07March 2009 1
Stems from a European,
rather than an Indian
tradition.
Vitruvian notion of the
architect as the
universal man who
mastered drawing,
geometry,
history,philosophy,
music,hygiene, law,
astronomy & the
theories of heaven.
07March 2009 2
Started in India in 19th
century,previously it
was master craftsmen’s
responsibility to pass on
generation to
generation.
Teaching design is a
practical skill now.
Learning in studio is a
step-by-step process.
Simple to complex,basic
to elaborate.
07March 2009 3
Manifestation of the
ability to :
Conceptualize
coordinate
execute
Studios adopt an
ideological position
with:
cultural
philosophical aspects
of architecture as the
primary objective.
07March 2009 4
Programme:Qualification that students get at
the end.
Curriculum: Should encapsulate the
philosophy of education.
Consists three major components:
Values,Pedagogy & Contents
07March 2009 5
Values: goals & ethics of architectural
education, philosophy behind it.
Pedagogy: methods of learning procedure
setting up environment conductive to
learning& assessing learning.
Content:Core body of knowledge & skills
through which discipline of architecture
can be practiced.
07March 2009 6
Support general goals of education &
learning.
Balance the standards of specialised
07March 2009 7
Prepare students to
practice and otherwise
relate to the
profession.
Keep students
connected with
current events in the
profession.
Make students capable
to reach out to the
profession in order to
share its learning.
07March 2009 8
Equip students to
develop an informed
understanding of
social, cultural&
environmental issues.
Enable future
architects to create
humane environments
that emerge from and
respond to social,
cultural &
environmental needs.
Develop capacities to
address the problem.
07March 2009 9
Admission & Registration
07March 2009 10
Programme must set & assess its own
objectives.
The standards by which students are
assessed.
The standards by which faculty are assessed.
Students’ feedback on faculty programmes.
07March 2009 11
A desirable objective.
College must be transparent and
07March 2009 12
Students’ participation in
the development of
individual & collective
learning agendas.
Support system to
students who need help
in resolving individual
problems.
Interpersonal milieu that
embrace cultural &
economic difference.
07March 2009 13
Necessary faculty resources.
Adequacy: ratio between full time core faculty
& visiting faculty.
Teaching and administrative load assigned to
faculty.
Balancing faculty abilities so that all aspects
of curriculum are addressed.
Faculty development Programmes.
07March 2009 14
Structure and responsibilities of
administrative and other staff demonstrate
adequacy to run the programme.
07March 2009 15
Architectural Educators strive to impart the
requisite knowledge necessary for
successful practice.
The way knowledge is transmitted has
07March 2009 16
Current system of architectural education
emphasizes personal feelings, subjective
judgments, intuition, and imagination at the
expense of social and professional
responsibilities.
Socio-cultural paradigm should be
07March 2009 17
Educators offer hypothetical experiments as
design projects where many contextual
variables are neglected.
Experimental & action learning should be
introduced.
Real life experiences can make students
07March 2009 18
Educators tend to present knowledge as a body
of facts and theories.
The process that led up to this product are
always hidden.
Types of knowledge generates from two types
of research:
First: Research that tests accepted ideas.
Second: Research that probes new ideas &
principles which will shape the future.
07March 2009 19
Generally extensive exhibition of the
performance of the work of architects over
time is served to the students.
07March 2009 20
How projects were created and in what
context, what the client’s nature and
intentions were, how the project was
delivered, and how construction was
undertaken are integral parts of learning.
Story telling attitude tends to ignore these
issues.
07March 2009 21
The design studio- backbone of architectural
education-rarely includes any research
activity directed towards practical ends.
Knowledge is not a substitute for
07March 2009 22
Continuous assessment of traditional studio
teaching practices must be carried out based
on surveys, reviews, interviews & practice.
The main components are design process in
07March 2009 23
Assessment reveal negative and positive
issues.
Negative: instructors approach each design
07March 2009 24
Thinking Globally & Acting locally.
Reconciling Lectures and Studies.
Utilizing the Built Environment as an open
think critically.
07March 2009 25
Developing an up-to-date profile.
Identifying current & future opportunities &
constraints.
Determining alternative ways of meeting
requirements.
Selecting and documenting the design
07March 2009 26
Strategies for participation in the studio
07March 2009 27
Students can be offered the
opportunity to interact directly with
real clients & real users.
Architecture keeps the
civilizations alive.
We respect architects of
Mohenjo-Daro, Harappa,
Greece, Rome, Egypt etc.
as we could see the
remnants- even their
ruins speak stories of
master craftsmen and
intellectuals.
07March 2009 29
Howour future generations will
remember us?
Strategic development of our future
architects may create Architectural feats.
Thank you