architectural pedagogy: in totality – blaze new trail in parts – enlighten to teach and to learn

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Architectural Pedagogy: In Totality – Blaze New

Trail in Parts – Enlighten to Teach and to Learn

Prof. Kersi Daroga Mysore School of Architecture, Mysore, India

International Journal of Research in Civil Engineering, Architecture & Design

Volume 4, Issue 1, January-March, 2016, pp. 74-83

ISSN Online: 2347-2855, Print: 2347-8284, DOA: 05022016

© IASTER 2016, www.iaster.com

ABSTRACT

The paper opens by trying to seek in totality – the formation of a design university approached after

qualifying from an Art + Design „+2‟. This is the need of the hour for – School of Arts, Architecture

& Interior Design, Town Planning & Urban Design, Product/ Industrial Design, Textile/ Fashion

Design, Graphic Design, Multimedia, Landscape Design, etc. In the parts, there is a breakdown for a

4-year curriculum for B. Arch. in Architecture. This becomes possible because some of the subjects

taught in Semester 1 and 2 of the Architectural Course are taken up early in the „+2‟ Art & Design

Course. It highlights teaching with a thrust on model-making and measure drawing. Ultimately, the

successful way to go seems to be through travel and perhaps the establishment of some kind of Design

Commune to live and work together.

Keywords: Formation of Design Approach, Curriculum, Architectural Course.

1. INTRODUCTION

Teaching is a lifelong experience of changes involving learning, innovation, discovery,

experimentation, creativity – et all. Sometimes you pass, sometimes you fail. Let us start at the very

beginning – a very good way to start. When we read we begin with A, B, C, when we sing, we begin

with DO, RE, ME. Catch them young. As youth become teenagers in 8th

Grade of high school one can

start with „Arts and Crafts‟ class. This could be the last period at high noon, twice a week. Cultivate

the hidden talents through 9th

Grade up to 10th

Grade. Next in the „+2‟ Stage, we have a science

channel of subjects namely – physics, chemistry, mathematics, biology and a humanities channel of

subjects namely – commerce, economics, English, sociology, etc. Now it is imperative/ urgent to form

a 3rd

„Art + Design‟ Channel also for the „+2‟ stage consisting of the subjects listed/ charted out to be

covered in 4 semesters (as shown in visual).

SEMESTER I SEMESTER II SEMESTER III SEMESTER IV

Drawing Painting Sculpture Photography

Lettering Typography Applied Art Graphics

English Sociology Art History Art Appreciation

Mathematics

(Geometry)

Mathematics

(Trigonometry)

Mathematics

(Mensuration) 2D – AutoCAD/ Digital

Model-making Basic Design Interior Design Theory of Design

After clearing „+2‟ with „Art + Design one goes through the motions of passing the aptitude test

depending on the choice of professional career, e.g. NATA for Architecture.

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Here we go for a BIG & COMPLETE SEPARATION. The candidate applies to a DESIGN

UNIVERSITY completely free from any association with Technology or Engineering organizations.

This new special kind of Design University must seek recognition/ affiliation directly with the UGC/

HRD Ministry.

It will be academically autonomous.

Suggested distribution of finance open for debate/ discussion/ decisions is as follows :- 16 %

funding from Central Government; 16% Funding from State Government; 16% Funding from

Sponsors from House of Tatas, Mahindras, Ambanis, Godrej, etc.; 52% funding from a Trust/

Society with long standing experience in education field who are already running colleges.

A selected academic committee to formulate a new set of limited rules and regulations only for

liberal learning/ teaching methods, e.g. do away with exams and mark sheets. Creative grounds

of arts and design skills are better judged by genuine involvement of students in producing

successful assignments and progressive project works by practical interactions/ intervention.

This may be graded on a liberal scale for promoting students to greater heights by taking their

own time to reach passing grade. There is no failure. You only take more or less time to finish

becoming a mature professional guided by regular faculty.

The theory teachings of faculty are not imbibed by giving you a test to spit out mugged up

answers. Theory is slowly, thoroughly understood and demonstrated by application in a

assignment or project.

Finally, one has to map out, the locations of design universities in regions may be state wise &

decentralized for their own micro-level operations. (Refer Conceptual Diagram)

Fig 1.1 Conceptual Diagrams



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2. ARCHITECTURAL DESIGN

The rosy fingered dawn of Design in Architecture happens at Mysore School of Architecture only

after the routine syllabus primary matter on who is an architect plus Basic Design exercises on

Anthropometry.

Our students are now ready to take on “My Space” as usual, which succeeds because of the important

prelude stated above. Thereafter, the students have performed with a full, delightful presentation of

drawings and models for a clinic.

Gradually in the second semester we introduced them to a “double design” of art gallery and cafe (80

sq. m each) on the gorgeous Kukarahalli lakefront. The students did all the necessary site analysis,

orientation, live cases visited, Book case studies documented – et all.

Finally, it was the turn of Villa Design. Yes, the students saw some well-designed residences in town

for live case study. For book case studies we exposed them to the famous residences done by the 3

Masters - Le Corbusier/ Mies Van der Rohe/Frank Lloyd Wright. In small groups, the students made

models of the famous houses. The models were made in floors/layers revealing the “built plan” at

each level with the removable roofs placed on top.

Parallel to these exercises, the students were consciously informed about the “geometry of Euclid”,

the Golden Mean, the Fibonacci series, etc., they also got an introduction to basic grammar/theory of

architecture to help them with their application of theory to design. They were also on Skype talking

to Nikos Salingaros on his initial lectures where Mathematical techniques and proportions are applied

in Architectural Design. This vast Knowledge acquired from various sources definitely played an

important role in the final mature efforts put in for the Villa Design.

3. LONG AWAITED ADDENDA TO ‘MY SPACE’

The design exercise „My Space‟ has been repeated in Semester I of Architecture Schools for many years.

However the exercise was given in different ways and has undergone variations and changes over time.

One remembers in the old days a khaki thick cardboard box of standard size and scale being assigned

to the students. They had to make the inner partitions plus the „doll-house‟ furniture of beds, sofas,

chairs, tables, counters, cupboards in various colors and textures. Of course in my days, „Barbie‟ had

not been created. The results were a show of fancy bits of tapestry/cloth and even frill curtains in little

windows. Now one feels that these solutions had little to do with architectural design really!

In later years, while teaching in large urban centers one invariably got a one BHK design solution of a

set of apartments or as a house as an answer for „My Space‟.

Finally, one has monitored the text in the building program and guided the crits to students. One sees the

student‟s newly acquired knowledge about anthropometry put into action. Yes, they have created a

sequence or ordered cluster of daily activity based spaces to proper sizes required for sleeping/ cooking/

eating/ working etc., complete. Delightful imaginative solutions have appeared, giving appropriate rise to

innovative, fresh forms after struggling along clumsily through the design process for the „first time‟. Well

there is always an awkward experience for the first time – even when you fall in Love! OMG. LOL.

In III semester were in a stage to explore and understand design and integration of multiple spaces

together and the nature of relation between unbuilt and built spaces. Design of a Museum and a Hotel

were specified as per VTU syllabus.



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Hence, in parallel to the design studios, from week 1 of the semester, an hour was allocated every

week to understand modernism through these Contemporary Architects. 60 Contemporary Architects

were carefully identified from all over the world including several Indian Architects; to make sure a

wide variety was covered in terms of styles. The list is as follows -Walter Gropius, Louis Sullivan,

Peter Behrens, Peter Berlage, Christopher Wren, Paolo Soleri, Michael Greaves, Antonio Gaudi,

Adolf Loos, Lecaus Le Dou Boule, Oscar Niemeyer, Peter Eisenman, Daniel Liebskind, Edwin

Lutyens, Eliel and Eero Saarinen, I M Pei, Philip Johnson, Robert Venturi, Skidmore Owings and

Merrill, Richard Meier, Bernard Schumi, Santiago Calatrava, Eric Mendelson, Gwathmey Siegel,

Joseluis Sert, James Sterling, Renzo Piano, Richard Rogers, Norman Foster, Rem Koolhaas, Zaha

Hadid, Jon Utzon, Moshe Safdie, Harry Seidler, Mario Botta, Frank Gehry, Kenzo Tange, Kumihiko

Maki, Kisho Korokawa, Arata Isozaki, Tadao Ando, Shingeru Ban, Louis I Kahn, Legoretta, Luis

Barragan, Geoffrey Bawa, Lawry Baker, Charles Correa, B V Doshi, Raj Rewal, Joseph Allen Stein,

Achyut Kanvinde, Hafeez Contractor, Dulal Mukherjee, Christopher Beninger, Richard Neutra, Alvar

Aalto, Aldo Van Eyck, Nari Gandhi and Hafeez Contractor. So this batch of 30 students have covered

30 architects out of the list of 60 stated above.

Of these 60 architects, students were asked to pick the architect of their choice and each student did a

presentation on their chosen architect, highlighting their design philosophies with their works.

Students explored the planning strategies and design philosophies of great Architects; and the same

was incorporated in their designs without losing the physical and cultural context of the given site

with the planning of spaces and gone through the treatment of spaces with different architectural

elements, in order to add unique character to their own designs.

4. MODEL-MAKING WORKSHOP

Unlike most of the institutes, where workshops are side-lined as a secondary subject (being internally

evaluated), we observe Model-making as one of the most important learning experience for the

students. Almost all the subjects taught in our school involve model-making in one form or the other.

These skills of Model-making help students bring Imagination to Reality.

Model-making has become such a favorite medium of expression, students keenly prefer exploring

concepts through model-making first, before switching to the language of drawings. As observed in a

Workshop by Kiran Kumar, layers of Organized Spaces in Le Corbusier‟s buildings were better

understood through the exercises of Model-making. Furthermore, the introduction to the 3 masters, had

an eternal impact on the young minds as it involved a hands-on model-making of their real projects.

An exhibition of models and craft works prepared by the students is always on display and creates an

inspirational and competitive atmosphere among the students.

Students are made to transform and realize the 2D hand-made drawings into 3D models, from most of

the academic exercises carried out in studios. These, together with full scale hands-on site execution

of real life installations comprehensively cover the wide range of scale of model-making through

which the students learn.

Students are exposed to a wide range of materials – Clay (wattle and daub), POP (Plaster of Paris),

Timber, Plywood, PVC, Acrylic Sheets, Foam-board, Mount-board, File-board, Steel meshes, etc.

Exposure to this variety ensures that the students experiment with strange and peculiar permutations/

combinations of materials which is in itself a great learning experience in the field of Architecture.

This form of learning also develops the skill of sculpting and expression through more contemporary

allied art-forms such as mural-making, etc.



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Realization of some of the very sophisticated topics of study is made through model-making exercises

which often involve group/ team work.

5. SITE SURVEYING AND ANALYSIS

The inclusion of the subject of Surveying in the syllabus of Architecture is often argued for its limited

relevance to the field. However, at MSA, we embrace the subject for its potential contributions towards the

understanding of site-building interrelationship. The approach is to teach the subject matter in architectural

contexts without any compromise on the technicality of the constituent topics of the syllabus.

The regular theory recommended in the syllabus is coupled with the on-site surveys for a thorough

understanding of the practical subject. The teaching of the subject is organized on the principles of

learning by doing. The school is equipped with a comprehensive Survey Lab, which provisions to

carry out a wide range of surveying exercises with the help of all the necessary surveying instruments.

Other than the most common surveying instruments such as chains, compass (both surveyor‟s and

prismatic), ranging rods, prismatic cross-staff, etc. the survey lab is equipped with the most advanced

surveying instruments such as Plane Table (with accessories), Dumpy Level and Transit Theodolite.

To begin with, students involve in plate-making to understand the principle behind the survey, which

is followed by actual survey on site. The site is appropriately chosen to give students a comprehensive

understanding of the different aspects of the survey. Working in groups, surveys are carried out in

supervision and technical guidance. The on-site documentation and field-data collected on the site is

then transformed into final survey drawings, as a part of the studio work. Some of the surveys carried

out by the students are – Chain and compass survey, Plane Table Survey, Levelling Survey and

Application of Theodolite.

The surveying exercises are also coordinated with the subject of Architectural Design. The site chosen

for the major design task (as big as 1 acre densely vegetated site) is surveyed by the students to

prepare a Site Plan which serves as a base map for their design initiation. The site is surveyed through

two or more of the surveying techniques learned in the subject. The building edges, location of the

trees/ vegetation, slope of the ground and other site features are carefully studied and technically

recorded in the field books. Observation of the terrain in this manner gives a better understanding of

the Site at which the students are required to design.

6. MATERIALS AND METHODS IN BUILDING CONSTRUCTION

Traditional generalized form of syllabus (from customary basics) is coupled with more reasonable

Application Based Practical Education

Regular Studios + Theory Lectures + Industrial/ Site Visits (All coordinated simultaneously and

parallel to the course of study)

Hands-on real scale projects executed with the help of students

Ex 01 – Brick works, Lintel/ Arches (On Plates, Small-scale Models and Real-scale Execution)

Rigorous Repetitive & Comprehensive Planning through regular feedback from students and

faculties in monthly meetings

Carefully programmed and strategically integrated, but flexible lesson plan

Ex 02 – RCC Formworks/ Shuttering (Integration of two or more Subjects with Field Trips)

All-inclusive approach to the syllabus, focusing on the entirety of the Syllabus (Vastness of the

topics), rather than the key highlights of the modules

Impartial distribution of weightage, irrespective of disproportionate syllabus outline



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Studios hover with a Value Based Qualitatively Competitive Environment in disguise

Value of focused manual drafting is expounded, weighed equitably and well recognized

Sense of appropriate architectural representation – Line type, Thickness and Intensity are

conscientiously developed

Various forms of architectural expressions are familiarized to experiment with

A progressively monitored Account of Task and Time Management ensures that everything

falls in the right place, and at the right time

Studios ensure to complete stipulated work in stipulated hours; any extension of Studio, though

rare, is felicitated through extended evening hours the very same day

Segregated time reserved for creative thinking at home/ hostel is not tampered with

Boosting Creative Productivity by Exposure to Varieties – Types/ Alternatives/ Uses (beyond

basics)

When introduced to a wider range of entities (beyond the limited syllabus), the design outputs

reflect the variety in both, the understanding as well as the application of the allied subjects

Ex 03 - Introduction to a variety of doors, windows, arches, structural systems, foundations,

roof systems and staircases offer more alternatives to choose from and experiment with

Aspects of the Subject are further explored as students experiment with the structural aspects

and innovate the construction details

6.1 Building Construction and Materials III

Reinforced cement concrete being the major part of Building construction in III semester, utmost

importance was given to understand the practically workable aspects of concrete. Further, for

understanding flooring, pavements, plastering and paints; Students were guided through market

material survey and live project site visits.

A typical class would start with explanation of the topic by the faculty followed by relevant

videos/presentations, followed by drafting studios, making scaled models, and revising the whole

understanding through site visits/ market survey.

6.2 History of Architecture

“For an architect, architecture is a memoir….

The viewing of a monument is a form of autobiography.”

– Gautam Bhatia, A Moment in Architecture

Old monuments and Historic Old Buildings of today were famous contemporary architecture in

ancient times. In turn the contemporary architecture outstanding in our cities today would shape the

history for the knowledge of our grandchildren and great grandchildren.

One mentions this mainly because most students and unfortunately even some faculty fail to

understand the importance of the study of History of Architecture as a subject of the course. In fact, it

clearly connects with related and applied concepts adapted by our fraternity of architects.

While teaching History of Architecture to our students, it would be wise to highlight the innumerable

examples of well-known buildings by renowned architects today who have adapted concepts from

history to create great buildings. One lists only a few examples to enlighten and inspire students while

delivering lectures to your students –



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1. Palladio‟s breakthrough of Villa Rotunda got Louis I Kahn to make the Trenton Bath Houses on

similar plan composition. While Charles Correa used the same Palladian modular thought to

multiply units at Sabarmati Ashram, Ahmedabad.

2. B. V. Doshi reflects the Chaityas in his Gandhi Memorial Institute in Ahmedabad.

3. Raj Rewal, Kuldip Singh, Ranjit Sabikhi, Murad Chaudhary and a host of Delhi architects are

inspired in their architectural works in Post-Independence India by the ancient urban design of

Fatehpur Sikri of Akbar, the urban, shaded, streets and squares of vernacular housing in Jaisalmer,

Jodhpur, Chandini Chowk and many more old wonders.

4. The Parliament Library, New Delhi, has specifically got garden court reminiscent of the same

scale/size/form etc., of marvelous Sikri. It also takes in skylight/ventilation into wells from the top

like the step wells of Gujarat.

5. Louis Kahn studied campus plans of old Nalanda & Taxila Universities before making Indian

Institute of Management Ahmedabad.

Let us teach and let us learn keeping our History and Heritage in mind to be highlighted all along the

course to hold the interest of the students towards this subject.

6.3 Measure Drawings

As a sequel to our note on History of Architecture, we state the importance of measure drawings. A student

may first learn to generate plans originating from old buildings by measuring them step by step in plan,

elevation elements, and section, details blow-up measured and sketched. This is always by learning with

the assistance of faculty on great archeological sites or temple precincts or old civilization campus. The

exercise becomes a good outing and “picnic” also for all. They measure, they sketch, they photograph, -

plus they enjoy. All work done in studios and classrooms becomes boring so the “Baby‟s day Out” is

required periodically with interest/rapport developed amicably by accompanying faculty.

6.4 Basic Design

In earlier eras, Basic Design was an important and integral part of the Architecture course. It was taught

with a full body of learning exercises. Initiation into “Design” was always begun with an orientation to

fundamental practical exercises to understand the composition of forms versus functions in relation to

materials. Dormant talents are aroused by cultivation of creativity amongst students. This is kindled by an

elementary knowledge of texture, pattern harmony, proportion, scale, rhythm, comparison, contrast, unity

– et all demonstrated by implementing on paper some illustrated thoughts in the design studio.

At Mysore School of Architecture, we first emphasize the essentials of Anthropometry to get a feel of

the Measurements of Man in the context of daily human life style. Varying sizes of area/volumes are

shaped by length, breadth, height to perform routine activities of work, play and rest.

In turn, Anthropometry is rightly coupled with Ergonomics, whose primary focus is on the design of

work activity that suits the person so as to take account of their capabilities and limitations to match

requirements.

Today – WHY does one write about it and illustrate it with enclosed samples of work done at our

school to small scales as well as full size? This is because it has helped to set the pace for the opening

exercises of architectural design, in a thorough and substantial manner. However, we find that this

subject works to a reduced syllabus and is implemented only briefly in semester 1 at colleges now.

The idea of writing the above report is to carry us back to our roots and adapt again to some of our

earlier vision of successful pedagogy.



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6.5. Architectural Graphics

The advances in computer technology have significantly altered the architectural drawing and design

systems. Having said that, the standards and judgement governing the effective communication of the

design ideas on paper remain the same, in either manual or through computer aids.

We have to understand that the most sensible medium for learning this graphical language of drawing

is only through the process of crafting lines on a sheet of paper with a pencil/pen in hand.

The prime objective is to provide clear, concise and illustrative guidance for the usage of architectural

graphics as the language expressing the design ideas on a two dimensional surface. Rather limiting to

ENGINEERING DRAWING perspective of teaching this subject, sincere efforts are taken in

explaining the application of these various techniques and principles in expressing the ideas/concepts

of their design spaces and modelling of structure.

The coursework is planned by considering the coursework Architectural Design studio, so to benefit

them to communicate their ideas more confidently. Presentation techniques / formats taught as seen to

reflect in their final design portfolio under the guidance of Design faculty.

Sincere assistance is provided to every student in explaining, step by step, the „WHY?‟ and „HOW?‟

aspects rather than just „WHAT?‟ of the subject. Visualization and representation of the complex

position of 2D and 3D figures in space are elaborately discussed through various exercise in Views,

Sections, Interpenetration, Developments of Surfaces etc., along with the examples from the present

day contemporary architectural forms.

6.6 Building Services I

The study of this subject was made more relevant to the use in architecture. They were made to study

all aspects of the services in connection with the building and not in isolation. To incorporate the

practice of connecting theory to design, a strong attempt was made to understand the complications of

services in the hospitality sector because they were designing a 60 room 3 star hotel a part of their

design studio. An exercise was given to take up a study of hotels and understand the water supply and

sanitation solutions in those along with studying the vertical and horizontal circulation. They took up

literature case studies and understood how these were treated in different contexts. Sheets were made

for the same and presented in that context.

6.7 Climatology

III semester being the first time the students were exposed to Climatology subject, a careful lesson

plan has been prepared to bring up the sensitiveness among the students towards the climate

responsiveness in Architecture. Students have given interesting exercises to understand different

climatic zones, thermal properties of buildings, sun path, performance of shading devices, Human

thermal comfort in buildings etc.

Every topic discussed in the theory class has been applied and analyzed through the students‟ previous

designs, to understand the application of climatology in design process. This enables the students to

be conscious on climatology in their future design studios, at different stages of design.



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7. ENDEARING END TO A BEAUTIFUL BEGINNING

In academic year 2014-15, semester one of Mysore School of Architecture saw a strong work ethos

promoted through teaching of basic design, building construction, sculpture, drawing and painting,

structures, communication skills, etc. The all new Mysore School of Architecture was looking empty

and bare. Its garden courtyard and wide verandahs seemed lifeless. Here was the prime opportunity to

test the knowledge imbibed by our first batch of 30 students.

Hence, we allocated some artworks in sculpture and painting, selected some furniture works, like table/

chairs/ park bench, got building materials to do some simple construction of brick work/ arches, etc.

Now the semester was ending so one was wondering how to make them implement the works to

completion before going on vacation. We told them to buy the materials and make the objects of art.

Then we said that we would pay the bills only of the completed works. This idea worked well and all

teams slogged to complete the work beautifully. Creativity was at an all-time high for the last two

weeks of the semester. The Mysore School of Architecture accounts department had to pay out Rs.

61,000/- worth of bills of materials and equipment, to the students. The result is a new set of exhibits

in and around the common areas of the school, like garden court, the verandahs, walls, aisles.

We expect to continue making a few artworks annually to gradually display more works every

semester as the school grows and blossoms so all visitors can enjoy some permanent exhibits.

8. TRAVEL

An immense amount of travel is pumped into the B. Arch. Course. The proof of the pudding is in the

eating of it. During my last one & a half decades in pedagogy giving exposure to students by study

tours has been the best form of learning architecture. Yes, it is an expensive mode, so some students

cannot easily afford it but sincere ones have even taken bank loans, or got scholarships to go see cities

and their elegant edifices seriously. In fact, we do 2 trips per annum. One is annual winter study tour

compulsory for all. Second is the annual summer foreign travel tour, which is optional.

„Seriously‟ means all day observation, photography, sketching, and measure drawing at sites. Then

every evening the students gather in a huddle along with the faculty guides for recapitulation, for

rough recording for documentation of the day‟s findings. This exercise is imperative as otherwise one

forgets parts of it over a 10-15 days intense trip, where one sees different things daily. Then, when

you get home, you have to make a full presentation showing your understanding and therefore your

learning to articulate with clarity the spaces studied in plans and sections. Go further to express your

appreciation of the resulting elevations. Hence, after a long manual exercise, the final presentation

may be done today by AutoCAD.

However, today we want to upload photos with haste, click away quick cut and paste drawings on the

computer from the beginning because with today‟s high technology you want to go faster, higher,

stronger instantly. For the process of learning, please let us go back to the roots. Thereafter, as

practicing Architects, you may certainly go with the paperless modus operandi.



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9. EXPERIMENTAL FLW DESIGN COMMUNE

It has often been mooted, that a school of architecture works better when made a residential school.

Many moons ago, the late Charles Correa were passing through Ar. Shirish Beri‟s farmhouse home on

a journey. He suggested that Beri set up a place to live and work for students, similar to Taliesin

West. Beri didn‟t comply but passed it by.

Today, unknowingly – yours truly (Daroga) has set up an FLW Design Commune for a group of

sincere students at MSA. It has worked wonders. Each of the individual students have gained

differently from living and working together. This new wholesome experience has added so much joy,

exciting activities and fruitful works in the midst of the gorgeous green environment, especially for

my wife Yasmen and my 66 year old aged self. OMG – It makes me cry out, “Will you still need me,

will you still feed me when I am 64”. LOL.

10. CONCLUSION

In conclusion, my dear “Designers” one and all, Mahatma Gandhi advises us to become the change

we wish to see in the world.

However,

If we chance to fall below, Corbusier or F. L. Wright, view us not with a critic‟s eye,

But pass our imperfections by.

Because large oak from little acorns grow, and large streams from little fountains flow.

So sing,

“We shall overcome.” (A hymn)

REFERENCES

[1] Prof. Morgan Morris Hicky, Vitruvius, The Ten Books on Architecture, 1914, Harvard

University press, Cambridge

[2] Gropius Walter, Scope of Total Architecture, 1956, World Perspectives, London

[3] Gropius Walter, Program of the Staatliche Bauhaus in Weimar, April 1919, The Staatliche

Bauhaus, Weimar

architectural pedagogy: in totality – blaze new trail in parts – enlighten to teach and to learn

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