What a architecture student should know 2014

seemed to be when faced by the vaguest assignments, with thousands of possible interpretations. I now know that I was hardly alone. Many of us were extremely nervous. We looked everywhere for clear signals that could guide us in these very difficult creative situations, where no one could say what was right or wrong. I remember being like a sponge, absorbing anything that could make the ground a little more solid. At the same time, I got very tired of no one using clear language, and I still am.

(Wingård 2004/2005, 15) You are more emotionally involved when you’re sitting and struggling with a project presentation than if you take an exam and then are done with it. You are much more engaged. You expose yourself—completely! That is the formative part, the creative part. (Bessman and Villner 1989, 2) It is especially hard to never get the correct answers; to never know if you’ve got it right or wrong.

It’s not just the start of the course that can be difficult. Many uncertainties remain after the third year, as shown in another study.

Students can be unsure about what they know (we’re not taught, we have to find the answers ourselves, then guess), which working methods are available, what the architect’s field of knowledge and methods of practice are, what is good and why, unclear goals and unclear project descriptions.

When asked what the worst part of studying architecture is, one woman says: The uncertainty; because no one can tell me if I did something wrong, I have to constantly question myself: Have I done something right? Am I good enough? Should I quit right now?

(Wingård 2004/2005, 104) However, that which is considered worst is also considered the most positive, according to some of the students who were interviewed.

14 t 15