studio detail Methods
The architect should be equipped with knowledge of many branches of study and varied kinds of learning, for it is by his judgment that all work done by the other arts is put to test. This is the child of practice and theory... It appears, then, that one who professes himself an architect should be well versed in both directions... Let him be educated, skillful with the pencil, instructed in geometry, know much history, have followed the philosophers with attention, understand music, have some knowledge of medicine, know the opinions of the jurists, and be acquainted with astronomy and the theory of the heavens.”
Vitruvius, “Education of the Architect”, Page one of chapter one in book one of The Ten Books of Architecture While my pedagogic motives focus on the previous three concepts regarding the role of the architect, my methods within the studio center on the idea of architectural process as collage. More than simply a mixture of all the disciplines that Vitruvius has acknowledged, architecture and architectural education is a constant re-assemblage of information, intent, and intuition. In their design exercises, I ask the students to explore combinations of meaning, scale, media, and presentation techniques in order to achieve a more complex understanding of their process. Every assignment I hand out, while rigid in its structure, is widely open to interpretation as to the various narratives it can produce.
In order to solidly ground the collaged exploration to a rigorous process, I place a heavy emphasis on research as a design tool. I expect students to engage in research not just in the early phases, but consistently throughout the term. This often takes the form of architectural case studies, conceptual precedents, or design influences and inspirations. Their research is synthesized through writings, discussions, and all forms of visual, graphic, and three-dimensional presentations. One element that remains consistent from my motives to my methods is the utilization of collaboration as a learning, teaching, and design methodology. It is my view that students within an architectural studio are considered colleagues rather than classmates. As such, they are partially responsible for each other’s performance and level of success with the projects. For all levels of studio this is achieved through a combination of group design exercises, group research, encouraging camaraderie in the class setting, and most importantly through peer review via participation in all critiques and discussions. It is mandatory that all of my students actively engage in each pin-up, mid-term, and final review by critiquing their colleagues’ work. For my graduate level courses, I take this one step further by empowering them with certain professorial responsibilities and ensuring that they take a proactive role in the academic community. In addition to having grad students assign each other pin-up requirements, it is mandatory that each one serve on at least one undergraduate review per semester. It is my intent that this collaborative approach to studio, within the framework of a collaged design process rooted in research, will engender an attitude of creating and constructing the social environments that are the principal endeavor of the responsible architect. no a h resnick : stud io det a il
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