THE INFLUENCES OF PHILOSOPHICAL AND HISTORICAL READINGS ON STUDENTS' VIEWS ABOUT DESIGN


ELİBOL G. C.

2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts (SGEM 2015), Albena, Bulgaria, 26 August - 01 September 2015, pp.709-715 identifier

  • Publication Type: Conference Paper / Full Text
  • Volume:
  • City: Albena
  • Country: Bulgaria
  • Page Numbers: pp.709-715

Abstract

As design action constitutes specific meanings for each discipline, it can be accepted as a very complicated process, requiring particular emphasises for various fields. Although this process may involve diversified steps for special areas, some factors such as providing a solution for a functional need and/or forming a satisfactory interaction with the user, generally remain the same. However, a design is not made up of solely form and function. It is possible to state that a design would probably have a richer content by possessing a "context", a "concept". In connection with the broadly accepted motto "form follows function", a relevant thought arises: form not only follows function, but also it follows several facts including the "concept". When interior space and furniture design are taken into consideration in terms of form-content relationship, it is possible to say that grounding the design on a concept would enhance the content of it. This paper would represent the results of an activity conducted during the course of Furniture Design given to the final year (senior) students of the Interior Architecture and Environmental Design Department in Hacettepe University. The aim was to see the influences of philosophical and historical readings on students' views on design. In other words, the major concern was to quest whether being familiar to such themes give a new point of view to the students, let's say brand new designers. The study represents the views of 22 students, who have been asked to read two books (one historical and one philosophical) during the term approximately within 3 months. At the end of the term, the students were invited to write up their feelings about this process and the changes regarding their design approaches. It was seen that this activity triggered many insights, some of which were "questioning", "being genuine" and "seeking for better solutions". In this study, the findings were evaluated, and the results of the work are discussed in terms of contribution to the field.