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Here, by taking all these changes and precessions, the figure focuses on the interface that fuses the professional stance/understanding and educational/professional practice. Through this fusion, it is aimed to question, investigate and map the concepts and processes of the knowledge transfer and accumulation between the figures.


What do they learn from the process? What/How do they transfer to each other? How do they construct their own professional identity? How does this knowledge accumulation effect? What do they gain from the process?


As you are one of the figures of the studio, what would you like to say about the figure, about the interfaces and interrelations between the figures, about the knowledge and know-how pool sustained by any bits of the knowledge from practice to pedagogy that is continuously flowing, circulating through and forming its environment?


As a MATERIART team, we are seeking to make a pool enriched by the concepts, philosophies, definitions, traditions, and changes behind the figures of the studio. We are searching for the interactive relation between the materialization processes of the studio. How would you like to structure these interactive relations and the construction of the figure in your studio/workshops?



The Figure

April 10-20, 2018, TOBB University of Economics and Technology, Ankara, Turkey

Architect: Intellectual position/vision, conceptualisation


The figure, the half-hidden, the half-blurred, the half-visible, the half-invisible… We are all hidden in somewhere along the time, touching every bit of the deck and the ship, being in the time of habitus…


The figure is creating, forming, re-creating, continuously forming itself by the forces of the deck and the ship within the atmosphere of its habitus… The figure exists with its past, with its present, and with its future; with its background formed by the school of thought, by the role-figures, by its personality, by other figures, by its interactions within its habitus. The habitus, that creates the deck, that creates the figure… A nebulous immaterial thing that materializes itself like a raindrop when it hits through a mirror… Dropping down the bits of its atmosphere… Washes the materiality of the process, of the time… The habitus creates the figure out of its mist, the mist that continuously been evolving, changing, transforming, and re-creating itself with the fuse of new figures, with the traces of the past figures, with passers-by, with the drops out of the dispersions of the figures, both visible and invisible, that have been there both materially and immaterially through the sections of time. As a figure, I am absent, I am hidden but, I actually am implicit in habitus, ready to be dropped down from my habitus.


The figures of the studio; colleagues, non-colleagues, potential colleagues, friends, motivators, teams, clients, students, researchers, instructors, teaching assistants, rowing critiques, jury members, part-time instructors, other practicing architects, so on so forth... They are all there and they are all leaving their trace, their steam of knowledge/skill to the studio. All these figures construct his/her professional identity through many forces, with his/her background, with his/her education, with the studios that she/he experienced; starting from the studios at architecture schools that continues with the professional offices; and re-construct continuously through time by the continuity or disruption of the forces/parameters… It is a never-ending identity-building process with many factors and parameters; a continuous process of becoming…


In the last two decades, advances in information, communication, and fabrication technologies have stimulated the development of a variety of strategies in instrumenting alternative architectural design process, not only in technical aspects but also from a creative design and materialization point of view. ART and SCIENCE of MATERIALITY of architecture have thus changed. Fluid exchanges of techniques/knowledge/perspectives among figures involved in architectural practice have triggered multi/para/interdisciplinary approaches in designing and teaching. Relationships and responsibilities among architects, owners, fabricators, and managers; collaboration in design processes have changed via ICT that propels dynamically shared, information-rich models. This has led to the redesign of practices and figures within all the fields of the architecture discipline. With the figure, it is aimed to MATERIART | Conceptual Workshop Brief | C1-C2-C3 TOBB, TR discuss the concepts of architectural design processes and its figures, by means of both pedagogical and professional.


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