This study investigates how the narrative structure and image-production methods of cinema can be integrated into the architectural design process. Treating the act of design not merely as a formal production process but as an intellectual and intuitive activity, the research positions cinematographic narrative as an epistemological component of architectural thinking. Drawing upon Henri Bergson’s concepts of duration (durée) and intuition, along with Gilles Deleuze’s notion of the movement-image, the study explores the potential of cinematic narration to conceptualize the relationship between time and space and to cultivate new modes of thinking within architectural design pedagogy. The practical component of the research is based on a studio workshop conducted with nine students from various project levels at the Faculty of Architecture, Karabük University. The process was carried out in two phases: in the first, students developed conceptual narratives through narrative templates; in the second, they translated these narratives into spatial representations using storyboards and cinematographic techniques. Data were collected through semi-structured interviews and analyzed using content analysis. Findings indicate that narrative templates helped students organize their ideas, justify their design decisions, and structure the overall process more coherently. Students also reported that cinematographic tools enhanced their ability to perceive and interpret space through the flow of time. Ultimately, the study suggests that cinematic narration can serve as a valid pedagogical instrument in architectural education, integrating intuitive, cognitive, and creative dimensions of design thinking.
Ceylan et al. (Fri,) studied this question.