One of my tasks this semester is to device a whole new Studio and Drawing class syllabus for the very first semester of the fresh students starting in Fall 2013.
These are the official descriptions:
105. (ARCH 1403) Design Foundations I. (1-4). Credit 3. I, S
Visual and functional design principles; development of skills in perception, thought and craft as they apply to the formation of two- and three-dimensional relationships; design attitudes and environmental awareness. Prerequisite: Classification in environmental design, construction science or landscape architecture.
106. Design Foundations II. (1-4). Credit 3. II, S
Approaches to problem identification and problem solving emphasizing an awareness of human, physical and cultural factors influencing design; reinforcement of visual and verbal communication as applied to the design process. Prerequisite: ENDS 105.
I have been gathering ideas, meanwhile assisting in Dr. Rogers' class.
ideas:
Institute without Boundaries in Toronto (Bruce Mau)
The Institute without Boundaries offers a learning experience that equips graduates with the capacity to solve complex challenges, by focusing the program around real design projects with tangible outcomes. Our students learn by doing – researching and developing original ideas in a realistic community context – with the full support, mentorship and resources of the Institute. Throughout the semester, students engage in a process of research, analysis, conceptualization, proposition, visualization, experimentation, testing, revision and presentation of theories in the public domain.
Our aim is to produce graduates who, in the words of Buckminster Fuller, are ‘a synthesis of artist, inventor, mechanic, objective economist, and evolutionary strategist.’ To do so, we need to eliminate boundaries between design and other professions, and between designers and the local and global constituents they serve.
Coming out of the Institute without Boundaries, graduates will be able to effectively collaborate in the design process, whether they are designers or not.
We aim to create:
We aim to create:
- New design models that are collaborative and consider the ecology, social equity, cultural values and economic properties of the world;
- A vision that affirms the possibility of developing healthy and creatively interactive relationships between the natural environment and human settlements, and;
- An affirmative design agenda that encourages us to fashion beautiful, holistic environments for all constituents.
Studio Schools in the UK (Geoff Mulgan)
The Studio School is a new concept in education, which seeks to address the growing gap between the skills and knowledge that young people require to succeed, and those that the current education system provides. Studio Schools pioneer a bold new approach to learning which includes teaching through enterprise projects and real work. This approach ensures students' learning in is rooted in the real world and helps them to develop the skills they need to flourish in life.
The Free Unit in London, Robert Mull, Catrina Beevor, Peter Carl
In order to be effective, architects must connect what they design with how they feel about the world. They must mobilize their identity and personal resources in the service of what they believe not what they are told to believe by the mediated world of high architectural culture and education. As a diploma/MA student you have an obligation to explore the limits of your personal design identity and develop certainties that are capable of sustaining you in practice. This is a unique privilege.
The Free Unit will help you do this by offering an alternative to the traditional studio programme - giving you the opportunity to propose, develop and realize independent projects or to become involved in your own live projects supported by the professional infrastructure of ASD projects.
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