The Graduate Architecture, Landscape, and Design Student Union (GALDSU) at the University of Toronto recently published the results of its first mental health survey, which asked students to reflect on their experience at the John H. Daniels Faculty of Architecture, Landscape, and Design. Many past and present students have met the findings, which paint a blatantly bleak picture of the architecture student experience, with little to no surprise. The report brings the issue of poor mental and physical health in architecture schools to the forefront of our consciousness; however, the cool response it has elicited undercuts the initiative and raises important questions. If we were already aware of the problem, why hasn't change already been initiated? Will this always be the accepted, brutal reality of architecture education?
The Strelka Institute, Moscow’s most innovative school for architecture and urbanism, "might be soon forced to leave its current venue in the heart of the Russian capital" due to proposed redevelopment of the area. Faced by the threat of this possibility, the school formed a competition in order to collect ideas for the relocation. The winning proposal, developed by Squadra Komanda, proposes a "visionary program of development for the disputed and immense architectural legacy from the late-Soviet period."
Late Soviet architecture constitutes "almost two third of all buildings in Moscow." As it represents "an unpleasant reminder of the recent past," many Russians dislike this kind of building. As a result, the Strelka Unsettled, with the possibility for collaboration with the outdated cultural institutions hosted inside the building of the All Russian State Library for Foreign Literature (built in 1966), seeks to offer new scenarios for this "neglected kind of architecture."
Design concept for Eko Atlantic City. Image Courtesy of archinect.com
In this article, originally posted on Future Cape Town as "Designing African Cities: Urban Planning Education in Nigeria", Professors Vanessa Watson and Babatunde Agbola discuss a paradigm shift occurring in Nigerian Planning Schools: from the American and European planning theories that have so far been applied in Nigeria to new theories more suited to dealing with the unique challenges presented by African cities.
In June 2011, the Governor of Osun State inaugurated a 10 man Committee for the state Urban Renewal Programme. The Committee of which I was the Chairman was to prepare an Urban Renewal Master Plan for each of the 9 selected cities in the state. At the inauguration, the Governor emphasized and re-emphasized that the type of plans he anticipated for each of these cities are not the types and models of New York, Washington, London or any other Euro-American cities. The plans were to reflect African cities' realities and thus have relevance for the lives of the residents of these cities.
These observations of the Governor point to the widespread belief of Nigerians that there is an observable disconnect between what the planners learn and know and what they put into practice for the general welfare and liveability of the populace. Admittedly, theory feeds and inform practice but when theories of other climes are transplanted for practice in another, the result cannot but be disastrous. Such is the effect of received contemporary planning education and knowledge on the morphology of Nigerian towns and cities.
Read on to find out what is being done about this education conundrum
Lines Drawn, the latest gathering of student delegates by the Architecture Students Network (ASN), recently met at the Centre for Alternative Technology (CAT) to discuss the future of architectural education. Seventy RIBA Part 1, 2 and 3 students (including those on their placement years) from across twenty two schools of architecture gathered together to address and unify their voice in calling for improvements to the current pedagogy of UK’s architectural education to reflect a changing society.
The weekend conference provoked questions surrounding the merits and pitfalls of the Part 1, 2 and 3 British route to qualification, raising aspirations of a more flexible education system. Sparked by the latest directive from the European Union (EU), which seeks to "establish more uniformity across Europe by aligning the time it takes to qualify" and by making mutual recognition of the architect's title easier between countries, the discussions centred around how architecture students' opinions can be harnessed at this critical moment of change to have voices heard.
Continue reading for ArchDaily's exclusive pre-coverage of the ASN's report.
If You Build It is a documentary following the story of high school students in Windsor, a small and downtrodden rural town in Bertie County, North Carolina. In this setting, architects Emily Pilloton and Matt Miller started Project H, an educational initiative designed to not only improve the education of these disadvantaged young people, but also to reach out to the wider community and make real change.
Read on for more about Project H and the If You Build It documentary
View from Boulevard Strip. Image Courtesy of Inter.National.Design
Inter.National.Design(IND), based in Rotterdam and Istanbul, have won first prize in a restricted competition to design a large school complex in Viranşehir, Turkey. Five rectangular courtyards, together with five dynamic public strips, combine to envelop the collection of buildings with a variety of both neutral and dynamic voidal spaces. A degree of permeability with the city is designed into the scheme with the "two types of open spaces following a gradient using the buildings as filters from the hermetic façade of the courtyards to the permeable skins of the outer façade". Hills, pyramid stairs and areas of wild nature tie the atmosphere of the scheme into a unit within a "homogenous industrial roof profile and a modular structure".
Following a year of high-profile debates surrounding women in architecture, the results from the Architects' Journal (AJ) third annual survey entitled Women in Architecture has been revealed. According to the AJ, "two thirds of women in architecture have suffered sexual discrimination at work, an eight point increase since the survey began in 2011", and "88% of women respondents believe that having children puts women at a disadvantage in architecture." Even though women in architecture believe that they are paid equally to men, they can in fact "earn as much as £10,000 ($16,500) less than their male counterparts." More, after the break.
The Architects' Journal recently published an article pitting five competing views of teaching sustainability against one another. The opinions come from a range of backgrounds, including engineers, tutors and landscape architects, and discuss how architecture students should be taught to design in a sustainable way - or if they should be taught this at all.
The competing opinions are telling in the issues that they highlight, demonstrating how complex the issue of sustainability has become, and how it fits into the wider context of architectural education.
Read the different reactions to the issue of sustainability in education after the break
A recent report by the UK Architectural Education Review Group has highlighted the high cost of education as a barrier which prevents less wealthy students from accessing the profession, reveals BDonline. Among a number of concerns raised about the current state of architectural education, it says that the cost to study architecture in the UK could "create an artificial barrier to the profession based solely on a student’s willingness to accept high levels of personal debt".
Architecture has long been seen as a pastime of the wealthy, as evidenced by Philip Johnson's claim that "the first rule of architecture is be born rich, the second rule is, failing that, to marry wealthy". However, the report acknowledges the fact that making the profession open to people of all backgrounds is not only a moral imperative, but will be vital to bring the best talent into the field.
Read more about the barriers surrounding the profession of architecture after the break
Architecture for Humanity-Denver is seeking to raise money for the transformation of a museum parking lot into an outdoor classroom for children in need. The goal of Denver's Museo de las Americas is to educate the community about the diversity of Latino Americano art and culture from ancient to contemporary through innovative exhibitions and programs, but the museum is lacking the necessary space for its increasingly popular youth summer camp.
Context in architecture has become a subject bloated with discussion and debate over the years. And, as a matter of fact, it has come to matter very little in its formal and typological sense. Take, for instance, the fluid forms that compose Zaha Hadid’s hundreds of projects around the world, or Frank Gehry’s exploding compositions seen from South America to the unmistakable Guggenheim in Bilbao. The form architecture takes in these cases, and countless others, is in itself a deliberate disregard towards context in its literal sense.
But is this disregard for context a mistake? Observers would often say so, though I would like to disagree. It has become frequent that projects like these, largely formal and not politely accommodating their historic surrounding, actually take greater interest in social urban issues that have a direct impact on the city dwellers. Quite simply, successful architecture today is one that serves society culturally and practically, addressing tangible problems of 21st century cities and dealing with context in a solution-oriented manner, going beyond aesthetics (whose value is only temporary) and into future-invested urbanism. Case-in-point? My hometown: Beirut, Lebanon.
American Institute of Architects (AIA) and Massachusetts Institute of Technology’s (MIT) Center for Advanced Urbanism have announced a research collaboration to support AIA efforts through the Clinton Global Initiative (CGI), Decade of Design, a measure focused on improving the health of urban communities. As the global population continues to shift toward urban environments, urban conditions of the past century have become too outdated to address the increase in population and pollution. In order to advance the state of city liveability, professionals in the design and planning fields must reconsider how urban environments need to be designed to work optimally in regards to social, economic and health challenges. MIT's collaboration with the profession-based organization of the AIA allows the research of the school to reach the professional world for application and development.
Think the best way to promote the economic and creative development of a city is to build stadiums and and shopping malls? Think again. In a recent article in the New York Times, Steve Lohr reveals the findings of a study from the Brookings Institution that looks into where and why specific cities emerge as hubs of creativity and innovation. By studying the patent filings of the United States' 370 metropolitan areas, the study revealed that cities with the most innovation were centers of education and research. San Jose-Sunnyvale-Santa Clara, California; Burlington-South Burlington, Vermont.; Rochester, Minnesota; Corvallis, Oregon; and Boulder, Colorado topped the list as the "output of innovation. Lohr suggests that this data can help promote policies that encourage urban development for economic feedback.
You’ve considered every detail: re-thought the spatial configurations of the classrooms to account for over 40 students, ensured that the noise from outside doesn’t drown out the teacher, perhaps even adjusted the storage to kid-friendly heights.
As an architect, you live in the skin of the people who will daily occupy your buildings. And of course, the impact of physical conditions should never be underestimated, especially in the design of a school. Study after study has cited that the correct environment can greatly improve student engagement, enrollment, and even general well-being. [1]
However, there is another vital way in which design can impact learning. An approach that recognizes the power of society and culture, that aims to create a school not only permeable to the community around it, but charged with positive symbolic value.
![School Complex / IND [Inter.National.Design] - Municipal Building, Courtyard, Facade](https://images.adsttc.com/media/images/52d0/63c1/e8e4/4ec1/e700/0001/medium_jpg/01_View_of_auditorium_building_from_boulevard_strip.jpg?1389388713)
