Mindfulness (Bilinçli Farkındalık) Metodu Kullanarak İleri Temsil Teknikleri Geliştirilmesine Yönelik Bir Çalışma

Year 2023, Volume: 4 Issue: 1, 17 - 44, 31.03.2023

Zeynep Birgönül , Merve Öksüz

https://doi.org/10.53710/jcode.1231117

Abstract

“SELF.SAFE.SPACE” projesi, “İleri Temsil Teknikleri” seçmeli dersi kapsamında 15 öğrenci tarafından, bir akademik yarıyılda, 2 öğretim elemanı rehberliğinde geliştirilmiştir. Projenin amacı, bilinçli farkındalık yöntemlerinin pratiğiyle tasarım ve görselleştirmede yaratıcılık becerilerini artırmaktır. Dönem boyunca, öğrencinin hem geleneksel hem de dijital görselleştirme araçlarını birbiriyle harmanlayarak kullandığı ve kişisel temsil yöntemlerini keşfederek, yaratıcılığın üst sınırlarına ulaşmasına olanak tanıyan deneysel bir öğrenme prosedürü izlenmiştir. Stüdyo metodolojisi, öğrencilerin tasarım kabiliyetini, modelleme ve görselleştirme yazılımının kullanımını ve bu eksende bilişsel, beceriye dayalı ve duygusal sonuçlar geliştirmeye dayanmaktadır. Proje, öğrencilerin güvenli alan imgeleme egzersizi sonucunda oluşturdukları ütopik ve özel bir yerin yaratılmasını ve ileri anlatım teknikleriyle görselleştirilmesini hedeflemiştir. Bilinçli farkındalık egzersizleri katılımcılar tarafından ders içerisinde ve haftalık ders aralarında gönüllü olarak uygulanmıştır. Araştırmacıların gözlemlerine göre farkındalık ve dikkat düzeyleri ile yaratıcılık ölçümlerinin her hafta arttığı dönem sonunda yapılan bireysel değerlendirme envanterleri ile de doğrulanmıştır. Projenin sonunda öğrenciler, uygulamanın sonuçlarını ve kişisel gelişimlerini sınıf içinde gönüllü olarak paylaşmış ve yorumlamışlardır. Farkındalık tekniklerini düzenli olarak uygulayan öğrenciler, kendi imgeleme alanlarını oluşturup görselleştirmiş ve yaratıcılıklarını artırmaya yönelik kişisel yolculuklarına dair sıra dışı yansımalar üretmiştir.

Keywords

İleri Temsil Teknikleri, Mimari Temsil, Yaratıcılık, Tasarım Eğitimi, Farkındalık Temelli Tasarım Uygulaması, Kendini İfade Etme.

References

• Awake Mind. (2017). Five Facet Mindfulness Questionnaire On-Line. Retrieved from Awake Mind: http://www.awakemind.org/quiz.php
• Baas, M., Nevicka, B., & Ten Velden, F. (2014). Specific Mindfulness Skills Differentially Predict Creative Performance. Pers Soc Psychol Bull., 1092-1106.
• Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self- report assessment methods to explore facets of mindfulness. Assessment, 13, 27- 45.
• Boyce, B. (2011). The Mindfulness Revolution: Leading Psychologists, Scientists, Artists, and Meditation Teachers on the Power of Mindfulness in Daily Life. Shambhala Publications.
• Brown, K., Ryan, R., & Creswell, D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18(4), 211-237.
• Bruin, E. I., Meppelink, R., & Bögels, S. M. (2014). Mindfulness in Higher Education: Awareness and Attention in University Students Increase During and After Participation in a Mindfulness Curriculum Course. Mindfulness.
• Cameron, J. (2002). The Artist's Way: A Spiritual Path to Higher Creativity. Jeremy P. Tarcher/Putnam; Anniversary edition.
• Carson, S., & Langer, E. (2006). Mindfulness and self-acceptance. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 24(1), 29-43.
• Colzato, L., Ozturk, A., & Hommel, B. (2012). Meditate to create: the impact of focused-attention and open-monitoring training on convergent and divergent thinking. Frontiers in Psychology.
• Dinham, S. (1987). An ongoing qualitative study of architecture studio teaching: analyzing teacher–student exchanges. ASHE Annual Meeting. Baltimore: US Department of Education, Educational Recources Information Center (ERIC).
• Durling, D., Cross, N., & Johnson, J. (1996). Personality and learning preferences of students in design and design-related disciplines. IDATER 1996 Conference. Loughborough:: Loughborough University.
• Emtrain. (2016). Learning styles quiz. Retrieved from Medical University of Vienna, LifeTrain: http://www.emtrain.eu/learning-styles/
• Epstein, R. (2007). Epstein Creativity Competencies Inventory for Individuals. Retrieved from Epstein Competency Assesments: https://mycreativityskills.com
• Epstein, R., Schmidt, S. M., & Warfel, R. (2008). Measuring and Training Creativity Competencies: Validation of a New Test. Creativity Research Journal, 20(1), 7-12.
• Fernando, R., English, S., Young, R., & Spencer, N. (2016). Bridging Mindfulness and Design. UD16 – SUR/VIVAL. Aveiro, Portugal: Nortumbria University.
• Gürer, K., T., ve Yücel, A. (2005). Bir paradigma olarak mimari temsilin incelenmesi. İTÜ Dergisi Seri A: Mimarlık, Planlama, Tasarım. 4(1). 84-96.
• Goldschmidt, G. (1997). Capturing indeterminism: representation in the design problem space. Design Studies, 18(4), 441-455.
• Goldschmidt, G. (2002). "One-on-One”: a pedagogic base for design instruction in the studio. Proc. Common Ground, Design Research Society International Conference (pp. 430–437). Staffordshire University Press.
• Goldschmidt, G., & Tatsa, D. (2005). How good are good ideas? Correlates of design creativity. Design Studies, 26, 593-611.
• Henriksen, D., Richardson, C., & Shack, K. (2020). Mindfulness and creativity: Implications for thinking and learning. Thinking Skills and Creativity, DOI: 10.1016/j.tsc.2020.100689.
• Honey, P., & Mumford, A. (1982). Manual of Learning Styles. London: P. Honey.
• Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain and illness. New York: Delacorte.
• Kabat-Zinn, J. (2011). Mindfulness for Beginners: Reclaiming the Present Moment—and Your Life. New York: Sounds True Publishers.
• Keeley, U. (2020). Mindfulness & Creativity. Retrieved from Mindfulness Wexford: Approach Mindfully. Respond Creatively: https://mindfulnessandcreativity.ie/mindfulness-and-creativity/
• Kolb, A., & Kolb, D. (2017). Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning & Education, 4(2).
• Langer, E. J. (1989). Mindfulness. De Capo Press.
• Lebuda, I., Zabelina, D. L., & Karwowski, M. (2015). Mind full of ideas: A meta-analysis of the mindfulness–creativity link. Personality and Individual Differences.
• Messick, S. (1976). Personality Consistencies in Cognition and Creativity, Individuality and Learning.
• Porter, T. (1979). How Architects Visualize. Studio Vista. London.
• Orme-Johnson, D., & Granieri, B. (1977). The effects of the age of enlightenment governor training courses on field independence, creativity, intelligence, and behavioral flexibility,” in Scientific Research on Maharishi’s Transcendental Meditation and TM-Sidhi Program.
• Ozkar, M. (2007). Learning by Doing in the Age of Design Computation. Computer-Aided Architectural Design Futures (CAADFutures). Istanbul: Istanbul Technical University.
• Pennman, D. (2015). Mindfulness for Creativity: Adapt, create and thrive in a frantic world. London: Piatkus.
• Pithers, P. T. (2002). Cognitive learning style: a review of the field dependent-field independent approach. Journal of Vocational Education and Training, 54(1), 117-132.
• Prabhu, V., Sutton, C., & Sauser, W. (2008). Creativity and certain personality traits: Understanding the mediating effect of intrinsic motivation. Creativity Research Journal, 20(1), 53–66.
• Quayle, M. (1985). Ideabook for Teaching Design. Arizona: Mesa, AZ: PDA Publisher Corporation.
• Rollo, M. (1994). The Courage to Create. New York, USA: W. W. Norton.
• Runco, M. (2014). Creativity: Theories and themes: Research, development, and practice. Netherlands: Elsevier. Sadler-Smith, E. (1996). Learning styles: a holistic approach. Journal of European Industrial Training, 20(7), 29-36.
• Sadler-Smith, E., & Riding, R. (1999). Cognitive style and instructional preferences. Instructional Science, 27, 355-371.
• Sawyer, R. (2012). Explaining creativity: The science of human innovation (Vol. 2). New York: Oxford University Press.
• Schön, D. (1984). The Architectural Studio as an Exemplar of Education for Reflection-in-Action. Journal of Architectural Education , 38(1), 2-9.
• Sedlmeier, P., Eberth, J., Schwar, M., Zimmermann, D., Haarig, F., Jaeger, S., & Kunze, S. (2012). The psychological effects of meditation: a meta-analysis. Psychological Bullentin, 138(6), 1139-1171.
• Stevenson, N., & Brown, M. (2016, December 7). 5 Creative Exercises from the Surrealists. Retrieved from Ideo: https://www.ideo.com/blog/5-creative-exercises-from-the-surrealists
• Taslı-Pektas, S. (2010). Effects of cognitive styles on 2D drafting and design performance in digital media. International Journal of Technology and Design Education, 20, 63-76.
• Yeganeh, B., & Kolb, D. A. (2014). Mindfulness and Experiential Learning. OD Practitioner, 41(3), 1-14.