Harvard University’s Graduate School of Design (GSD) and John A. Paulson School of Engineering and Applied Sciences (SEAS) have announced a new, collaborative program: the Master in Design Engineering (MDE) degree. Beginning in Fall 2016, the program, lasting for four terms over two years, will offer students the resources of both GSD and SEAS, combining skills and knowledge across fields to solve multi-scale, complex, open-ended problems.
Martha Thorne has been appointed as dean of the IE School of Architecture and Design in Madrid. Thorne, who is currently IE's vice dean, has had a major impact on the profession by serving as the executive director of the Pritzker Prize for nearly a decade. As BDOnline reports, Thorne will retain her Pritzker role as she furthers "the school's aim to bring the best of innovation and management to architectural disciplines.”
The International Architectural Education Summit (IAES) will take place during September 9-11, 2015. The 4th IAES summit will take place at The Urban Redevelopment Authority (URA) Centre in Singapore. The registration for this upcoming event is now open.
Established in 2009 by UCLA Architecture and Urban Design,Los Angeles, and in 2011 joined by IE School of Architecture and Design, Madrid, the Summit is a biennial conference dedicated to foster a constructive dialogue between leading academics, practitioners, policy makers and industry representatives with ideas to make architectural education more relevant against a backdrop of globalization, changing technology and pressing societal issues. The inaugural Summit was held in Tokyo in 2009 and the second and third editions took place in 2011 and 2013 in Madrid and Berlin. The fourth iteration is collaboratively conceptualized with the Urban Redevelopment Authority Singapore, the National University of Singapore and Singapore University of Technology and Design. It will explore the topic of “Emerging Networks in Architectural Education” from many diverse perspectives, and we are confident will form a bridge between East and West.
Almost two months ago we put a request out to all of our readers who were completing the academic year to send us any built work that they may have completed as part of their studies. Our hope was to display the fantastic diversity of ideas and styles that is emerging from institutions across the globe, and the response that we got was fantastic. With almost 100 submissions, we received projects from countries as far afield as Chile, the United States, Norway and Japan. We also received everything from pragmatic projects such as a chapel for a disadvantaged community in Mexico or a low-budget sidewalk parklet, to wondrously bizarre constructions such as a steel worm that connects spaces through sound and an inhabitable haystack.
With the help of our colleagues at ArchDaily Brasil and all of ArchDaily en Español, we've compiled a selection of 26 of the most interesting, elegant or unusual projects from around the world - join us after the break to see what your international peers have been up to.
Nader Tehrani, Massachusetts Institute of Technology (MIT) architecture professor and founding principal of Office dA and NADAAA, has been appointed dean of The Cooper Union's Irwin S. Chanin School of Architecture. From 2010 to 2014, Tehrani served as the head of MIT's Department of Architecture, while leading two offices in Boston and New York City. He will now join Cooper this month and focus his efforts on speculative research and interdisciplinary collaboration.
We have been publishing Nikos Salingaros’ book, Unified Architectural Theory, in a series of installments, making it digitally, freely available for students and architects around the world. In Chapter 14, the final chapter of the online version of the book, Salingaros concludes by recounting the effect that the teachings included in his book had on students in a class he taught at the University of Texas at San Antonio, during the Fall Semester of 2012. If you missed them, make sure to read the previous installments here.
Conclusion
At the conclusion of this course, the students told me that they had learned a great many things that are crucial to an understanding of architecture, but which are hardly ever taught in other architecture courses. To be precise, students had previously been told about the importance of various factors to the success of a design—site, surrounding architecture, regional adaptation, ornament (or rather excluding it), the relationship among distinct structural scales, proportions, trees and green areas—but were never taught exactly how to manage them. Now, those factors were taken into account by learning why they arise out of our own biology and natural processes.
It's graduation time. As universities around the globe - or at least most in the Northern hemisphere, where over 80% of the world's universities are located - come to the end of the academic year, many university architecture studios have recently closed out the construction of pavilions, installations and other small educational projects. At ArchDaily, we've already received a number of submissions from students and professors who would like to see their studio's work reach a larger audience, such as the example above from Cornell University's "A Journey Into Plastics" seminar, and the University of Wisconsin-Milwaukee's studio project completed with the assistance of Marcus Prizewinner Sou Fujimoto (more on that project here). But we're interested in doing something more.
The AIAS has launched Studio Culture: reviewed, a supplemental survey to their campaign investigating the learning environments of architecture studios. Following the accidental deaths of several students due to sleep deprivation in 2000, the organization dedicated its resources to studying the unhealthy lifestyles associated with studios. Their work culminated in a 2002 report endorsing change that was adopted by the NAAB. Studio Culture: reviewed poses questions related to students’ welfare while enrolled in architecture programs. The results will contribute to an ongoing assessment of realized improvements since the initial study. Open now through May 25, 2015, the survey welcomes current architecture students and recent alumni (within a year of graduation), and can be accessed here.
In a recent article in which ArchDaily reached out to our readers for comments about all-nighter culture, one comment that seemed to strike a chord with many people was kopmis' assertion that, thanks to the tendency for professors to "rip apart" projects in a final review, "there is no field of study that offers so much humiliation as architecture." But what causes this tendency? In this article, originally published by Section Cut as "The Final Review: Negaters Gonna Negate," Mark Stanley - an Adjunct Professor at Woodbury University School of Architecture - discusses the challenges facing the reviewers themselves, offering an explanation of why they often lapse into such negative tactics - and how they can avoid them.
Hailed as one of "50 Great Teachers" by NPR, ivy-league architecture professor Diana Agrest's out-of-the-box teaching methods have brought her to the forefront of studio academia. A testament to her instruction, her students have gone on to attain some of the most prestigious awards for creative pursuits, including the Pritzker Prize and the MacArthur "genius grant." With her belief that architects' work should be informed by multiple disciplines, Agrest has developed a teaching style to push the boundaries of traditional studio culture and challenge her students to explore the built environment through various lenses, particularly film. Read NPR's full article on Agrest, here.
In the debate about how architects - both present and future - represent our ideas, it is easy to find a lot of articles supporting both sides. One can read as many arguments as they want and find valid points supporting both hand-drawing and computer production. One could argue that there is nothing prettier than a well done hand-rendering of a project. Another could say that, although hand-drawing is something that catches the eye, it is not practical at all, takes longer than doing it on the computer and does not allow architects to easily modify it.
There is however another facet that does not come up as frequently as it maybe should: how does this discussion affect students? I believe we lie in a cross-fire, between the idea of what architects do and what they actually do.
Nearly three weeks ago, the editors at ArchDaily reached out to our readers to help us investigate one of the most difficult challenges of architecture education: what do students and teachers think of the 24-hour studio culture that has come to pervade the architecture profession? As we mentioned in our original post, the idea that all-nighters are simply an unavoidable part of an education in architecture has come under fire recently, with some schools attempting to combat them by closing their studios overnight. Is this the right approach to reducing the hours that students are (over)working? If not, what should be done instead? Perhaps there are some people that still think a 24-hour culture can be beneficial to young architects?
The response we got to our question was astonishing, with 141 comments on the article itself and over 100 more on our Facebook post. From this discussion, two overriding themes emerged: firstly, many commenters seemed to believe that architecture students have too much work in the first place; secondly, there was almost complete consensus that closing the studios achieves nothing but moving the problem of all-nighters from the studio to students' homes. For the sake of brevity we've chosen not to include the many responses that mention these themes ideas in this post, but for anyone interested in seeing the evidence of these opinions, we encourage you to visit the original article.
As for the remainder of the comments, we've rounded up some of the most interesting contributions. Find out what 15 commenters had to say about the 24-hour studio culture - taking in arguments for and against it as well as discussing its wider consequences and ways to avoid it - after the break.
A shortened version of this article by ArchDaily's Managing Editor Rory Stott appears in HW 1-5, a book by the organizers of Hello Wood about the camp's first five years.
Arriving at Budapest’s international airport on a warm Saturday in July, I confess to being unprepared for my week ahead at Hello Wood 2014. Hungary was the third country and Budapest the fourth city I had been in in 72 hours, and thanks to this (uncharacteristically) chaotic week, I hadn’t had the chance to research anything about the camp. All I knew was what could be learned from the photos of the 2013 camp which I had published almost a year earlier: that is, that the camp is held in an idyllic rural setting, presumably a significant distance from Budapest; and that the quality of work seems unusually high for a week-long architecture workshop, presumably indicating a serious, focused atmosphere at the camp.
The first of these assumptions was absolutely right. But the second could hardly be more wrong. In fact the atmosphere at the camp was so far from being serious that by Tuesday, Gábor Betegh - a friend of the organizers and coincidentally Cambridge University’s new Laurence Professor of Ancient Philosophy - told me how fascinating it was to compare the “centripetal madness” of the philosophers he knows to the “very centrifugal madness” of the architects at the camp. This remark was made in response to one of the team leaders screeching like a monkey from the top of his team’s half-completed tower.
From Vitruvius to Le Corbusier, words and writing have always played an essential role in architectural discourse. One could argue that crafting words is akin to orchestrating space: indeed, history’s most notable architects and designers are often remembered for their written philosophies as much as they are for their built works.
With the exception of a few of architecture’s biggest names, the majority of practicing architects no longer exploit the inherent value writing offers as a means for spatial and theoretical communication. This trend is exacerbated by the fact that many architectural schools place little emphasis on the once-primary subjects of history and literature, resulting in a generation of architects who struggle to articulate their ideas in words, resulting in an ever-growing proliferation of ill-defined “archispeak.”
LOBBY is an attempt from students of London’s Bartlett School of Architecture to reclaim the potency of the written word, presenting in their second issue an ambitious array of in-house research and external contributions. The theme is Clairvoyance, and the journal seeks to investigate the ways in which architects are forced to constantly grapple with the possibilities and uncertainties of designing spaces that exist in the intangible realm of the world-to-be.
Today, @RIBA Council aproved the structures to modernise architectural education pic.twitter.com/Iwt9tpGKt0
— RIBA Education (@RIBAEducation) March 24, 2015 Exactly one year ago an important event took place. A gathering of seventy student delegates, organised by the Architecture Students Network (ASN), met to discuss the future of architectural education. Their meeting was sparked by the latest directive from the European Union which seeks to “establish more uniformity across Europe by aligning the time it takes to qualify”, making mutual recognition of the architect’s title easier between countries.
The ASN’s discussions concluded that the course content throughout the UK system of ‘Part I, II, and III’, and the duration of said course, urgently needs to be re-evaluated in order to reflect the changing needs of the profession - especially in light of the recent rise in tuition fees and associated university costs. Back then, a spokesperson for the ASN said that “it really felt like momentum for change has finally reached a tipping point.”
Launched in May of 2014, ThinkParametric is an online platform for learning the tools of the digital architecture trade. Gaining access to their video tutorials and the benefit of their online community would usually set you back $29 per month, or $269 for an entire year. However, to celebrate a successful first year, on March 12th they announced an "Open Class Season," a full month for people to enjoy their courses for free.
Update: We have now published our follow-up post featuring a collection of responses from readers. Read it here.