Architectural students can enhance their communication with the traditional built environment through the following items:

- Visual understanding through perception, expression and meaning ,

- Development of skills through residents (e.g. talks and meetings). The communication is visual, verbal, tactical, and written,

- Development of skills through listening, enabling students, and constructing the design, and

- Communication: seeing the architecture through a long term resident’s eyes.

They should focus on environmentally friendly building or the green building concept.

Well done Mala Babagana Gutti . I agree with you

Because it relates to communications e.g. communication media, a core matter that needs to be understood is the space when the host-guest relationship is established. The Tourist Gaze by J. Urry would be a good starting point. Other points include W. Gudykunst's typology of stranger-host relationship and peters' indigenous hospitality.

It is a loop learning activity. In order to enhance students' learning in the face-to-face environment, the teacher should conciously know how to guide students in a proper way. Depending on the properties of problems raised by students, teacher should whether frame the problem(giving ideas) or give proper the way of of problem solving (design techniques). The willness of sharing prolems by the students is key point for students' learning.

It is a fundamental question regarding the student learning process.

The merit may be a lies bit deep in its understanding. Architectural studios are becoming more simulation-based or in other sense, mathematical technology-based. This shift is good, and as time passed the whole studio culture is getting more logical and output-oriented.

The question is - Communication with the traditional built environment.

In one sense is a particular skill that may be addressed through the curriculum — a better understanding of history and culture — practical interaction and observation.

Surprisingly, still, most of the Architectural school refers to Fletcher as their primary resource of architectural history. Maybe that needs to change ideologically. The culture is changing, so the built environment. Students need a new stream of knowledge to interpret the traditional built environment. The process of teaching should include technology to enhance understanding and for data analyzing.

The whole process should be integrated with classroom interaction, face-to-face communication, communication with people, and documentation for studio references.

As the teacher, you also need to teach students idea generation techniques and the sustainbale architecture design method. Give students a stick to help them jump away from "stuckness".

Yes, I agree with you regarding teachers responsibility. I kept that part on offside as I believe in becoming a good teacher is requires hard work and dedication. Karishma of a teacher is something gifted for a person. It is subjective to a person. In the end, we all need to comply with some structured process and methods.

Stick and Stuck- are the challenges in the classroom.

The generation of each design idea has its reasoinging behind. First to teach students to do site analysis. Building upon the results of site analysis, then students can have design ideas. As a teacher should teach students how to do site analysis, to let students know the benefits of site analysis. Second according to the site properties, do the invention of design functions which fit the characeritics of the site. Third do lots of sustainable architecture design projects' case study to summarize proper sustainable design methods to teach students.

Dear Song,

You are right.

Actually, site analysis is a very fundamental thing. Initially, Architecture Students deals with a site in their second-year studio class, which may vary according to the university norms or curriculum.

Analysis of the site is the essential tools for design (function-based) studio. Sometimes access information restricts students to open their mind. In my studio, I take a different approach. Generally, I encourage students to develop conceptual ideas on their given problem and then conduct the site analysis. The reason is first to free their young minds, and then impose bit by bit restrictions to accommodate their ideas.

In my perception,- a good architecture must have a good design concept.

The concept relates to the inherent philosophy of tradition, heritage, and many other things.

The concept is the philosophical part of architecture practice and design studios. Site analysis is more materialistic practice.

I value philosophy over materialistic approach.

Yes, case study always helps to define students philosophical interpretation.

Dear Shahriar Raj

My question is about communication act which increase an interaction with traditional physical built environment.

Dear Song Gao

what procedures or proposals that the teacher should follow to increase the interaction with built environment ?

Dear Shahriar，

I agree with your views. The design concepts are the most important thing. However, behind the design concepts there are reasonings which are the design philosophy you call as.

It is not conflict between your views and my teach procedure. In my mind, site analysis is not only materialistic practice, however it can function as concepts generating machine depending on what kind of site contents you analyze. In the meantime, I agree with you that developing design concept should be the first part, but how to develop? Then through site analysis.

Dear Akram,

In terms of the charateristics of traditional physical built environmnt, first you can classify the interactions into three catergories, which are preservation, renovation, and rebuilding. Each category has it own way to deal with. Taking Shanghai Xintiandi as an example, the three methods are involved. The original area of Shanghai Xintiandi is traditional Shikumen residential buildings. Now Xintiandi is the most developed commercial area of Shanghai. You can find the architects adopted the three methods in designing.

Dear Akram,

It seems depending on teacher's teaching gift and capabality and also depending on students' learning passion. I have taught thirteen graduated students in one semester in the first half part of this year. Among them, three students did not do hard work, so their results are not good. Ten students are willing to learning, among them, eight students were doing the project which interact with traditional built environment. All the eight students get good results and good grades. Among the eight students, I use different teaching strategies depending on their problems raised and their work done. So it is hard to summarize a rigid teaching methods.

One word which I can summarize is "repect" to the traditional built environment.

I think that enhancing student’s communication with the traditional built environment increase understanding, learning, appreciation, thinking, perception, feeling of student. So it’s suppose to support this communication act by different procedures as a tool to target this aim. For example what will happen if let the student lives in traditional built environment and to deal with the residents? I think the built environment has more than physical fabric. It includes community, life style, and various human behaviors

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Dear Song Gao

i could read your comment as the language is not English pls.

Dear Akram,

Sorry the word typing software of my phone has some problems. What I want to say is that the activities you mentioned, like understanding, learning, appreciaton, thinking, perception, feeling is exact about the life, which normally is corporated in the teachers' teaching process. Yes, you are right in that in order to enhance students' learning performance, it is important to let students know the life in traditional buildings.

I think as a teacher, I am more like a doctor, to be aware of what learning problems of students, and then use right treatments to heal the learning illnesses of students.

I agree@ Song Gao for your answer.