Stage 1: podium The People’s Park Complex in Singapore, Part 2, (called the Grande Dame of modern Chinatown or an Emblem of Asian Modernism) was part of the experimental architectural megastructures described by architectural historian, Reyner Banham and was built in two stages.
To design a project. Part 1. When teaching—at least where I stand today in my academic career—I think of countless blogs that I should write about architectural education. This is particularly true given that year after year, I see students struggle with similar topics.
Architecture field trip An Architecture travel abroad program (i.e., field trips), historically coined the Grand Tour, were established in the 17th century and tailored to British aristocrats in pursuit of refining their liberal arts education through a visit to continental Europe. For students tutored under a mentor, favored destinations such as Italy and Greece introduced the Classical world … Continue reading Architecture Travel Abroad Program
Architecture field trip Architecture field trips, historically coined the Grand Tour, were established in the 17th century and tailored to British aristocrats in pursuit of refining their liberal arts education through a visit to continental Europe. For students tutored under a mentor, favored destinations such as Italy and Greece introduced the Classical world of antiquity to those who … Continue reading 2022 Europe Study Travel Abroad Program
Final architecture presentation drawings. In past blogs, I have emphasized the importance of sketching as integrative design process. While these learned skills never fail to assist a student’s ability to investigative their project, this blog emphasizes the other end of the spectrum; namely the need to create a successful final presentation.
The need for disciplinary integration: Part 2. Design topics related to urban preservation have become one of my favorite themes when teaching second year architecture students. In my program briefs, I also tend to incorporate that projects be determined—to a certain extent—by a client’s functional needs, preoccupations, and desires, all the while having student projects reflect their … Continue reading The need for disciplinary integration: Part 2
Blind sketching. If you’ve read some of my past blogs, you may be familiar with my belief that sections are key to any successful design. Two of the blogs (blogs 1 and 2) presented basic concepts about the importance of architecture students working in section, especially since they typically do not think this way—at least in their early … Continue reading Blind sketching
“Architecture does not exist without drawing, in the same way that architecture does not exist without text.”Bernard Tschumi Students of architecture have countless ways to express ideas about their projects. From concept to final presentation, they may choose carefully from many mediums to represent their ideas: diagrams, sketches, orthographic representations, perspectives, analog models, computer generated … Continue reading Writing interludes
Thoughts on teaching, Part 2. My passion for the practice of architecture led me—unexpectedly—to my love of teaching architecture. In particular, teaching students in early stages of learning; a moment in their academic tenure where it is key to acquire fundamental principles. “What will be more important in the future, the right skill set or … Continue reading Thoughts on teaching, Part 2
I believe that there is always the need, a desperate need, for a world inspired by ideas. The Covid-19 pandemic interrupted many of our dreams, and while long overdue attention to pervasive societal inequalities has finally taken center stage, I fear that ideas, modest or radical in their outreach, are desperately missing in our daily … Continue reading The nature of IDEAS