Architecture Education: The Latest Architecture and News

Design juries undoubtedly form the very foundation of architecture school. Their success or failure, however, largely lies in the hands of the jurors who are assigned to review student work. While architecture is an inter-disciplinary subject with wide-ranging consequences, most jurors are specialists in a singular sub-field. This makes design juries a terrifyingly unpredictable affair; students don’t just battle against their nerves and sleep-deprivation, but are also required to be on their toes to ensure that they can handle anything that the jurors might throw at them.

However, this is easier said than done. As a student, defending your work against criticism from an easily-offended know-it-all juror will probably do you more harm than good. Similarly, it’s hard to impress a building services expert by harping on about the probable positive sociological impacts of your design proposal. Being able to correctly identify the academic or emotive leanings of a juror can go a long way in helping students present their work strategically, thus ensuring that they make the most of their jury experience. Here’s a compilation of nine types of design jurors every architecture student will probably face at some point in school:

You’re a chipper young first-year student, still soft and tender in the early stages of your induction into the cult of architecture. Apart from fiddling with drafting triangles and furiously scribbling down the newfound jargon that is going to forever change how you communicate, you often find yourself planted in a seat, eyes transfixed to a projector screen as your professor-slash-cult-leader flashes images of the architecture world's masterpieces, patron saints, and divine structures.

Soon, you develop a Pavlovian response: you instinctively recognize these buildings, can name them at once and recite a number of soundbites about their design that have lodged themselves in your brain. Your professor looks on in approval. Since we here at ArchDaily have also partaken in this rite of passage, here are 15 buildings that we all recognize from the rituals of architecture school.

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This article was originally published by Common Edge as "A Letter to Prospective Architecture School Parents."

Is your child suddenly wearing angular clothes and pretending to need glasses and talking about things like maylines (sorry, forgot we’re not in the 90s anymore) and 3d-printing and the power of the research lab to change the world studio? Has your child started rejecting your Frank Lloyd Wright photo books and started asking for that super sweet punched-out Chora L Works thing that makes no sense to you because there are literally holes in it? Has your child refused to go on anymore holiday house tours because, seriously mom, this is what I do all day at school?

Then congratulations! You now have an architecture school student child. And as much as we have—and need—the framework of, say, Adult Children of Alcoholics, just as deeply do we need a framework for Adult Parents of Architecture Students. You may be panicking right now. You may be wondering why Bessie is suddenly hating prints (unless she’s wearing all the prints at the same time); why Mark is rolling his eyes when you say there’s a nice-looking house for sale down the block. Rest assured, these are phases that will pass.

I would like to offer you the Phases of Architectural Education, so that you may feel calmer as you embark on this new journey:

You did it! You finished those grueling years of architecture school, perfected your portfolio and your interview pitch, and you landed your first job with an architecture firm. Everyone told you that working in a firm would be lightyears different from what you were used to doing in school, but until you get out there yourself, there is really no way to know just what that might entail. Once you’ve tackled life’s bigger questions about surviving outside of architecture school, you still have to learn to function in a day-to-day job. The learning curve is steep and it can certainly be overwhelming, but you’ve made it this far and there are a few lessons and skills you are sure to gain quickly as you start your career.

For the third year in a row, in June we asked our student readers to submit the design-build projects which they have recently worked on. And, for the third year in a row, the response we received was excellent. With hundreds of submissions to ArchDaily, ArchDaily Brasil and all four ArchDaily en Español sites, in 2017 our readers gave us more projects to choose from than ever before; we’ve narrowed this selection down to bring you the 34 best student design-build projects around the world from the past year.

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Had the worst jury ever? Failed your exams? Worry not! Before you fall on your bed and cry yourself to sleep—after posting a cute, frantic-looking selfie on Instagram, of course (hashtag so dead)—take a look at this list of nine celebrated architects, all of whom share a common trait. You might think that a shiny architecture degree is a requirement to be a successful architect; why else would you put yourself through so many years of architecture school? Well, while the title of "architect" may be protected in many countries, that doesn't mean you can't design amazing architecture—as demonstrated by these nine architects, who threw convention to the wind and took the road less traveled to architectural fame.

Architecture school is a long haul and we all know it. Whether you get a 5-year professional degree or choose to take on a few years of graduate school (or both), it’s a grueling process. However, most would hopefully agree, it’s worth it for the knowledge you gain throughout those years (not to mention the friendships you form in the close quarters of the studio). Architectural education is about more than learning to design great spaces and whether or not you realize it at the time, architecture school is also a great teacher of other life lessons. All the skills below are those you’ll likely attain incidentally during your tenure in architecture school, but which will be an asset outside of academia as well.

This article was originally published by The Architect's Newspaper as "Phil Bernstein pens inaugural column on technology, value, and architects’ evolving role."

This is the inaugural column “Practice Values,” a new bi-monthly series by architect and technologist Phil Bernstein. The column will focus on the evolving role of the architect at the intersection of design and construction, including subjects such as alternative delivery systems and value generation. Bernstein was formerly vice president at Autodesk and now teaches at the Yale School of Architecture.

This semester, I’m teaching a course called “Exploring New Value Propositions for Practice” that’s based on the premise that the changing role of architects in the building industry requires us to think critically about our value as designers in that system. After studying the structure and dynamics of practice business models, the supply chain, and other examples of innovative design enterprises, they’ll be asked to create a business plan for a “next generation” architectural practice. I’m agnostic as to what this practice does per se, as long as it operates somewhere in the constellation of things that architects can do, but there is one constraint—your proposed firm can’t be paid fixed or hourly rate fees. It has to create value (and profit) through some other strategy.

This article by Kurt Nelson originally appeared on Medium.

After reading through ArchDaily’s article on the hours architecture students work outside of class, I was curious. I made it through a Bachelor of Science in Architecture degree and I’m currently enrolled in the Master of Architecture program at the University of Pennsylvania, so how does the time I spend on coursework stack up to the average of 22.2 hours per week? Granted, the data they presented only represented first-year students, but it could still be an interesting comparison. With that in mind I set out to log one week of my time, just like you would at a job. Here’s what I found.

Jeremy Till's paper "Architectural Research: Three Myths and One Model" was originally commissioned by the Royal Institute of British Architects (RIBA) Research Committee, and published in 2007. In the past decade, however, it has grown in popularity not just in the UK, but around the world to become a canonical paper on architectural research. In order to help the paper reach new audiences, here Till presents an edited version of the original. The original was previously published on RIBA's research portal and on Jeremy Till's own website.

There is still, amazingly, debate as to what constitutes research in architecture. In the UK at least there should not be much confusion about the issue. The RIBA sets the ground very clearly in its founding charter, which states that the role of the Institute is:

The advancement of architecture and the promotion of the acquirement of the knowledge of the various arts and sciences connected therewith.

The charter thus links the advancement of architecture to the acquirement of knowledge. When one places this against the definition of research given for the UK Research Assessment Exercise (RAE), “research is to be understood as original investigation undertaken in order to gain knowledge and understanding”, one could argue that research should be at the core of RIBA’s activities. This essay is based on the premise that architecture is a form of knowledge that can and should be developed through research, and that good research can be identified by applying the triple test of originality, significance and rigor. However, to develop this argument, it is first necessary to abandon three myths that have evolved around architectural research, and which have held back the development of research in our field.

At just 42 years old, Makoto Tanijiri and the office he founded in 2000, Suppose Design Office, have emerged as one of Japan's most prolific medium-sized architecture and design firms. However, Tanijiri's path to success was somewhat different to the route taken by his contemporaries. In this interview, the latest in Ebrahim Abdoh's series of “Japan's New Masters,” Tanijiri discusses the role that education plays in a successful career and his work's relation to the rest of Japanese architecture.

Ebrahim Abdoh: What was your earliest memory of wanting to be an architect?

Makoto Tanijiri: When I was about 5 years old. Of course at that age I did not know the word “architect” or “architecture,” all I remember was how small our house was, and all the things I didn’t like about it. Back then, my dream was to be a carpenter, so that I could build my own house and live on my own.

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This article was originally published by Metropolis Magazine.

For many years now, climate change has been a major concern for architects and engineers— and with good reason. After all, the built environment contributes to over 39% of all CO2 emissions and over 70% of all electricity usage in the United States. Several architecture and design-based initiatives aim to guide architecture away from environmentally harmful practice and towards a more sustainable approach. Architecture 2030, one such initiative, believes that to incite design change we must begin at its source: architectural education.

Completing a degree in architecture can be a long and arduous process, but also wonderfully rewarding. Despite this, many freshly graduated architects find themselves unsure about where to begin, or deciding that they actually don’t want to be architects at all. Here is a list of 21 careers you can pursue with a degree in architecture, which may help some overcome the daunting task of beginning to think about and plan for the professional life that awaits.

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Tutors (or professors, depending on where you live). Everyone has horror stories about their tutors, just as everyone has stories about a teacherr they truly adored. Ultimately, your tutors are likely to be the single most important element of your architectural education; no matter how much effort you put into learning through other means, these people will probably become formative figures in not only your education, but your life in general.

It's easy to forget, though, that they are just that: people, with all the flaws and foibles that being a person entails. Some you will love to learn from, while others may be a little more difficult—but like Dickens' Christmas Carol ghosts, each type of tutor has their own lesson to impart. Here are the five different types of tutor you'll deal with in your architectural education, and what you should learn from each of them.