Parliament of Everyday Relations

 The Design Studio aimed to enhance students' skills in spatial analysis, representation, and design, focusing on the exploration of spatial, tectonic, atmospheric, and contextual relationships. The studio encouraged students to investigate the interplay between physical space, social dynamics, and cultural contexts, fostering critical thinking and creative approaches to architectural design.

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The studio emphasize a learning environment where fragmented and analytical thinking processes prevailed over strictly systematic approaches. It was structured as a dynamic and adaptable platform, allowing constant reconfiguration and evolution through student and instructor interactions.

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The studio’s specific focus was on Antalya Konyaaltı Beach, chosen for its unique blend of natural and built environments, combining planned interventions with spontaneous spatial developments. Students were expected to develop tactical and innovative design proposals that addressed the physical, social, and cultural dynamics of this site.

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The primary goals of the studio were:

• To examine and represent the dynamic interplay between natural and built environments.

• To explore fundamental architectural concepts such as tectonics, atmosphere, topography, thresholds, and transient versus permanent states.

• To integrate social and cultural relationships into the architectural design process.

• To enable students to experience both individual and collective production processes, fostering diverse perspectives and design methodologies.

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1. Phase: Understanding the Tectonics of the Site

In the initial phase, students analyzed the geographical and physical characteristics of Konyaaltı Beach, including its topographic transitions, spatial uses, and atmospheric qualities.

• The 7 km stretch of the beach was divided into equal sections, and each student individually developed representational methods to analyze and document their designated portion.

• These individual representations were combined to create a collective model, enabling a comprehensive analysis of the site’s spatial continuity and disruptions.

• Through this process, the students explored the interrelations between topography, thresholds, landscape elements, and spatial conditions on both micro and macro scales.

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2. Phase: Discovering the Matrix of Events

This phase emphasized the dynamic nature of space, drawing on Bernard Tschumi’s theory that space gains meaning through actions and experiences (Tschumi, 1994).

• Students analyzed the relationship between space and action, examining how spatial practices are influenced by cultural and social dynamics.

• The design process was framed as a platform to explore how space interacts with daily life and user experiences.

• This phase underscored the idea that architecture shapes not only physical environments but also the social and cultural interactions they accommodate.

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3. Phase: Developing Tectonic and Structural Systems

In the final phase, students synthesized the data and analyses from the previous phases to design architectural interventions.

• The design process involved integrating tectonic systems with the matrix of events, focusing on establishing coherent spatial relationships.

• Drawing on Henri Lefebvre’s concept that spaces are reflections of social relationships and power dynamics (Lefebvre, 1991), the studio encouraged students to reflect on the intersection of physical and social dimensions in their proposals.

• The ultimate goal was to develop architectural programs and structural systems that align with the unique topography, atmosphere, and user interactions of the site.

Konyaaltı Beach offered a rich context for exploration, featuring both natural and built environments shaped by planned interventions and spontaneous developments. The beach functions as a vital urban element, influencing local and regional dynamics.

• Social and spatial relationships at a micro level contribute to the ongoing transformation of the site, while macro-scale connections position the beach as part of a broader network of interactions.

• The cliffs along the coastline serve as a natural threshold, providing unique transitions between land and sea and shaping the design dynamics through their topographical and atmospheric qualities.

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Conclusion and Evaluation

The Design Studio successfully enabled students to analyze and respond to the dynamic relationships between natural and built environments, integrating social and cultural dimensions into the architectural design process.

• Under the overarching theme of "Parliament of Everyday Relations," students examined how space operates not only as a physical construct but also as a medium for social interactions and cultural practices.

• The studio facilitated both individual and collaborative production processes, allowing students to develop unique perspectives and innovative design solutions.

• The projects emphasized a holistic approach to architectural design, where physical, social, and cultural contexts are seamlessly integrated.

This process provided students with a comprehensive learning experience, spanning from spatial analysis to architectural production, and fostered critical and creative problem-solving skills within a dynamic and context-sensitive framework.