In 190 a posthumous essay "a Black Box: the secret profession of Architecture", Reyner Banham put warning against the corrosive tendency of architecture to him insulation discussions outside the discipline. decades later, the architecture is in an even more dire state of affairs. Despite a transformed global context, even paternalistic model culture studio that has been the Fine Arts remains in place. "Culture Studio", as currently practiced, favors outdated and parochial understanding of how knowledge of the design is produced, valuing the expertise on the synthesis and image on the process and practice.
It also affects the health and well-being of students. There are more than ten years, the AIAS (American Institute of Architecture Students) and CNEA (Architectural Accrediting National Council) has created a new accreditation requirement, requiring all schools to address these specific concerns via a written policy on studio and learning culture. However, many architecture schools across the country still do not educate students regarding this policy, or seem to follow.
Although there are certainly creative forces and a spirit of camaraderie fostered by widespread traditional studio model, they do not adequately prepare students to navigate the global present. We believe there is an urgent need to reconfigure the institution of the studio to meet the academic and professional pressing issues of our time. We highlight what we think are the guiding principles that should guide a culture of progressive studio agency, balance, flexibility, diversity, interactivity, interdisciplinarity and sustainability. We hope these principles stimulate debate and a lot of action to fundamentally transform Studio culture.
Agency
Students are subject to social pressures, considerable economic and cultural school. Because of this, most do not realize that they could have much the agency in the formation of their education. The default trend is for students to accept without reservation in a local curriculum, program, or some studio problem, canceling their participation. This acceptance seems necessary to focus on the task at hand, like the way a subordinate in a professional office operates. This is in no way intended to be derogatory, but rather to demonstrate that these behaviors are so instilled that students often do not realize how little they are shaping or participating in them. This leads us to ask what role members faculty can play in helping students achieve their agency and use. The studio contract (see flexibility) is a way to intervene in this relationship, but more are needed to foster a culture of action which may result in a committed profession.
Balance
a recent study on mental health in school architecture paints a gloomy picture of the experience the culture of the studio. The idea that "all nighters" are a necessary part of any proposed work program is an accepted practice and often expected. Although little studio teachers believe it is a wise use of time, among students the practice of staying up all night, sometimes several nights to meet deadlines, persists. What most architecture school buildings maintain accessibility 24 hours does not allow the question. the CNEA manual is quite clear in its support of a balanced life, but the advice is usually ignored. Virtruvius architects Le Corbusier claimed to hold the responsibility to teach society how to live a productive life artful. but if architects can not maintain those standards themselves, a large degree of hypocrisy continues. maintaining a healthy and balanced life is critical to 21 st studio century culture.
Flexibility
While the architecture studio is still a site for a range of creative transactions, the ways in which students work are often informed by binding inherited habits. As educators, we teach students to be thinkers and agile designers , moving between the different digital platforms, modeling and mapping software, and honing their public presentation of characters. But what does it mean to be flexible when it comes to balance workers life? And more importantly, how students learn to be flexible?
rooted practices reversal can be incredibly difficult, but institute a negotiated agreement is a promising method for catalyzing change . in a class of studio led by co-author of this article, Lori Brown at Syracuse University last fall, Brown proposed a contract with its students of second year of undergraduate architecture. Openly negotiated with all students the basic principles included the prohibition of all the sleepless nights and texting and watching videos during class time studio. In addition, an agreement on the timetable was agreed, allowing students to work and make their studios during non-alert and well rested.
Diversity
A 21 st culture studio century must take on more understanding inclusive practices whether it is to serve the global community. The studio dominant model traces its lineage back to the Euro-American precedents like the Fine Arts, Bauhaus, and the United States, the Texas Rangers, but these are insufficient, even in an American context, where much of the architecture students identify themselves as "international". Similarly, the fact that these early studio models served mainly white male students should challenge ourselves assumptions and power structures embedded in culture studio. Supporters of the architecture disciplinarity extol the virtues of the "canon". But why a Chinese student, for example, be heavily invested in the work of Andrea Palladio or Peter Eisenman? These are certainly valid models and well supported, but they should be considered only a few among many. The need for diversity in studio culture goes beyond simply accommodate demographic changes. In a globalized world, it is possible to think simply in terms of the Local. Learning to cope not only, but thrive in diverse cultural and social contexts is fundamental to a culture of renewed studio.
Interactivity
As noted above, the studio is a huge creative energy site. Unfortunately, how this energy is channeled and how it is evaluated is incredibly hierarchical and non-interactive. The model of the "jury" of labor examination is a relic from another era. Despite technological advances in recent decades, encouraging social interaction levels and new forms of unprecedented representation, the model of staid jury remained the undisputed centerpiece of architectural education. Creative work within 21 st calls for century learning methods that encourage participation and dialogue rather than judgment and discipline. This could be formulated as bottom-up with top-down report form "expert" teaching. Studio looks more like a job with a "boss" rather than a place to play and experiment with different modes of environments criticism, discussion and learning. Transform the atmosphere is necessary for a culture of studio reinvigorated.
Interdisciplinary
What other education do architecture students need in the 21 st century and how we prepare the changing landscape of the practice? interdisciplinary educational models are essential for the future of the profession. If architects are to remain vital to the built environment, we have to cross disciplinary boundaries to expand the role of political discipline, social, and materially. Faced with rapid technological change, it is imperative that architects learn to work with an extensive enlargement of experts in other fields. The decline in disciplinary bubble is not a option.
Sustainability
While the need for a sustainable built environment is certainly an urgent problem that architects continue to struggle against, less talked about is the idea that the culture of architects studio that produces itself is based on a totally unsustainable model. Central to this model is that we teach students to underestimate their time. Students are aware of the tacit expectation that you must work as long as it takes to complete their work. This translates directly into professional practice undervalued, the unpaid internships standard, incredibly long hours and extremely low pay relative to other technical professions. What is the role of value - the value of our time, the value of our work and the value of our lives? We are all complicit in the perpetuation of this unsustainable cycle. As we are partly responsible for this, we need significantly change. Schools of architecture must have seriously with this system and inventing alternative models - or we will continue to involute in a blacker box.
Sources
AIAS Studio Culture Task Force, 02. The overhaul of Studio Report by the Working Group AIAS studio Culture , Washington DC :. American Institute of Architecture Students
architecture Lobby, http://architecture-lobby.org/.
Banham, Reyner. 190. "A Black Box: Secret of Architecture Profession," New Statesman & Society , October 12.
Brown, Lori A. 2011. "Introduction" feminist practices: women interdisciplinary approaches in architecture Surrey, England Ashgate Publishing Limited
Caragonne, Alexander, 1995. the Texas Rangers:.. Notes architectural from the Underground Cambridge MA and London. MIT Press,
Godlewski, 2011. Joseph "on the persistence of the architectural Review-competition" Crit. 72.
Linder, Mark. 05. "transdisciplinary" Hunch # 9.
Manuel CNEA 09
Whelan, Jennifer. "Mental Health in school architecture: Culture Can Change?" April 21, 2014. ArchDaily . Accessed May 5, 2014.
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