Miniature as a way of representation in design studio: a case study

Abstract

Purpose Learning from traditional miniature painting and from recent studies on their modern and creative applications, the purpose of this paper is to identify the key qualifications of miniature and possible ways for using miniature in urban design studios. Following discussions on the pedagogical and professional effects of using miniature in a design studio, the paper introduces De-Urban Design Studio’s philosophy and its experience in employing miniature as a way of representation as the case study. Design/methodology/approach Different from the urban design’s professional role which materialized in conventional architectural presentation, miniature appears as a representation way in the search for the appropriate media for the de-urban design’s activist model. Findings Expressing the philosophy of transition design and de-urbanization, and studying some of the miniatures produced in the De-Urban Design studio, this paper sheds light on the possibilities created by the usage of miniature in urban design studio as a communication medium in making the processes of design more inclusiveness, participatory and democratic. Originality/value The term miniatecture is used for the first time as a representation technique developed in the De-Urban Design Studio co-instructed by the authors of this paper.

Urbanization as taxidermy: “Man”hattanization of Mannahatta

“…The steps to be taken need to be actively regenerative, aiming to rehabilitate the degenerate ethical and socio-ecological systems. More than sustaining the existing practices and beautifying them with ecological terms, we need long term de-urbanization and de-architecturalization visions with strong emphasises on regeneration of ecosystems, re-moralisation of social life, local and self-sufficient, ecocentric and self-organizing living habitats (Zeybekoglu Sadri and Sadri, 2019). Experiencing COVID-19 outbreak taught us that this change is necessary and needs to be started immediately.…”

Understanding built environment realities

“…Following a discursive framework that involves three components: the stimulus, the practice and the discussion, their work articulates active learning mechanisms and innovative methods to stimulate the study of structural engineering by students of architecture. In a different context, addressing the tools through which students acquire professional skills, the work of Sadri and Sadri (2019) introduces de-urban design studio's philosophy and the experience of employing miniature as a way of representation and as an inclusive communication medium that enables dialogical learning.…”

“…Theme 3: educating future built environment professionals Based on the belief that built environment education is not only and simply the imparting of knowledge and skills necessary for successful practice but it involves the development of values, ideological positions, and cultural and behavioral attitudes, four contributions are identified to articulate this theme (Ceylan and Soygeniş, 2019;Sgambi et al, 2019;Sadri and Sadri, 2019;Rice, 2019). The work of Ceylan and Soygeniş (2019) establishes a case for the role of social sustainability in architectural education arguing that the social aspect of sustainability has been mostly left out of emphasis in current educational practices.…”