Architurure is commonly taught as how we design spaces? We are also very strongly connected to our designs visually and don't seem to consider other perceptions very much which may be a tool to help us design future architectural space and buildings as experiences through forms and spatial sequences too.
Yussur Al-Chokhdar ,
You may have a look on these references.
- Arnold, Dana, and Andrew Ballantyne. Architecture as experience: radical change in spatial practice. Routledge, 2004.
- Taylor, Anne. Linking architecture and education: sustainable design for learning environments. UNM Press, 2009.
- Abhau, Marcy. Architecture in Education: A Resource of Imaginative Ideas and Tested Activities. The Foundation for Architecture--Architecture in Education Program, One Penn Center at Suburban Station, Suite 1165, Philadelphia, PA 19103, 1992.
Architecture isn't only about form and space. Students should learn more about the context of buildings, talk with people who use them, and analyze ecological effects of built environments. All social, environmental and economic aspects of architecture should be taken into account in a robust academic program of architecture.
I would refer to ' Foucault's concept of statement, in which investigative practices or transformational activities and their constructed objects are related and enjoined. This defines Foucault's direction for the study & analysis of architecture. This enables us to treat as statements and as part of a discourse entities (architecture) that are neither spoken nor written, perhaps experienced.
The students can be critical thinkers at the same time sensual form givers.
This is a discussion of form and content. Architecture encompasses both processes. We live in a moment of overvaluation of form to the detriment of content. All the experience lived in a space informs us a content to be interpreted by each user. In this sense the user, defended by Tschumi, is part of the architecture. The teacher should not value neither form nor content so that the student can critically study the two processes. The good teacher must demonstrate the integration between the two processes.
Architecture is for people and people live architecture experiencing it. Therefore this should be an important part of the content of architectural studies. Design methodology, then, could change: the architects could begin to think about the quality of experiences they want to achieve and after that they could design an accurate form to accomplish it.
We can transform that sentence: "Form follows experience"
We cannot deviate from the fact that for whom we are designing these so called spaces. Hence, it is equally important for architecture students to experience architecture similar to the train their getting for visualization in designing spaces. Experiencing architecture will help them to balance the aesthetic quality and the functionality of the design.
Architecture is a cultural act. Educators roles should be to assist students to understand the value context and design 'tools' available so they may discover creative design partnerships and build responsible experiential outcomes.
Yussur Al-Chokhdar ,
You may have a look on these references.
- Arnold, Dana, and Andrew Ballantyne. Architecture as experience: radical change in spatial practice. Routledge, 2004.
- Taylor, Anne. Linking architecture and education: sustainable design for learning environments. UNM Press, 2009.
- Abhau, Marcy. Architecture in Education: A Resource of Imaginative Ideas and Tested Activities. The Foundation for Architecture--Architecture in Education Program, One Penn Center at Suburban Station, Suite 1165, Philadelphia, PA 19103, 1992.
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