Designing Collective Spaces in Architectural Education

Kolektif Mekân Tasarımı


  • Kezban Ayça Alangoya



Collective Spaces, Artworks And Collectivity, Urban Morphology, Theory And Collectivity, Design And Theory


This study conveys the author’s experiences, who, regardless of their scale, perceived architectural spaces as the physical scenes of social life, with the students who started their architectural design education, between 2018 and2022. Having been inspired by the phenomenon of collective spaces, the author took it into focus through out these four academic years and encouraged the students todesign new collective spaces. Defined as public spaces allowing private use, private spaces allowing public use, and spaces between the spectrum of private and public allowing public and private use simultaneously, collective spaces have been mentioned for the first time at the end of the 20th century in the architectural discussion. Collective spaces of which the mixed-functioned buildings are a subcategory; contemporary architects define as microcosmoses. To enrich the typology and morphology of cities, contemporary architects emphasize the importance of designing new collective spaces. During the educational process, the author benefited from the phenomenon of collective spaces for adding new sources into architectural design education and developing new educational methods, which have shed light on the relations between society and individuals and on the unity of life and physical scenes. The educational process, in which the design site locations in urban, rural settlements or natural regions have been left to the choices of students, and the architectural programs have been created by students, it has been searched how social relations and physical features shape the daily life, and it has been asked how and what the collective spaces can contribute to the enrichment of the daily life. The educational methods gained by the contribution of the four sources, which are the works of art, the main elements of urban morphology, the theoretical sources on architectural space, and phenomenological journeys organized into nature, culture, and time, have expanded the scope of the phenomenon of collective spaces from the urban environments into the neighborhoods, towns, rural settlements, and natural areas.The expanded scope of the phenomenon of the collective space, and the design proposals of collective spaces created by the students at the end of each educational period between 2018 and2022, have shed light on the new design principles of collective spaces. Apart from the introduction and conclusion, this study includes three chapters. In the introduction, the inputs that motivate the educational strategy of the author have been clarified. In the first chapter, the definition of the phenomenon of collective space as made in the 20th century, the emphasis on the importance of collective spaces by contemporary architects and theorists, and the expanded scope of the phenomenon of collective space during the educational process between 2018 and 2022, are discussed. In the second chapter, the four sources that have contributed to the traceability and the design of collective spaces have been introduced. In the third chapter, students’ outputs which have shed light on new design principles of collective spaces have been shared.At the end of each four subsections of the third chapter, tables summarizing the educational objectives, the main and the specific sources, the applied methods, the representational tools, and the findings have been added. In the fourth chapter, observations and analytical studies deepened the collective space designs in formal and semantic contexts have been discussed. In the conclusion, the earnings regarding the design of collective spaces, gained from the main sources, the applied methods, and the creative outputs, which have been used throughout the design education process that lasted for five years, have been listed. Additionally, the achievements gained in the context of the phenomenon of space, the structure of the architectural design act, and the scope of the architectural discipline have been summarized.
As the specific sources that have been chosenduring the educational process between 2018-2022, other sources/educational methods/creative outputs containing social, physiological, and emotional dimensions can be instrumental in expanding the scope of the phenomenon of collective spaces and their design principles, as well as in grasping the unity of life-physical space, the metaphysical dimension of the phenomenon of space, and the objective-subjective dimensions of the architectural design process. These all will support students in becoming more conscious regarding social and physical values and problems of their close or distanced environments and help them to design creative scenes for life stories containing diversity. This will remind the students, and specifically the ones, who will be starting their architectural design education, that they are students but also adults who have their own experiences, emotions, and ideas which are needed by others. Becoming aware of this fact will support them emotionally and give them the courage to express themselves.