INNOVATIVEmethods

in

Architectural

Education:

Ar. Kenny P. JoyM. Arch, M. Plan

AC

MA

2014

INTRODUCTION

1

Urban Designer – Planner - Academician

2008 – B. Arch, National Institute of Technology,

Calicut

2008 – Architect, Total Environment, Bangalore

2009 – Project Architect, Kumar Group, Kochi

2013 – M. Arch (Urban design) &

M. Plan (Urban & regional planning)

CEPT, Ahmadabad

– Research Associate, CRDC a design &

research cell of CEPT Ahmadabad

- Founded with partners

Drishti Studios – Architecture + Urbanism

(Bangalore, Kochi, Abudhabi)

- Member of Kochi based NGO – KUDS

(Kerala Urban Development Society)

- Joined Holy Crescent College of Architecture,

Alwaye, Kochi as a full time faculty member

INTRODUCTION TO THE TOPIC

New approaches or alternative thinking towards imparting

architectural education more effectively as some of the methods

suggested here may be already been practiced in other parts of

the country in different forms.

Effective learning – Making maximum use of whatever is learnt &

reducing wastage of what is learnt

Not tested scientifically through pedagogic experiments but

through experience and observation (in short duration) based

study and arriving at logical solutions to the problems with some

conventional practiced used in the context

Study based on samples of students – contextual- General socio economic background

- Exposure before & during the course

DESIGN ESSENTIALLY IS A

SOLUTION TO A PROBLEM;

WHERE THE

PROBLEM IS DEFINED BY

USER & USE

CONVENTIONAL METHODS

2

A look into the existing methodology followed in the architectural

programme in the context

CONVENTIONAL APPROACH IN TEACHING

Schools -

Conventionally followed teaching system was predominantly

through classroom based oral classes.

Advent of new practices like audio visual methods & interactive

methods

More practical application based methods (like DPEP system)

where students engage in activities of day to day life and learn

through them

In school, a large amount of theories and subjects are taught of

which very few the students encounter or apply later in the life orcareer.

Architecture –

Is a professional course where the subjects you learn need to be

applied in practice or career

More of preaching than teaching: Introducing the student to the

world of design based on understanding of the technology

physiographic sociology and varied other subjects that affect the

decision making in design of a product.

CONVENTIONAL METHODS

IF A SUBJECT IS TAUGHT IN A PROFESSIONAL COURSE,

IT SHOULD HAVE A PURPOSE & APPLICATION IN THE PROFESSION

STRUCTURES

1

VISUAL

ARTS

BASIC

DESIGN

MATHS

GRAPHICS

BUILDING

CONST. 1

DESIGN

STUDIO 1

1 2 3 4 5

YEA

R

STRUCTURES

2

STRUCTURES

3

STRUCTURES

4

BUILDING

CONST. 2

BUILDING

CONST. 3

BUILDING

CONST. 4

DESIGN

STUDIO 2

DESIGN

STUDIO 3

DESIGN

STUDIO 4THESIS

APPLICATION

OF

TOPICS

COVERED ?

LEARNING

3

A brief examination of the basics of learning science and the

psychology associated with it

YOU CAN TEACH

A STUDENT A LESSON FOR A

DAY; BUT IF YOU CAN TEACH

HIM TO LEARN BY CREATING

CURIOSITY, HE WILL CONTINUE

THE LEARNING PROCESS AS

LONG AS HE LIVES

CLAY P. BEDFORD

OUR SENSES EVOLVED TO

WORK TOGETHER – VISION

INFLUENCING HEARING, FOR

EXAMPLE – WHICH MEANS

THAT WE LEARN BEST IF WE

STIMULATE SEVERAL SENSES AT

ONCE

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THE BEST WAY

TO LEARN IS

TO DO;

THE WORST WAY

TO TEACH IS

TO TALK

PAUL HAMOS

LEARNING

PYRAMID

AVERAGE RETENTION RATES

5%

10%

20%

30%

50%

75%

90% TEACHING OTHERS

DEMONSTRATION

AUDIO VISUAL

READING

LECTURE

GROUP DISCUSSION

PRACTICE

(Edgar Dale, 1969)

• Memory improvement basics

•Keep learning and practicing new

things

•Learn in multiple ways

•Teach what you’ve learned to another

person

•Gain practical experience

EDUCATIONAL PYSCHOLOGY :BETTER WAYS OF LEARNING

SHIFT IN THE

APPROACH

4

A glance into how the approach in preaching architecture is

given an alternative direction

•Hands on workshops for various sub courses within the

programme – DESIGN, BUILD & MAINTAIN

• Educating professionals requires practicing professionals and

academics to work closely together. The System here works as a

collaborative of academicians and practitioners.Practitioners adept at decision-making bring their experience to

classrooms and academics impart a more thoughtful and critical

approach.

• STUDIO OR LAB BASED LEARNING- Effective learning through

continuous & multi dimensional learning – application of theories

in studios

SHIFT IN THE METHODOLOGY

YOU CANNOT TEACH A MAN

ANYTHING, YOU CAN ONLY

HELP HIM FIND IT WITHIN

HIMSELF

GALILEO GALILEI

The studio is a sub course within the architecture course, which

shapes up the design skills of an architecture studentthrough the entire course of five year undergraduate programme.

Pedagogical scientists in the field of architectural education have

proven that the studio or application based study gives a

much better understanding of the subject.

Taking this forward into the next level our programme is molded in

such a way that each subject contributes to the studio and in

return the studio makes the student comprehend the subject and

the theories in it more effectively.

When there is an application of a theory, there is an extensive

involvement of the student in applying the theories or

techniques into his or her design through the design process.

NEW APPROACHES IN DESIGN STUDIO

EXPERIENCE HAS SHOWN

THAT STUDENTS LEARN

TECHNICAL SKILLS MORE

EFFICIENTLY AND

INCORPORATE THEM MORE

READILY INTO THE BUILDING

DESIGN PROCESS WHEN THE

SKILLS ARE ACQUIRED ON AN

AS-NEEDED BASIS DURING

ONGOING DESIGN PROJECTS(Allen, 1997)

NEW APPROACHES IN DESIGN STUDIO

STRUCTURES MATHS

BUILDING

CONST.

GRAPHICS

VISUAL ARTS

BASIC

DESIGN

DESIGN

INTEGRATIVE STUDIO APPROACH

NEW APPROACHES IN DESIGN STUDIO

Investigating into the intention of a design studio in an

architectural programme, it emerges out that the prime focus on

exercising the studio with the students, should be on the

‘process’ rather than the ‘product’.

In the past, it is observed that this purpose of the studio is

achieved to a satisfactory level in very few institutions across the

country. The key reason responsible for this plight is the use of an

inappropriate methodology.

As a new attitude towards this, the studio can take themes in

each level (like biomimcry, sustainability etc.).

They can be taken forward through multiple staged studies in

understanding of the theme. Periodic exercises which defined the

expected process in a design programme. The studio essentially

should be given without an initial introduction of the design

output.

The design studio outputs - different media of presentation like still

& dynamic models, animations, drama based presentations as

well as movies.

THE BEST TEACHERS DON’T

GIVE YOU THE ANSWERS. THEY

JUST POINT THE WAY AND LET

YOU MAKE YOUR OWN

CHOICES YOUR OWN

MISTAKES. THAT WAY YOU GET

ALL THE GLORY AND YOU

DESERVE IT.SHUESTER

CONVENTIONAL APPROACHES IN DESIGN STUDIO

Design

brief

Data

Case

study

concept

Design

Tendency of losing originality

•Look into

everything about

case study.

•Tendency to

adapt functional

layout, design

features etc.

irrelevant case

studies

Large unwanted data setDirect

product

intent

•Product - a

result of multiple

stage

‘inspirations’ or

adaptations

from case

studies.

NEW APPROACHES IN DESIGN STUDIO

Design

brief

Data

Case

study

concept

Design

Multi stage process multi

directional evolved design

assured

Cases and

studies relevant

for concepts &

ideas

Design & problem responsiveindirect

product

intent

STUDIO

THEME

ARCHITECTURAL DESIGN STUDIO 4 - Studio theme: Bio-mimicry

“If we are prepared, as apparently we are, for our buildings to look

like animals and plants, perhaps we should be looking to make them function like them as well. There’s a latent interest in biology,

but little actual knowledge” - Hugh Aldresey-Williams

The architectural profession is rapidly embracing digital design

technologies developed and applied in the framework of

biologically inspired processes. Putting it simply, nature is the

largest laboratory that ever existed and ever will. While bio-

mimicry does not exclude emulating form, design resides in the

processes and systems. The characteristics and processes of the

natural environment can inspire the design of the builtenvironment.

Task 1Understanding systems of nature•Choose any organism or its product•Deduct the various processes that undergoes within its system•Identify the various components of the system or various elements which go into the making of the system•Correlate each of the components and analyze how each of them contribute into the whole systemExercise:Using various media of expression including model (static or dynamic), collages, photographs, video, animation explain:•The reason for choosing the object under study•The various functions of and process undergoing within the objectTask 2Reasoning the form•Evaluate the form of the object or organism under study.•Deduct the relation of the form or shape of various individual components of the object with its function.•Reason the form of the entire object under study as supportive to its entire system.ExerciseUsing abstract models and evolution diagrams explain:•The relationship of the form with system and its functions.Task 3Live and learn concepts•From the past experiences in your school life and other, elaborate your understanding of an environment conducive to learn for a group of students in the age group 4 to15.•Elaborate your understanding of living concepts associated with learning environments.•Illustrate how they •can be created in reality.•Illustrate how can they be materialized using the conceptual adaptations of biomimicry each one of you have adopted?

WHAT’S POPULAR IS

NOT ALWAYS RIGHT,

WHAT’S RIGHT IS

NOT ALWAYS POPULAR

NEW APPROACHES IN DEIGN STUDIO

CATEGORY 1

STUDENT RESPONSIVE STUDIO INPUTS & TRAINING

CATEGORY 2

CATEGORY

3

STUDIO

GUIDE

LEARNING BUILDING MATERIALS & CONSTRUCTION

HANDS ON DESIGN BUILD METHOD is the one & only method to

learn this subject effectively

In campus Workshops under guidance of Experts practicing in

each construction technique – Eg: Arte Barro , a mud based

construction, under the guidance of Ar. Vinu Daniel was one

which was popular within architectural schools of the state

Workshop course - Masonry, Carpentry, Electrical & Plumbing

services: To scale models & installations

LEARNING VISUAL ARTS / BASIC DESIGN

Visual Arts and basic design are specializations or skills inevitable in

developing a sense of aesthetics in a design based course like

architecture.

Teaching to make works of arts as works of public

appreciation, the students can be given the task of

conducting a public exhibition of their works with atargeted sale of their products.

LEARNING BUILDING STRUCTURES

Students who pursue design based courses , in comparison with

those who take up theory based courses like pure science,

engineering, economic science, language etc., are more driven

or pulled by visual information or physical entities - as the main

intention of the course is to produce design of a physical entity.

The structural design and related subjects shall be introduced

through model making sessions of various structural systems,

animations or other visual representations – they physically relate

themselves with the structural principles when they kinestheticallyexperience them.

LEARNING LANDSCAPE ARCHITECTURE

On application based approach

Sensitivization towards plants or plant life – ‘MY PLANT’

Landscape workshop

Hands on design and construct programme with an application of

in designing various spaces within the campus

Design build & SEE - in campus structures.

Learn about life & maintenance of each structure they design

LEARNING URBAN DESIGN

In syllabus – introduced in 3rd year – not exposed in dealing with

multiple buildings in design studio or spaces in between buildings

Sensitivization towards publics realm & urban design –

Classroom based discussions & debates

MY CITY – Continuous OBSERVATION & ANALYSIS project

Application of urban design principles in institutional township

design studio

LEARNING ARCHITECTURE & CULTURE BY TRAVEL

Architectural education is not one which can be imparted withinthe walls of a class room.

Understanding architecture be better done through various

cultures where they get evolved through a time tested process of

evolution of the built form, technology and character, should be

the main intention behind the study tours.

Study tours - in a systematic programme with pre tour

presentations, on site discussions and talks, sketching &

photography exercise, movie making etc.

Documentation – a well illustrated travelogue

IN CAMPUS DESIGN & RESEARCH CELL

Collaboration of Architectural education and practice

culminates in its highest level at a place where they both

meet – CAMPUS

Regular exposure of students to practice & an opportunity at door

step to get trained themselves before internship as well as

professional practice.

Develop a research oriented academic atmosphere within the

campus - research is one of the highest levels in which an institute

can contribute to the nation

Keeping the faculty engage in practice more synchronous with

the academics

Potential contributions to the city and its people for a wide range

of services the faculty team is specialized in.

Wide the range of service, larger the exposure of students to

multiple disciplines within architecture.

STUDENT RESPONSIVE SKILL DEVELOPMENT

ZERO

HOUR

COMMUNICATION SKETCHING

READINGDISCUSSION

An initiative from a visionary

management and an inspirational dean, together with a young

dynamic faculty team to put the

extra effort to achieve an

educational system which is far

more effective in preaching

architecture and thereby raise the

quality of architectural education

within the state & country

THANK

YOU