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By Soma A Mishra

S.O.A, I.P.S Academy


Indore(M.P)

07March 2009 1
 Stems from a European,
rather than an Indian
tradition.
 Vitruvian notion of the
architect as the
universal man who
mastered drawing,
geometry,
history,philosophy,
music,hygiene, law,
astronomy & the
theories of heaven.

07March 2009 2
 Started in India in 19th
century,previously it
was master craftsmen’s
responsibility to pass on
generation to
generation.
 Teaching design is a
practical skill now.
 Learning in studio is a
step-by-step process.
 Simple to complex,basic
to elaborate.

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 Manifestation of the
ability to :
 Conceptualize
 coordinate
 execute
 Studios adopt an
ideological position
with:
 cultural
 philosophical aspects
of architecture as the
primary objective.

07March 2009 4
 Programme:Qualification that students get at
the end.
 Curriculum: Should encapsulate the

philosophy of education.
 Consists three major components:
 Values,Pedagogy & Contents

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 Values: goals & ethics of architectural
education, philosophy behind it.
 Pedagogy: methods of learning procedure
setting up environment conductive to
learning& assessing learning.
 Content:Core body of knowledge & skills
through which discipline of architecture
can be practiced.

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 Support general goals of education &
learning.
 Balance the standards of specialised

professional education with the general needs


of higher education.
 Balanced relation & hierarchy between core

subjects, general subjects & electives.

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 Prepare students to
practice and otherwise
relate to the
profession.
 Keep students
connected with
current events in the
profession.
 Make students capable
to reach out to the
profession in order to
share its learning.

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 Equip students to
develop an informed
understanding of
social, cultural&
environmental issues.
 Enable future
architects to create
humane environments
that emerge from and
respond to social,
cultural &
environmental needs.
 Develop capacities to
address the problem.

07March 2009 9
Admission & Registration

 Admission policies to get the real talented


and really interested ones.
 Qualifying standards demanded lays

maximum bearing on quality.


 The capacity of students to move on to the

demands of internship and licensing.

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 Programme must set & assess its own
objectives.
 The standards by which students are
assessed.
 The standards by which faculty are assessed.
 Students’ feedback on faculty programmes.

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 A desirable objective.
 College must be transparent and

assessable to those seeking admission.


 To an extent the process of course

design and assessment must be open to


the students and other members of the
community.

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 Students’ participation in
the development of
individual & collective
learning agendas.
 Support system to
students who need help
in resolving individual
problems.
 Interpersonal milieu that
embrace cultural &
economic difference.

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 Necessary faculty resources.
 Adequacy: ratio between full time core faculty
& visiting faculty.
 Teaching and administrative load assigned to
faculty.
 Balancing faculty abilities so that all aspects
of curriculum are addressed.
 Faculty development Programmes.

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 Structure and responsibilities of
administrative and other staff demonstrate
adequacy to run the programme.

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 Architectural Educators strive to impart the
requisite knowledge necessary for
successful practice.
 The way knowledge is transmitted has

significance in managing quality education.


 ‘WHAT’ knowledge & ‘HOW’ it is imparted

are important & pertain certain


issues__________

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 Current system of architectural education
emphasizes personal feelings, subjective
judgments, intuition, and imagination at the
expense of social and professional
responsibilities.
 Socio-cultural paradigm should be

introduced in order for future architects to


function within cultural, social and truly
humane environment.
 Skills go beyond artistic paradigm.

07March 2009 17
 Educators offer hypothetical experiments as
design projects where many contextual
variables are neglected.
 Experimental & action learning should be

introduced.
 Real life experiences can make students

understand practical realities.


 Educators provide ready-made

interpretations rather than developing their


abilities to explore issues.

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 Educators tend to present knowledge as a body
of facts and theories.
 The process that led up to this product are
always hidden.
 Types of knowledge generates from two types
of research:
 First: Research that tests accepted ideas.
 Second: Research that probes new ideas &
principles which will shape the future.

07March 2009 19
 Generally extensive exhibition of the
performance of the work of architects over
time is served to the students.

 There should be an understanding of the


parts within the phenomena & the interaction
among those parts causing the holistic
behavior.

07March 2009 20
 How projects were created and in what
context, what the client’s nature and
intentions were, how the project was
delivered, and how construction was
undertaken are integral parts of learning.
 Story telling attitude tends to ignore these

issues.

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 The design studio- backbone of architectural
education-rarely includes any research
activity directed towards practical ends.
 Knowledge is not a substitute for

architectural imagination but inadequate


knowledge would handicap the general level
of design.
 Being satisfied to manipulate formal

configurations does not provide insights into


the humane experience.

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 Continuous assessment of traditional studio
teaching practices must be carried out based
on surveys, reviews, interviews & practice.
 The main components are design process in

the studio and the teaching style adopted by


the studio director.
 The process & procedures applied in the

studio are governed by the way in which


studio assignments are delivered.

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 Assessment reveal negative and positive
issues.
 Negative: instructors approach each design

with a collection of ideas & techniques.


 Positive: Results reveal a growing interest &

awareness of interaction with social & cultural


issues, community groups and with real life
situations.

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 Thinking Globally & Acting locally.
 Reconciling Lectures and Studies.
 Utilizing the Built Environment as an open

text book-Environmental Evaluation.


 Developing Students’ abilities to search &

think critically.

07March 2009 25
 Developing an up-to-date profile.
 Identifying current & future opportunities &

constraints.
 Determining alternative ways of meeting

requirements.
 Selecting and documenting the design

solution that is most direct and feasible.

07March 2009 26
 Strategies for participation in the studio

 Students can act as clients, users and


designers; design teacher could also play a
role needed to stimulate real life situation.
Can include students from other related
disciplines replicating professional
environment collaborating specialists.

07March 2009 27
Students can be offered the
opportunity to interact directly with
real clients & real users.
 Architecture keeps the
civilizations alive.

 We respect architects of
Mohenjo-Daro, Harappa,
Greece, Rome, Egypt etc.
as we could see the
remnants- even their
ruins speak stories of
master craftsmen and
intellectuals.

07March 2009 29
Howour future generations will
remember us?
Strategic development of our future
architects may create Architectural feats.
Thank you

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