Abstract

The first year at university can be defined as an adaptation period for the students. In this period, students try to get familiar with their professions, in addition to the physical and social environment. Within the scope of ‘architectural design studios’, students are included in a new learning process in which they deal with a number of concepts, which are the bases of profession with participatory educational techniques. Which skills can be improved at first year design education? Which subjects can be the bases of the first year design education for the following years? How can the theory-practice-relationship be constructed for the first year design students? What are the pragmatic ways for active-learning in design studios? Which environment improves teaching, learning and expressing activity? These are some of the questions which teachers face before starting first year design studios. In this context, the article argues the process and approaches with an example followed at Karadeniz Technical University, Interior Design Studio-I.

Key words: First year design education, interior design studio, design process, teaching, learning, expressing.