(Who owns them? What were the functions throughout their lives? Who are the

Transcription

1 ARCH121 FINAL ASSIGNMENT ÇİSEM ATAK Q1. What is the brief story of the buildings? ( words) (Who owns them? What were the functions throughout their lives? Who are the architects, what are their stories? What is the buildings importance for the context of the city?) Ted University was founded by Türk Eğitim Derneği which has given education for 87 years. Buildings of TEDU are so fundamental about not only institutional but also spatial history. TEDU buildings and their idea of foundation withstand to Republican period and during this period, first structures of Ankara were formed. From 13 September 1923 ( Ankara became capital city.) till 1931 ( Jansen Plan), a plan which guided urban development was in force. Also, this plan was created by architect Carl Cristoph Lörcher. In this period, both Yenişehir and TED Ankara College were came into existence.

2 According to Tanyer, first of all, origin of TED Ankara College was founded by Türk Maarif Cemiyeti. After a few years, this education foundation was renamed as Ankara College in After that, according to Jansen plan, Yenişehir high school (Ankara College ), it took part as a educational foundatition which served to whole city. In that period, being situated in center of the school and provision of pedestrian access to the school were very important for urbanism principles. Furthermore, location of the school is very important to be social students. Seeing that, location of the school enable to students using center functions easily. After, TED Ankara College started to searching new location and after many efforts, new location was found. This location was defined by Lörcher Plan. The territory which was named Fidanlık which located next to İncesu border was bought. Then, in 1936, first buildings constructions started. According to Tanyer, architect of the first buildings is Architect Selim.

3 In 1951, the school was renamed becoming Ankara College and location of Ankara College strengthened its central location in the city s settlement area. In 1958, second part of TED Buildings was builded at south of Ziya Gökalp Street. Hence, TED buildings were completed at Yenişehir. Then, via Bölge Kat Nizamı Plan TED buildings territory was expanded and the school had very accesible situation. However, in 1960s, its area was not enough to increase students s number capacity. Due to TED buildings which were completed according to 1930s and 1950s population, in 1990s, the buildings squeezed in the city and thus, TED did not take a leap. However, then, owners of TED buildings decided to renovation. With modernist a project which was planned by architects Hüseyin Bütüner and Celal Abdi, TED University was founded and TED University targeted to give a modernist and innovator education to people who live around it.

4 Q2. What are the design qualities of the buildings and open/semi-open spaces in the campus? ( words) (Discuss the architectural designs in terms of their design decisions, compositional principles, design elements, characteristic expressions, and architects intentions. Please try to make use of everything you have learnt in ARCH 121, as well as your findings in your research.) TED University buildings designs reflect modernization efforts of Republican period. In that period, architectural design set up measured modern structures with smooth sub-structures. TEDU buildings followed this design strategy too. During process of TEDU buildings, architecture adopted to international manners in that period and architects prefered less ornamental structures. Also, they paid attention to harmony of format and function. According to Günay (2005), straight lines, perpendicular angle geometry, emphasis to horizontal and vertical elements, being given importance to concrete, steel, brick and glass are so fundamental modern decisions and elements for TEDU buildings. Pale colors were used for emphazing facades of TEDU buildings with contrast colors and different elements. Thus, modern, international and simple architectural attitudes reflected to TEDU buildings design qualities and decisions in that period. Moreover, because of that period, TEDU buildings lived functionalism and brutalism phases.

5 Due to the fact that architectural design qualities of the buildings and the buildings basics were strong, TED had a decision which was not collepsing of the buildings. At the same time, TEDU buildings gained meanings thanks to not only its architectural value but also harmony and relation with the cultural city. Thus, before TED buildings became TEDU buildings, TEDU buildings had been regenerated and reinforced without losing cultural principles with the city and losing its existing mass unity by Bütüner and CAGAW architecture. With TEDU building renovations, TEDU buildings which have incapacitated area obtained maximum efficient area in the campus. Seeing that TEDU buildings were builded in 1930s and TEDU buildings were builded according to its period s population. SOUTH PART For nowadays, old TEDU buildings were not enough to correspond student capacity sufficiently. Therefore, renovations and new architectural designs aims were that whereas existing structures or blocks are given to educational and administrative functions, open and semi open spaces in the campus and NORTH PART new are which was made at ground floors are given to meet to needs of social, cultural utilizations. At the same time, this buried structure or complex which was designed on a green area met the needs of enterior which was area without

6 substracting existing open garden area and this structure was designed according to utilization for social and conference activities. TEDU buildings consisted two infrastructures which follow each other and related with each other. 3 units which take place on south of Ziya Gökalp were restored without collepsing and they obtained again functionality. After that, 2 units which were builded in 1957 was designed with modernity of today. Moreover, one annex which combine two units and a new block which is for sport activities (E block) joined to these two units. What is more, these 4 blocks created a wide open space which defined an courtyard. Thus, whole structures obtained a balance and integrity. At the same time, these blocks and courtyard- garden were a beginning to changing. After that, interior and exterior localities started to being organized. Existing spaces were developed as carrier system. Structures interiors were changed according to priorities and needs of an contemporary university. Especially, social places ad circulation areas were designed as integrating and associating with areas of education. Furthermore, wide spaces which are stated in the roofs were created for studios and similar spaces.

7 BLOCK E Also, gym which had a wide area was transformed to auditorium and gym moved to block E. Hence, totally, TED obtained a whole composition with the buildings and their courtyards and gardens. Courtyards and gardens were trasformed to spaces which are multipurpose activity area. Another point is that due to the fact that blocks looks different directions, TEDU buildings communicate with outside more and thus, it set up indoor and outdoor continuity. Furhermore, while buildings protect structural principles and identity, the changes which were made in interior space and using modern textural elements created an contemporary and new representative environment. When looking generally, an simple relation was created between courtyard and buildings. Also, this define an interior street system arrange construction of basic distribution system and social areas.

8 By the way, when analysing more detail, colors of facade are for setting a harmony with old buildings. When looking facades of the buildings, design concepts were set a grid principles. Regular and same proportional windows obtained repeatation. At the same time, windows which are different facades interrupted the repeatation and they created variations. Moreover, glass walls set a visual continuity and relation with outside. Also, using glasses are more functional to obtain daily light more efficiently. Moreover, glasses and concrete are more strong characteristic qualities for the buildings.

9 Another way is using textural elements such as brick, conrete, natural looking woods. These elements defined brutalist and modern architecture. These elements were used not only outside of the buildings, but also inside of the buildings. At the same time, using transparency on the facade of D block with steels represented modernism. Also, thanks to the transparency, TEDU buildings obtained different light conditions. However, while investigating two parts which located at north and south of Ziya Gökalp, north part of TEDU buildings are more contemporary and less ornamental. Thus, functionalism is more dominant than the other part. Finally, buildings and their open and semi open areas created a whole. Directions of buildings look same area and they defined an specific area. Thanks to this private new design, TEDU gave comfy education which encourage students studies to its students. At the same time, with advanced technologic sub-structures, TEDU enabled efficient and fast capacity to students.

10 Q3. How would you compare these buildings and open/semi-open spaces in the campus (in relation to your answer in Q2) to: a. Each other? (Name and illustrate the buildings you are citing for comparison.) ( words) b. Some other buildings in the nearby neighborhood. (Name and illustrate the buildings you are citing for comparison.) ( words) a)tedu buildings were existed in two parts. While one part takes place on north of Ziya Gökalp, the other part takes place on south of Ziya Gökalp. Due to the fact that these two parts were builded in different terms, different architectural designs affected the buildings. Thus, these buildings have not only similar properties but also different qualities. However, though the differences, whole composition has a harmony and balance and they were builded and transformed according to certain functional aims. NORTH PART First of all, SOUTH PART providing that first part of TEDU buildings located at north of Ziya Gökalp is investigated, the comparing will be more beneficial. Seeing that the buildings completed in the same period and around the same properties. When looking these buildings as a composition, situations of the buildings between each other and their open and semi open spaces which are defined by the buildings related with each other regarging to well balanced, well designed, harmony and unity.

11 Situations of the buildings were shaped to obtain maximum open area. Totally, this part occurs from 2 pimary big units and 2 small secondry units. Functionality affected shapes and sizes of the buildings. A and B blocks are more functional because they embrace many structural multifunctional place such as, education areas, adminisrative units, social areas, mess hall, libary. Hence, these two buildings are more dominant than the others and these other B BLOCK buldings were formed pursuant to two primary buildings. However, due to the fact that buildings A BLOCK A and B have similar functions, they are related with each other more. Providing that we analyse exterior surfaces of whole buildings in this part, we can understand that their design strategies are in a harmony. Especially, same shapes and sizes of glasses and windows, their directions and providing continuity are very strong relation between the buildings.

12 Windows and glasses which were used on every buildings provide repeatation and they follow each other in certain sizes and shapes. Moreover, diffirences of windows sizes and shapes created variations on the buildings. At the same time, when looking facades of the buildings, a grid strategy was used on every buildings via windows. Also, these glasses are very important characteristic qualities for TEDU buildings. Harmony which is between primary and secondry units was provided via continuity of windows. As, in some parts of buildings, windows were mimiced from other buildings window shapes. Thus, these buildings are not alien to each other. When looking interior designs of the buildings, A and B blocks almost have same design strategy. As a matter of fact these buildings functionality properties are same. On the other hand, it is obvious that interior spaces of the buildings were designed according to a grid frame and system. If Ahmet Ersan and A block are compared, it is obvious that two structures were designed

13 according to a grid strategy which has certain measure. However, due to the fact that these structures have different funcitions, their sizes and shapes of their spaces and rooms are different from each other. At the same time, the buildings have modern textural elements which are in a harmony and balance. Also, again utilization glasses in the rooms are very functional for the buildings. BLOCK A If TEDU buildings which located at south of Ziya Gökalp are investigated, it is obvious that they have again modern composition. Also, buildings situations too each other are very fundamental to obtain maximum open area. At the same AHMET ERSAN time, windows ad glasses shapes and sizes and following each other created repeatation and variations. Also, some repeatation which belongs can be seen other buildings which have same functions. In this part, the buildings have special entry ways. Moreover, these entry ways have similar features such as curve. When investigating designs of interior parts of buildings, different design features and decision can be seen. The buildings have different design ENTREE WAY concepts. For instance, design of G block is more ornamental and figurative than others.

14 Conversely, D and E blocks have more modern communicative functional design. Also, whereas their marbles which were used on the floors of block D and E define direction, marbles which were used on the fllors of block G are only figurative and ornamental and they do not define direction. BLOCK D BLOCK G At the same time, utilization transparency on the D block shows that this block has more different architectural decisions. Via transparency, daily light can be obtained in different angles and shapes. While comparing two pats of TEDU buildings, it is certain that some features of two parts are different from each other according to Günay. Seeing that first composition overweigh about modern architecture. First of all, textural elements are so important for both sides. Marbles which were used on the first composition define direction to the buildings. Also, marbles shape and colors help to define direction. When looking other sides marbles, we can understand that they are simple and uncommunicative. At South part, directions of building entry were emphazed by entry ways of the buildings.

15 At the same time, whereas textural elements of first structures define directions. Moreover, they create an harmony and continuity with columns of the buildings. Harmony of windows of first buildings is more powerful than other parts buildings. Functional utilization of glasses in A and B buildings can be seen at studio which are stated in E block. Thus, it is obvious that if structures have similar functional features, their design decisions and elements are same too with each other. Another point is that open area have different features due to different functions. However, semi open areas which were defined by the buildings have similar purpose such as cigarette areas. Totally, whole TEDU buildings are in a harmony. Especially A and G blocks s parallel situations towards

16 each other shows that these two parts are related with each other, although their situations are different. b)on account of the fact that TEDU buildings were builded in Republican period and TEDU buildings made contact with its neighbors, people do not think that TEDU buildings are independent from the city. In spite of the fact that TEDU buildings transformed to a modern structure, the buildings did not lose cultural legacy and identity. First of all, exterior colors of TEDU buildings were chosen in order to adopt with old buildings which located around TEDU buildings. Hence, TEDU buildings exterior wall colors are pale and TEDU buildings are not seen like an alien. At the same time, TEDU buildings have horizontal shapes and thanks to this horizontality, TEDU can give enough capacity to its students. Horizontal features of TEDU buildings claim that the buildings do not diffirenciate and exceed other buildings located around TEDU. Lengths and heights of TEDU buildings accomodate with other neighbors. Furthermore, location of TEDU buildings was arranged according to other buildings. Therefore, TEDU buildings obtained alignment with surroundings of TEDU. Seeing that TEDU buildings and neighborhood look same direction. Especially, Ziya Gökalp Street arranged this direction. Thus, as TEDU buildings were occuring, they did not seperate from layout and structures of the city. Another point is that, sizes and shapes of windows make contact with neighborhood. Windows of TEDU buildings were defined according to glasses of other buildings located around TEDU. Moreover, the gardens which located in TEDU make contact with Kurtuluş Park.

17 On the other hand, although TEDU buildings and surroundings have many identic features, TEDU buildings are more modern and contemporary. Seeing that modern textural elements were used in TEDU buildings and design decisions of these elements occured an integrity and coherence. Also, when looking other buildings seperately, the do not define an harmony or composition because their design decisions are so primitive. However, TEDU buildings have advanced design decision in the buildingsand campus. So, TEDU buildings have a composition with noth only itself but also surroundings.

18 REFERENCES: * (.. Mimarlık Dergisi.. (n.d.). Retrieved January 12, 2017, from 148) *(TED ANKARA KOLEJİ NİN YENİ YERLEŞKESİ ÖYKÜSÜ,BAYKAN GÜNAY,2005,PAGES:3,5,6,11,12,13,63) *TED Üniversitesi. (n.d.). Retrieved January 12, 2017, from *VitrA Çağdaş Mimarlık Dizisi. (n.d.). Retrieved January 12, 2017, from 1-Asama.aspx