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This study discusses the experience of a vertical studio implemented at SCU Department of Architecture. The goal of such an experiment is to open channels of interaction in the studio and activate peer learning. This vertical studio, which was carried out within the scope of the 2021-2022 academic year summer school, includes three different project groups from the second, third and fourth grades. Studio participants with different individual experiences were presented with a main theme focusing on ‘corner’ concept. To diversify contextual openings, four different definitions of ‘corners’ in urban space were developed, and students were free in terms of space selection, architectural program and other design dynamics. While producing projects in the studio around ‘corner’ comprehension, the studio process was observed in terms of activities such as interaction, dialog, collaboration and peer learning. As a result, it was determined that the understanding of dialog and collaborative work for discussing the main theme and/or design decisions has not yet been established, while at the same time it has been understood that vertical studio is a practice that eliminates class-level boundaries and makes the studio open and accessible.
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