen sanat ve mimarlık okullarında yaygın olan bir eğitim yöntemidir. Doğaçlama ve brikolaj üzerine kurulu hızlı tempolu bir eskiz oturumudur. Charretteler son yıllarda farklı formlar alıp, daha farklı anlamlar ifade etmeye başladı. Yeni Charrette, çeşitli katılımcılar tarafından gerçekleştirilen, proje vizyonunu tanımlamak ve tasarım sürecini yüksek bir ivmeyle başlatmak için işbirlikli tasarımın ilk aşamalarında uygulanan bir Beyin Fırtınası metodudur. Bu çalışma, hesaplamalı tasarımı, yeni Charrettelerin tasarımın erken evresinde Beyin Fırtınası ve eski Charrettelerin doğaçlama yönleriyle harmanlayan Hesaplamalı Charretteleri sunmaktadır. Hesaplamalı Charretteler genellikle gerçekleştirilmesi zor olan işbirlikli hesaplamalı us yürütme için bir araç olarak hizmet ederken, spontaneliğe, yaratıcılığa, deneyselliğe ve üretkenliğe teşvik edebilir. Doğaçlamalar, düşünme ve yapma eyleminin bir arada yapılmasıyla gerçekleştiği için Dewey' in “yaparak öğrenme” öğretisiyle bağlantılıdır. Bu çalışmada “yaparak öğrenme” ve hesaplamalı tasarımın bir araya gelebileceği Hesaplamalı Charrettelerin temel tasarım eğitimi stüdyolarının bir parçası olabileceğini öneriyoruz. Doğaçlamalar, anda ve performans içinde gerçekleştiği için fenomenolojik kuram ile yakından ilişkilidir. Hesaplamalı Charretteler, pragmatik ve deneysel yapısıyla beraber techné ve teknoloji ile ilişkilendiğinden dolayı post-fenomenolojik bir kuram üzerinden Hesaplamalı Charretteleri tartışmak daha doğrudur. Teorimize göre, Hesaplamalı Charrette ortamını dijital ortamda etkin bir şekilde tasarlayabilmek ve gerçekleştirebilmek için doğaçlamaların post-fenomenolojik yapısını incelemek gerekir. Bu araştırma, doğaçlamaların post-fenomenolojik çerçevesi üzerinden, doğaçlama ve Beyin Fırtınası temelli Charretteleri hesaplamalı tasarımla bir araya getirebilecek ortam için kuramsal bir çerçeve çizmeyi ve bu kuramsal çerçevede Hesaplamalı Charrettelerin temel tasarım eğitimine katkılarını incelemeyi hedeflemektedir.

Keywords

Charrette, Hesaplama, İşbirlikli Tasarım, Tasarım Eğitimi, Doğaçlama

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