Dergiler / ICONARP International Journal Of Architecture And Planning / 2018 / Cilt: 6 - Sayı: 0

Independent Movement Experience with The Other Senses

Sayfa
130–141
Yayın Tarihi
2022-10-18
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

The secondary target of thisworkshop is to attract the attention of educators involved in designeducation.

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Amaç & Hipotez:According to Lynch (Lynch, 1960, 1997), who uses legibility as areference to easily recognize and remember a space, the more theenvironment supports envisioning, the more legible it is.It can be seen that the students who are studying design, have developedimagination with the sense of seeing.
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Temel Bulgular & Veri:This illusion leads students to beconcerned only with the effects of visual sense in the design process.Selçuk University faculty of Architecture organized panel and workshops“Thinking with the Universal design" which included “direction finding”group study with students using smell, hearing and other senses exceptsight.
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Sonuç & Katkı:The secondary target of thisworkshop is to attract the attention of educators involved in designeducation.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Özet

According to Lynch (Lynch, 1960, 1997), who uses legibility as areference to easily recognize and remember a space, the more theenvironment supports envisioning, the more legible it is.It can be seen that the students who are studying design, have developedimagination with the sense of seeing. This illusion leads students to beconcerned only with the effects of visual sense in the design process.Selçuk University faculty of Architecture organized panel and workshops“Thinking with the Universal design" which included “direction finding”group study with students using smell, hearing and other senses exceptsight. At the “Architect Muzaffer” campus and its immediatesurroundings, three different routes were set in the workshop and sixstudents were asked to experience these routes using a blindfold. Thisstudy shows that when somebody looses their senses, they can use othersenses more effectively. Students become aware of using other sensesinstead of using only sense of seeing. The secondary target of thisworkshop is to attract the attention of educators involved in designeducation.

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Bu Makaleye Atıf Yap

BELİR, Ö. (2022). Independent Movement Experience with The Other Senses. ICONARP International Journal Of Architecture And Planning, Cilt: 6 - Sayı: 0, 130–141. https://ajindex.com/articles/538340

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Kaynakça (6)

  1. Başkaya, A., Wilson, C., & Özcan, Y. (2004). Wayfindg in an Unfamiliar Environment: Different Spatial Settings of Two Polyclinics. Environment and Behavior, 36 (6), 839-867.
  2. Enç, M., Çağlar, D., & Özsoy, Y. (1985). Özel Eğitime Giriş. Ankara:
  3. Sevinç Matbaası. Guth, D. A., Rieser, J. J., & Ashmead, D. H. (2011). Perceiving to Move and Moving to Perceive: Control of Locomotion by Students with Vision Loss. (W. R. Wiener, R. L. Welsh, & B. B. Blasch, Eds.) Foundation of Orientation and Mobility, I (1). LaGrow, S. J. (2011). Improving Perception for Orientation and Mobility. Foundation of Orientation and Mobility, II (1). Lynch, K. (1960, 1997).
  4. The Image of The City. Cambridge, London: The MIT Press.
  5. Mourao, C. (2010, June 2). Osmanlı Mimarisine Hayranım. (S. Gazetesi, Interviewer) Neuhoff, J. G. (2004). Ecological Psyhoacoustics: Introduction and History. Ecological Psychoacoustics. Özyürek, M. (1995). Görme Yetersizliği Olan Çocuğu Bağımsızlığa Hazırlamak için Ana Baba Rehberi. Ankara: Başbakanlık Aile Araştırma Kurumu Yayınları.
  6. Passini, R. (1984). Wayfinding in Architecture. New York. Weisman, G. (1981). Evaluating architectural legibility: wayfinding in the built environment. Environment and Behavior, 13 (2).