Architectural Education

The paper summarizes the research on the problem of evaluation of architectural design. It approaches the assessment seeing it as a system, applied continuously in design process. The work aims at defining taxonomy of different applications of multi-criteria evaluation , both in professional and didactic practice. Various types of assessment are compared , and their features focus on distinctions and similarities.

Günümüzde mimarın mesleki rolünün toplumsal, çevresel, politik, ekonomik ve teknolojik gelişmelerden etkilenmesiyle birlikte, mimarlık mesleğini icra edebilmek için gerekli bilgi, beceri ve yetkinliklerin yeniden tanımlanması ve akademik programların mesleki uygulama alanıyla daha nitelikli işbirlikleri kurması konuları gündeme gelmektedir. Stajlar, eğitim ve uygulama alanları arasındaki etkileşimin önemli bir bileşenidir. Bu çalışmada staj konusu “mimarlık pratiği deneyiminin formel mimarlık eğitimi sürecine entegrasyonu kapsamında” ve “sürekli mesleki gelişim perspektifinde eğitim sonrası zorunlu mesleki staj uygulamaları” olmak üzere iki çerçevede ele alınmıştır.

Zastanawiając się więc, czego najpierw warto nauczyć młodego projektanta, nasuwa się odpowiedź, że tym najistotniejsze jest to, by nauczyć go samodzielnie myśleć. Dziecka nie można powstrzymać przed własnym eksperymentowaniem, można je jedynie ostrzec, zwrócić
uwagę na zagrożenia i zachęcać do dalszej aktywności; podobnie jest w procesie dydaktycznym. Trzeba wskazać możliwości podejmowania działań, nie dawać gotowych rozwiązań i receptur, ale zbiór umiejętności, które zbudują potencjał rozwiązywania stawianego zadania projektowego. W obecnym świecie, przesyconym „newsem”, chcemy ostrzec przed powierzchownością, brakiem zrozumienia, chwilowymi modami i działaniami na pokaz; chcemy nauczyć bycia sobą, zbudowania własnych wartości, które pozwolą się spełnić jako twórca.
Pasja rodzi zaangażowanie. Zaangażowanie tworzy profesjonalizm, a ten daje jakość. Jakość generuje wartość, która jest celem końcowym procesu, do którego projektant powinien dążyć. Projektowanie nie może być dziełem przypadku, bo łączy tak wiele dziedzin życia i wszystkie one w wykreowanej formie powinny współgrać. Za dobrym projektem stoi włożona w niego praca i skuteczność, która pozwoliła go zakończyć, doświadczenie, które projektanci zamienili w przestrzeń czy produkt. Dobre podstawy są fundamentem, a nie celem. Założeniem jest rozwój i ciekawość, która go prowokuje. Intencją jest więc świadome kształtowanie i zrozumienie zmiany, jaka zachodzi w myśleniu młodego projektanta, a problemem – zweryfikowanie, czy ona rzeczywiście występuje. Podbudowa wielowątkowa w projektowaniu i poznawaniu architektury jest ważna, by każdy mógł, doświadczając, skorzystać z wielu dróg, co pozwala lepiej zrozumieć złożony charakter architektury.

A studio work designed for second-year architectural students. Shop -houses is common typology of architecture in the Southeast Asia, however it is scarcely regarded in architecture schools. The site of this project is one of the earliest planned, modern, and western street blocks in Kinmen.

In this brief I just want to address that architectural education always face a challenge about being changed to be more flexible and reflect what going on in practice field. Changes and new achievements comes from practice and after a while, almost years, they being taught in architectural institutes. Can we find a new theory, or maybe philosophy, that can deal with this issue, if we can called it an issue!

In the last decade, the number of architecture and urban planning schools in Brazil increased tremendously, especially in São Paulo State. For this reason, we should expect that architects and urban planners are being prepared as teachers for higher education, at least in postgraduate programmes. In face of this reality, an investigation was made in those programmes from São Paulo State, to analyse how architects and urban planners were being prepared as future higher education teachers. Some programmes offered disciplines on higher education teaching, as well as a probationary internship. Regarding that, this article aims to present an experience that took place in the third semester of the architecture design subject in the undergraduate course of University of Campinas, São Paulo State. The experience's objective was to instruct postgraduate students as higher education teachers, through probationary internship. During the semester, they participated teaching and developing knowledge about pedagogical strategies. In this period, postgraduate students were supervised by the main teachers and worked together with undergraduate students. The experience highlights the need to train architects and urban planners as teachers, so we can ensure a prosperous future for new professionals.

Last week, on November 27 and 28, the Department of Interior Architecture and Environmental Design hosted a two-day visit by Prof. Ashraf M. Salama, head of the Department of Architecture at the University of Strathclyde, Glasgow (Scotland).

During his visit, Prof. Salama gave two seminars: “Shifting Perspectives and Emerging Directions in Architectural Design Pedagogy” and “Contemporary Housing Transformations and Urban Dynamics on the Arabian Peninsula.” He also joined staff and students in attending courses at all levels, contributing to studio discussions and giving valuable feedback on student projects.

For over twenty years, Prof. Salama has been involved in both academic and professional life in Egypt, the United States, the United Kingdom and the Middle East. His work and research have focused on design education and sustainable architectural and urban design, with a strong emphasis on the impact of sociocultural factors in shaping the built environment. The recipient of the 2017 UIA (International Union of Architects) Jean Tschumi Prize for Excellence in Architectural Education and Criticism, he has also authored or coedited nine books and over 170 articles.

With the establishment of the School of Fine Arts at Tehran University in 1940, The Academic architecture education in Iran began. In this school, training methods were adopted from École des Beaux-Arts. Faculty of architecture in National University of Iran, Second architecture school of Iran, established in 1960 and in the beginning the training methods were almost similar to the first school. At these schools, certain instruments of architectural design were used for drawing and rendering; such as Chassis (Wooden frame usually covered with Canson or Whatman paper), Graphos pen, Lavis and Sepia, Fixateur. From the mid-1960s, architecture design instruments gradually changed and new tools such as Rapidograph pens, stencil, Zip-a-Tone and Letraset film became common and chassis replaced by tracing paper in the final rendering. Changing in design instruments took place simultaneously with changing in architectural education methods in Iran. This study introduces instruments of architectural design in Iranian universities in the 1960s meanwhile study how changes in instruments associated with changes in architectural education. This study indicates how tools changed in order to simplify and speed up the Architectural drawing and rendering. This paper has a historical approach and Benefited from the techniques of oral history.

Guest Lecture: “Sustainable Urbanism and Globalisation: Architectural and Urban Transformations in Emerging Cities of the Middle East” of Prof. Ashraf M. Salama (PhD, FRSA, FHEA, A-RIBA), Professor of Architecture and Head of the Department of Architecture, University of Strathclyde, Glasgow, United Kingdom.
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Thursday, 30th of November 2017. at 19.00 hours in the amphitheater of the Faculty of Architecture, University of Belgrade, Belgrade, Serbia.

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Abstract:
This lecture discusses globalization, sustainable urbanism, and architectural and urban transformations in selected emerging cities in the Gulf region. It discourses the development of architectural traditions and urban qualities of this region while capturing three major themes; the first is an interrogation of the way in which geo-cultural politics may originate a contemporary conversation on architecture and the urban environment. The second theme explores the developmental process by identifying key historical events, including political, economical, educational, infrastructural incidents, which have impacted urbanism. These events are mapped into actual manifestations and expressions of architectural works and urban projects. The third theme examines the impact of globalization on shaping the current urbanity. Within the three themes issues relevant ‘human agency’, and the notions of ‘newness’, ‘nowness’, ‘being’, and ‘becoming’ are highlighted. The lecture develops into a concluding argument for the need for research frameworks that have the potential of providing deeper insights into the understanding of and working towards sustainable urbanism in the Gulf region and beyond.

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The lecture forms a part of the international research Erasmus+ CBHE Project: Creating the Network of Knowledge Labs for Sustainable and Resilient Environments – KLABS and it will take place on Thursday, 30th of November 2017. at 19.00 hours in the amphitheatre of the Faculty of Architecture in Belgrade.
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إن قضية فقدان التواصل الحسي والإدراكي بين الطالب وأهمية الربط بين المناهج التعليمية التي تؤثر تأثيراً مباشراً في طريقة تعبيره عن مشروعه وإدراك مكوناته وأبجديات المشروع ومادة التصميم المعماري ، تُعد من أهم وأخطر القضايا المطروحة في السنوات الأخيرة بالنسبة لمستوى منتج مادة التصميم المعماري ، وهي تعني إنفصال الطالب عن تطبيق المعارف والمهارات التي توضح إدراك العلاقة بين هذه المناهج والذي ظهر تأثيره واضحاً في ضعف وتدهور مستوى منتج نسبة كبيرة من مشاريع طلبة قسم العمارة في المراحل الأولى للتعلم سواء من ناحية التشكيل والتكوين المعماري الذي يُعبر عن فكرة المشروع أو طريقة إظهار المشروع التي تُفيد في إيصال الفكرة المستهدفة منه. ومن ثمَّ يُناقش البحث دور مقرر التشكيل المرئي ومبادئ التصميم المعماري ،ومقرر الرسم ووسائل التعبير المعماري كمدخلات أولية في المراحل الأولى لتعليم التصميم المعماري ، مُستعيناً بالمنهج الاستقرائي الاستكشافي للبحث في أهمية هذه المقررات للتصميم المعماري ، وبالتجربة العملية للربط بين المقررات محل الدراسة ، وحصرت التجربة مجالها المكاني في أطراف منظومة التعليم بالمعهد العالي للهندسة والتكنولوجيا – بالتجمع الخامس وبالتطبيق على الفرقة الأولى عمارة – كحالة دراسة - باعتبارها بداية المرحلة الأولى لتعليم التصميم المعماري ، مع قياس مدى تأثير هذه المقررات بشكل عملي على المنتج النهائي لمادة التصميم المعماري باستطلاع رأي عينة من آراء طلاب الفرق المختلفة لقسم العمارة ، لاستكمال جوانب البحث ، وصولاً إلى المدخل المتكامل نحو تفعيل الربط بين المقررات محل الدراسة بهدف الارتقاء بمستوى المنتج النهائي لمشروعات الطلاب في مادة التصميم المعماري في المراحل الأولى للتعليم.

Climate-based daylight simulation allows performance predictions for façade designs based on available climate data. Simulations based on daylight contribution coefficients coupled with models of sky luminance distribution make this tool available even in the design process. Metrics describing glare probability and the potential to substitute electrical lighting by daylight are applied and design proposals iteratively improved. The method is demonstrated on an existing building, the " Neubad Lucerne " , which is subject to design studies by students of architecture. Proposals to extend the two South-facing facades are developed, aiming at lower glare probability and optimized use of daylight to minimize electrical energy consumption for lighting. This paper shows: a) The different façade designs in photorealistic renderings. b) The quantitative analysis of useful daylight illuminance and daylight glare probability. c) A comparison of the designs according to the predicted daylight glare probability. Finally, It closes wih a comment on using climate-based simulation as a design tool.

In struggling with cold showers, seed sprouting techniques, recalcitrant methane digesters, and unexpected visitors, the students who built an autonomous house at the University of Sydney in the 1970s began to see architectural design as not just about constructing buildings, but also about forming questions. The students came to consider the house a “strange – even worrying” architectural prototype. But, it was a key part of their struggle to manifest a discontent that encompassed social, political and especially environmental concerns – a desire to reinvent the everyday, and a disillusionment with the profession they were entering. This talk suggested that attending to the Sydney autonomous house as a public experiment in ecological design provides an opportunity for developing further historical understanding of architecture’s entanglement in the upheavals of the long sixties. In this case, it particularly highlights a connection between ecological design histories and the ‘revolutions’ in the architecture schools: their hosting, during the 1960s and 1970s, of a radical rethinking of the architect’s specialist knowledge, the position of architectural training in the university, and the profession’s agency.

EXPLORING NEW TERRAINS:The Next Design School. Keynote lecture presented at the 2016 Architectural Education Forum, School of Architecture and Planning (SoAP) of the University of the Witwatersrand (Wits), Johannesburg, South Africa. Four fundamental perspectives on architectural education, postulating a design school of the future in its essential characteristic and questions. By the “Next Design School” I mean both the next level of development for particular schools and, just maybe, the next major viable paradigm for design education—not just iin Africa, but as a model. A radical innovation is proposed in each of the four domains. The Next School will be defined by distinctive innovations from the perspective of each of these fundamental terrains. The Next Design School is created not in theory or discussions alone, but in actions. I offer four representative collective actions,, one from each terrain:
• Solving the climate crisis by design requires that we educate every student to be able to design carbon-neutral buildings.
• Constructing a shared knowledge ecology integrates our collective research and design efforts to become interconnected and available, and one way to do that is via an open-source digital design strategies app.
• Cultivating a collaborative work culture means including what works from the traditional, modern and post-modern by enacting the four foundational ways of being together: 
    + Acting with authenticity
    + Being cause in the matter of your concerns
    + Being committed to something bigger than yourself
    +  Practicing integrity
• Developing the Inner Architect requires a developmental curriculum founded in practices that accelerate students’ development in consciousness along several lines of design intelligence.