Firmitas, Utilitas, Venustas
Architecture is not merely “problem solving,” rather, it serves purposes; it has specific goals and agendas and is always on target. Architecture stands in opposition to….
In their most recent assignment, the students are asked to pair up into teams of two and construct a span between two of the blocks in the Dudley Hall Courtyard. The span bridges approximately 4 feet. Using only drinking straws and straight sewing pins, the span is to be beautiful and successfully hold up the weight of a single clay brick. In the freezing cold, we were able to evaluate about two-thirds of the proposals. Due to a little whininess, we did not get to all of them – I guess we will have to wait for spring for that. At any rate, our criteria for the evaluation of the span is very straight forward: Each team receives 1/3rd of their overall score for successfully spanning the site, 1/3rd or their points are assigned for the support of the single red clay brick, and 1/3rd of their points are assigned for a solution that is beautiful. As you can see, most of the students are so far batting a solid 66 2/3 percent.
But we have to be really close – at some moment – any day now in fact – the kids are going to bridge the gap and figure out that they are not simply learning “this thing” just so they are then able to do “that next thing.” Right now however as a class they seem to think they only have to learn how to (pardon the popular expression) “connect the dots.” At some point they have to figure out that we are actually simply trying to get them to recognize a dot when it hits them over the head. Learning how to learn. All over again. But for now the cohort seems like they are still trying to learn the same old way.
On the bright side though, there is always this summer!
I wonder why don’t they teach architecture that way over here in Poland. Teachers mostly emphasise on the “art form” side of the craft.
The result is my new refurbished kitchen looking lovely, yet with lots of peculiarities, as the designer apparently didn’t ask herself whether this or that solution would actually serve some purpose. For instance the washing machine. It’s nicely built-in beneath the table-top, yet the washing powder tray doesn’t open as it is blocked by table-top rim.
But the same is true to my area as well, that is journalism. Plenty of people out there believe it’s mostly a form of art, while journalists should most of all be craftsmen. The result is zillions of nicely-written texts that do not serve the main purpose of informing the reader.
Well, we try Halibutt. Ours here (Auburn University) is really a design/build school. We believe in learning how to do things, well, by actually doing them. It always sounds so obviously simple whenever I say or write that, but it really takes quite a bit of work and resources. Our work is probably best know through our Rural Studio Program, but we really practice hands-on learning with real clients and real budgets throughout the 5 years of the program. I am not sure what the equivalent of such a learning environment would be for folks studying to be journalists, but we do some work with our English department here on campus in which writing students work with community groups to write grants that then might be used to fund our ongoing work. It is not journalism, but it is writing. If it is not written well, the community will not receive their grant, and then may subsequently miss out on funding the operation of their Boys and Girls club, or their animal shelter, or their fire station. real writing for a real audience is of the utmost importance in our work. If it cannot be written, it does not get built.
I get the impression that the entire education system over here is based on exactly the opposite idea. Sure, it all depends on the teacher. I was lucky to attend a school (lyceum, sort of your college I guess) with all sorts of afficionados-turned-teachers who were quite successful at showing me and my mates how things actually work, why and what for. “How to treat hangover” chemistry classes, “stand on a scale, lean against the wall and pretend you’re a flying-buttress” architecture classes, “write yourself a 16th century hip-hop song” literature classes and so on. And it worked, after more than a decade I still remember most of English terminology related to gothic architecture, even though this is the first time in 10 years I’m using it.
However, my school was not ordinary and every since I started my university I experience a cognitive dissonance. On one hand students are encouraged to write all sorts of grant/scholarship applications, but on the other all of such applications are 100% uniform, you only have to fill in the blanks. And when they graduate, they can’t even write their own curriculums, let alone EU funds application.
Anyway, thanks for the link, some of the projects are indeed inspiring. Local communities all over the world could benefit from such small-scale light pieces of architecture. Too bad European construction laws are so harsh, almost anything built here must be stone-solid and withstand a hurricane even though we never have them here.
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and another thing...
March 30, 2010 | 9:00 pm
A man goes to the brain clinic to get a fresh set of brains. At the front desk is a sign that says “Doctor Brains: $20 per ounce. Scientist Brains: $30 dollars per ounce. Architect Brains: $1000 per ounce.”
$1000 dollars per ounce!” the man exclaims, “Why are architect brains so expensive!?!”
“Because it takes a loooooot of architects to get an ounce of brains,” replies the receptionist.
March 27, 2010 | 8:59 pm
1) those that understand ternary.
2) those that don’t.
10) those scrambling for an Oxford English Dictionary.
March 26, 2010 | 10:29 pm
Q: Why don’t cannibals eat clowns?
March 23, 2010 | 11:41 pm
Q: What is brown and sticky?
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