Lecturer Aslı Kırbaş from Istanbul Gelisim University (IGU), Faculty of Fine Arts (GSF), Interior Architecture and Environmental Design, Interior Architecture and Environmental Design (English) Departments answered our questions about how “Art and Design History I” and “Body Language and Diction” courses are taught.

Dear instructor Aslı Kırbaş; 

• Can you evaluate the importance and functioning of Art and Design History I as well as Body Language and Diction courses in a few sentences?

 
Hello, first of all, I would like to thank you for this interview offer. I have taught Art and Design History to many students from different stages. The difference to this course in the Department of Interior Architecture and Environmental Design at Gelisim University was the fact that this term was to be with a class of foreign students who are all living in Turkey. In this course, where we talked about many countries, periods, civilizations and artists, I thaught that cultural diversity brings a different layer to the course. As for the importance and functioning of the course, I think it was very important for our students who will become interior designers to see the background of the history of art and design. I think that discussing how the social, political, religious and economic conditions of the civilizations we are talking about affects art, seeing the personal stories of the artists and designers who produce and the background they create while making that production gave us an important perspective on how our new designer candidates will create their own language.

Although the Body Language and Diction course is not in my area of ​​expertise academically, it was among the modules I taught as an instructor in civil society studies during my undergraduate years. It was the first course I gave as an instructor at the university. Frankly, I had my doubts about accepting it. However, I thought that the multicultural structure of the classroom, which I mentioned before, would turn this lesson into an experimental laboratory, and we can say that this is the case. In addition, taking into account the fact that such a course is given in the design department, we also gave lectures on architectural language and architectural communication methods. I think it is beneficial for a first-year design student to see the importance of the universal language of design and architecture.
 

• You give both of your courses online. What are your thoughts on the subject?

 
Of course, online platforms entered our agenda with the pandemic. In a sense, we had to, but thanks to online platforms, we were able to continue our education. Maybe it was difficult for me at first, but when we consider the average age of the students, I can say that they adapt much more easily. This term, these courses were also online, and the theoretical courses recommended by YÖK could be given online on the condition that they do not exceed a certain percentage in the entire curriculum. For this reason, our two theoretical courses continued to take place online this semester. Frankly, I had concerns that communication problems might arise due to the fact that the students I will meet for the first time, they are first graders, and the mother tongue of no one in the class, including myself, is not English. However, within 1-2 weeks, students' requests for live online classes and their excitement about participating in the messaging panel or by turning on their microphones caused us to have a very enjoyable time. We laughed and joked many times, and when we met face to face in exams, we were excited because of the bond established between us. Whatever happens; My hope is that the pandemic will cease to be a risk altogether and that we will return to our education completely face to face as before.
 

• So, how does it feel for you to teach in a foreign language? Is it easier or more difficult? Can you evaluate it in a few sentences?

 
Of course, it is more difficult than teaching in the mother tongue, I can say this clearly. However, it is an advantage to refer more to English resources in the fields of the courses, in the sense that it allows us to teach with a class made up of all foreigners that I may never get together with. I can say that the use of foreign language not only in the written field but also in the sense of speaking practice provides an additional layer.
 

• What advice would you give to those who are already taking this course or will take it in the future?

 
One of my two masters was interior architecture and the other was architectural history. I am currently doing a PhD in interior architecture and environmental design, and I am currently in the process of determining my thesis position. It will most likely take place on the axis of (interior) architecture history. I think that history can be learned through architectural works, societies can be understood, and a solid future and design can be created by examining traditions and habits. Before taking this course, I can suggest that students start to read the basic sources by looking at these subjects as a general culture, visit their own city and the city they live in, go to museums and try to look around as an observer. Then, it will be easier for them to develop an academic perspective together with the lecturers at the university.
 
We would like to thank instructor Aslı Kırbaş for her contributions and wish her continued success.