ARCHITECTURAL EDUCATION AND THE CURRENT PROFESSIONAL SCENARIO
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1 ARCHITECTURAL EDUCATION AND THE CURRENT PROFESSIONAL SCENARIO AUTHOR: Dr. J. Jinu Louishidha Kitchley, Department of Architecture, Thiagarajar College of Engineering, ABSTRACT Architectural education has seen a sudden boom lately in the country. There are 240 departments i imparting architectural education in the country in 2011 as opposed to around 50 departments in the 1990s. This phenomenal growth is attributed to various factors such as the increase in the economical level of the average Indian to the rapid real estate developments that is happening throughout the country. Analysing this sudden binge for architectural education in the country is out of the purview of this paper. Catering to the ever growing demand is addressed by many public and private institutions allover India but it is high time the quality of architectural education offered to these students is taken a relook. The need for quality architectural education is high given the availability of sophisticated specializations in the field of architecture and beyond. The Department of Architecture, Thiagarajar College of Engineering, Madurai, undertook a review of the B.Arch. syllabus and curriculum with an objective to form a wholesome curriculum for the undergraduate Architectural Education. This paper attempts to review this methodology qualitatively and track its efficiency. Architectural Education need for reviewing as seen by the COA The primary aim of architectural education from its inception is to ensure a sensible, sustainable, and sensitive habitat building to certify minimal intrusion and harmonious existence with nature, and environment. This is a phenomenal mission given the multi variable input that this task demands. Further the changing trends and demands due to technological, socio cultural, economic vicissitudes add to the complexity of Architectural Education of today. The architecture graduate should not only be honed with the technical knowledge and creative aptitude but also with competent soft skills, state of the art design aids and facilitating moral values, to become a proficient architect. Architectural Education in India is at a critical juncture and needs to undertake a review to clarify the intentions, structure and the relationships between disciplines and courses. The Council of Architecture s Minimum Standards for Architectural Education 2008 which shall supplement the Regulations of 1983, says that the B.Arch. program shall be a minimum of 5 academic years or 10 semesters. The first 3 academic years/ 6 semesters of the course is designed as a basic standard course and the subsequent 2 years / 4 semesters will expose the student to the various specialized fields in architecture. All institutions imparting architectural education in the country for awarding recognised architectural qualifications under the
2 Architects Act, 1972, shall be required to adhere to these minimum standards of architectural education. The current professional scenario with its changing trends and the shifting social setting, demands a relook at the primary motives of the B.Arch. programme. With this as the reason the COA has focused on some intentions Reducing the time the student is grounded inside the institution. The existing 4 1 / 2 years of college education +1/2 year practical training is amended as 4 years of college education and 1 year of practical training. Dividing the architectural course into two stages so that the student has more flexibility. The first three years (one to six semesters) of the course are termed as STAGE 1 and the fourth and fifth year are termed as STAGE 2 to facilitate a more viable education for all spheres of students. Introducing subjects relating to current issues and global trends. On this context, the Department of Architecture, Thiagarajar College of Engineering, Madurai, undertook a revamp and review of the existing B.Arch syllabus aspiring to bring forth a cohesive, comprehensive curriculum. Scope and Objectives of Architectural Education A good architect is expected to understand and coordinate various spheres of the Construction field. Therefore Architectural Education should be able to train the student for such a purpose. An architectural professional is expected to deliver/possess: Comprehensive solutions Apt technological options Psychological and Comfort perception based solutions Environmental concerns Context perspectives and Cultural values Practical implementation demands Managerial skills for coordinating varied specialized professionals and technicians. Facilitating Value system Global reach. ii Other than the technical knowledge, typically, architects exhibit the following abilities Produce novel unexpected solutions - During the design process the architect engages in a conscious thinking process, with information he feels is relevant, and by means of logical transformations, conventions and intuitions offer parsimonious ways of construction of building designs. Architects are expected to produce solutions out of turn of the logical transformations. These unanticipated or accidental solutions help the architect to be different and creative. To teach such Creativity is the biggest challenge of Architectural Education. Can Creativity be taught, can it be imbibed or is it inborn/
3 instinctive for a few hallowed ones? This is the area to be addressed if architectural education has to be truly successful. Work with incomplete information Design can be conceived of as a purposeful, constrained, decision making process. Where decisionmaking implies a set of variables whose values have to be decided after some search process. iii The search space is defined by the information that an architect has in hand and in most cases these information will be incomplete. The creative architect is expected to ponder through unknown territory and ensure an in depth search to produce a good output. Apply imagination - During the routine design process iv, the designer operates within a defined schema and explores various possible solutions, which are predefined by the schema. Architects are expected to produce solutions out of turn of logical thinking by lateral imagination. Even accidental transformations could develop into a good solution and this needs Lateral thinking and imagination. Tolerate uncertainty In reality the process of designing is just the beginning of the process of building. The process of building involves a number of variables and functions and multiple viewpoints and alternative solutions, which makes the architect prone to uncertainty. The designer is answerable to a team of other experts and never knows if his design is going to be executed or if there is a revision waiting at the corner. The student of architecture is expected to develop the capability to accept and endure uncertainty and produce a successful output by using explicit and implicit input. Have constructive forethought to practical problems Architects are supposed to be good managers. In the building process which involves managing various professionals and situations prudence and farsightedness is necessary. This makes it essential for the architect to have a sound social interpersonal aptitude and team working capability. Use drawings and other modeling media as a means to problem solving Diagrams, Images and Drawings are used by an architect for the purpose of formulating, designing, evaluating, representing and to communicate the design ideas. During the first three phases the architect uses diagrams as an explanatory, analytical, generative and a performative device. v Diagrams at this stage work not as lines or symbols but as a set of relationships between forces. After the actual process of designing diagrams as used as design representations, as graphical drawings (plan, elevation, section, views etc.,) so that it may be communicated to various echelons of technocrats and clients. This skill in all or any form is therefore very essential for an architect.
4 Current Situation The objective of a B.Arch. curriculum, should be to give a training specifically catering to the complex array of multi-faceted technical input and also to give an all round development to the student in terms of personality, character, communication and values. COA rightly suggests a B.Arch curriculum that includes the following 1. Analytical / Strategic thinking Managerial, 2. Logical/Technical Competency Knowledge, 3. Functional Competency and Lateral thinking processes Creativity, 4. Verbal/ Visual Communication and Values Generic, 5. Practical application and hands on training integrated within the curriculum Skill. The curriculum generally has subjects and methods of teaching dealing with all the above categories of knowledge. The TCE, Department of Architecture, Syllabus 2010 A case study Methodology The new syllabus guidelines, as proposed by the COA, are organized in three levels 1. The student is expected to have developed all basic skills of designing, problem solving, analyzing and communication and accumulated knowledge on all common building construction methods and technology during the first three years of his/her graduation. 2. The fourth year of the B.Arch degree course encourages specialized competencies in students. 3. The final year moulds the student as a good Professional. The Department of Architecture, Syllabus revamping team 1 considered the following lacuna as challenges to be addressed The practical implications of the technical subjects and the hands on training is given less importance in many of the institutions and this result in the lack of contextual imbibing of the knowledge in an architecture student. Subjects like Mathematics, Building Structures etc are round and self standing and as a result the student s overall understanding of the subject, knowledge retention and perception takes a back seat. Architectural Profession deals directly with man, space, society and thus the future physical world. Architectural Education, as a consequence, should address issues such as relevance to the context, man, society and time, concern to the environment, developments in the building industry, changing trends of a practicing architect etc. 1 The faculty members of the Department of Architecture and The Board of Studies2010 members of the Department.
5 Skill such as sketching, drafting, model making, verbal communication etc are imbibed in the curriculum itself within subjects and the methods of evaluations followed. But it was noticed that computer skills alone are imparted without integration with the main stream subjects. The curriculum should acknowledge that there might be students of different interests in the class who could be molded in different areas of Architecture given the variety of specializations available these days. The curriculum has to ensure a student s continued enhancement of such interests and also nurture him in the other avenues. The methodology that was adapted by the department was to 1. Identify the drawbacks that the existing syllabus had by intensive feedback sessions with the students, alumni, the practicing architects and educators. 2. Set the targets for each of the stages of B.Arch Education. 3. Track the competencies that the student is expected to hone. 4. Categorize and Introduce subjects based on the vertical and horizontal competency tracking. The results of the feedback sessions had the following common issues The lack of retention of knowledge in students with respect to analytical subjects like Building Structures was pointed out in the feedback. Stress was placed on the importance of giving hands on training and practical outlook for subjects like, Interior Design, Building Construction, and Energy Efficiency etc. Enhancement of Design Communication through Verbal, Representational drawings / diagrams and Modeling (both physical and simulated) were emphasized. Software skill development has to be integrated as a component with a main core subject so that the ability to use it as a design / communication tool is enhanced. Suggestions were made to improve all technical and non technical subjects with the current inputs. Strong feedback was given that the syllabus does not address the practical handling of an office and the Economics involved in the Construction Industry. After lengthy discussions and analysis the following suggestions were made by the department of architecture to address the issues raised Suggestions were made to make the subject Building Structures, more grounded by including Building Construction Details along with the Building Structures. So that a student will learn about the theory, analysis, design and detailing of a material or a construction technique collectively in one semester and would have explored the topic deeply to ensure a stronger contextualization of the material.
6 Subjects that needed practical and hands on training were identified and they were made as Theory cum Studio subjects so that there is a component of theory and a component of practical coaching given in such subjects. All the software skills that need to be imparted were combined with main stream Detailing, Design oriented subjects so that the student realizes the potential of the tool. The mode of teaching, evaluation should be focussed towards enhancement of design communication and lateral thinking rather than just testing of knowledge retention. Design communication can be addressed by means of evaluation based on oral viva voce and presentations as it is already done effectively in most schools of architecture. Enhancement of creativity through encouraging lateral thinking in all subjects rather than only in Architectural Design was aimed. Lateral thinking in technical subjects could be enhanced by including a lot of practical experiences. Lateral thinking could be improved by the way the questions are framed in the evaluation. This is addressed by means of questions set as per the Bloom s taxonomy vi (Fig 1) which is an attempt (within the behavioural paradigm) to classify forms and levels of learning. The levels of learning according to Bloom has sheer Knowing the fact at the bottom level slowly moving on to Synthesis, Evaluation and Design as the higher levels of learning. The Question paper pattern includes all these levels of learning and questions aimed at aspects such as Remembering, Understanding, Application, Evaluation, Create/ Designing are specifically framed for the examinations. Fig 1: Bloom s Taxonomy with significant modifications by Anderson and Krathwohl (2001) After the issues in the existing syllabus were addressed, the team went about to set the targets for each of the stages of under graduate architecture education. The stage 1 (the first 3 years of B.Arch.) targets teaching the student the basic skills of designing and all the needed technical understanding, non technical information and allied skills (Fig 2). The stage 2 (the 4 th and the 5 th year) targets exposing the student to all possible specialisations in the field of designing and gives scope for the student to get practical exposure in the field (Fig 3).
7 1. Knowledge about alll building materials 2. Knowledge about relevant building technologies 3. In depth comprehension about designing principles,design process and methods Technical Design expertise Analytical/ managerial Generic skills 1. Ability to formulate project requirements, arrive at Area quantification. 2. Ability to choose the appropriate technology for the given context. 3. Capacity to include contextual concerns in design solutions. 4. Lateral thinking & creativity. 1. Problem identification and Problem solving Analytical thinking. 2. Understanding the structural principles and designs. 1. Ability to present ideas verbally and visually ability to draw and sketch form representational drawings Ability to use computer tools both for representation and designing y Fig 2: Stage 1 - What are the basic skills of designing? Fig 3: Stage2-What are the specialized competencies? After this the competencies each student has to attain in each of the 6 semesters of Stage 1 were discussed in detail by the Departmentt and finalized. A study was made simultaneously on the vertical and horizontal
8 interlinking and upgrading of competencies (Fig 4). This exercise resulted in the listing of subjects for each semester (Fig 5). COMPETENCY TRACK 1 ST AND 2 ND SEM Technical Design expertise Generic skills Analytical/manage rial 1.An understanding of Architectural terminologies and elements and principles of design. 2.A comprehension of building components 3.Knowledge gained about conventional building materials and their properties. (brick, lime, stone, timber, clay) 4.An understanding of various forces acting in a structural member 5.Understanding historic examples of the world 1.. Theories related to various stages, approaches in the PROCESS of design 2.Knowledge about environmental and ecological issues in building. 3.Knowledge gained about building materials like cement, concrete, glass, metals. 4.Knowledge about beams and slabs its construction details after understanding its structural behaviour. 5.Historic examples - world 1.An understanding of design principles 2. 2D and 3 D designing experience art forms 1.Understanding of the PROCESS of design 2.Understanding of the various stages, approaches and theories of design (as a verb). 3.Introduction to design of unit spaces ( working space, storage space, seeping space etc) 4.Introduction to the process of design of single user, simple span built environment-residence 5.Introduction to the process of design of multi space, multi user built environment, single level planning- libraries, banks etc 1.Developed basic sketching, drawing, drafting skills 2.Exploration of different medium wr to arch presentation 3.2D and 3D representational models. 1.Learnt Architectural Presentation techniques. 2.Exploration of different media of arch presentation 3.Understanding of the various representational techniques and its uses 1.Honed mathematical analysis skills 2.Analysed basic structural theories. 3.Presentation and public speaking 4.Problem solving and decision making. 1.Undergone crits and has developed verbal aptitude. 2.Presentation and public speaking 3.Planning and organising 4.Problem solving and decision making. 5.Exposed to dealing with people, attitudes and facts through group works. Fig 4: Competency level targeted in each semester SUBJECT LIST BASED ON THE COMPETENCY TRACK ( 1 st and 2 nd Semester) Semester 1: SCt L/P Per C TPer ARA11Theory of Architecture T ARA12History of World Architecture I T ARA13 Mathematics T ARA14 Mechanics of structures T ARA15 Building materials and Technology IT/S 2/ ARA16 Architectural Graphics IT/S 2/ ARA17Basic Design and Visual Arts S 0/ Semester 2: L/P Per C TPer ARA21 Theory of Design T ARA22 History of World Architecture II T ARA23 Environmental Science T ARA24 Structures and Construction I T/S 2/ ARA25 Building materials and Technology IIT/S 2/ ARA26 Architectural Graphics II T/S 2/ ARA27 Architectural Design 1 S 0/ SCt Subject Category, T- Theory, T/S Theory cum Studio, S Studio; L/P Lecture/Practice hours/week; Per Periods; C Credits; Tper Total periods per semester. Fig 5: Subject list for each semester based on the Competency targeted. The hours of instruction for subjects introduced in each semester were aimed to balance to a total not greater than 36 hours put together every week, leaving the student with a minimum of 4 hours every week for activities like
9 library/internet, extracurricular etc, the activity hours gradually increasing as he/she moves to higher semesters. Decisions made and Issues addressed The following are the innovative measures introduced in the Syllabus 2010, Department of Architecture, Thiagarajar College of Engineering, Madurai 1. A series of subjects called Structures and Construction (S&C I to IV) were introduced. This subject combined the Structural aspects and the Architectural aspects of materials and technology and was made as a theory cum studio subject. Ideally the subject needs an Architect who is competent in Structures of Buildings as a staff, but now the subject is jointly handled by a staff from the Civil Engineering Department and a staff from the Architecture Department. The issues resulting in paper evaluation and paper setting were handled by proper pre planning of the question paper pattern and evaluation procedures that the Institution has inbuilt in itself. 2. A series of subjects called the Building Materials and Technology (BMT I&II, BM) which deals with the various Building Materials and details of the products, run parallel to the S&C and the learning in S&C is complemented by BMT. This helped the students to understand the potential of a building material completely. The subject category is theory cum studio and it combines 2 hours of theory with 3 hours of studio/practical work every week. 3. A series of subjects called the Building Services and Technology (BST) deals with the understanding and integration of services in buildings. This is also a theory cum studio subject and is very useful in imparting hands on training to students. 4. Basic software skills, for drafting and design representation, are included in the latter sessions of Architectural Graphics. 5. 3D Visualisation and Modeling is a subject that instructs 3D visualisation software and physical modeling techniques by integrating it with design concepts and methodologies. 6. Building Economics for Architects, Building Codes and Practices, Professional Practice are some of the subjects targeting the knowledge required in Professional grounds. 7. The hard core specializations that are available for B.Arch. are, Interior Designing, Housing, Urban Design, Landscape Architecture and Conservation. These subjects are now classified as Theory cum Studio subject allowing more Practical/Design scope, so that the student will be able to identify his skills and choose his career direction. 8. Specialisation in areas like Architectural Criticism, Computation and Design, Construction Technology, Sustainable Architecture, Behaviour Studies, High Rise Buildings expose the student to the possible avenues of higher education. 9. The COA has predetermined a period of 1 year for the practical training. The Department has a dichotomy of views regarding the 1 year to be the 9 th and 10 th semester or the 8 th and 9 th semester. The argument for having it in the 8 th and 9 th semester is that the students will get back to the institution in the 10 th semester and demonstrate their practical knowledge in the architectural thesis. But the practical training in the 9 th and 10 th semester offers more flexibility in terms of the student and is more preferred by the COA.
10 10. Short term courses are introduced in the syllabus as per the initiative taken by the institution. These short term courses expose the student to various allied fields of architecture. The student is expected to attend a minimum of three such courses within the 6 th semester and is given one credit for each of the courses he completes. 11. The team had overseen the possibility of overloading on the student because of the increase of the theory cum studio subjects. The team uses the course plan and assignment plans submitted by the staff in the beginning of the semester to assure that the student does not get to work on more than one assignment at a time during the course of the semester. Conclusion: This new methodology aims at taking Indian Architectural Education to a higher level. The venture has addressed certain important lacunae in the Indian architectural education and has brought forward some very innovative measures but it has to be time tried for assuming its success. The Department with its team of supportive faculty members is addressing all the changes with a positive attitude and is sure to take it through successfully. The author wishes to record that this endeavor has been a combined effort of 1. The Board of Studies members, Dr. Jayashree Deshpande - NIIASA Pune, Dr. Ranee Vedamuthu SAP Chennai and Prof. Hari Mohan Pillai Thrissur 2. Dean-Teaching Learning Processes, All the faculty members of the Department of Architecture, Thiagarajar College of Engineering. References: i COA Status of Departments Document, ii Cross Nigel (2006), Discovering Design Ability, Springer, London, ISBN ; paperback ISBN iii Gero J.S. (1999), Computation and Creative Design, University of Sydney, iv Sargent M.P, ( ), Creative Design: a computational view of the generation of new design spaces, Cambridge University, Engineering department. v Gero J. S. (1992a), Creativity, emergence and evolution in design', 2nd. Intl. Round-table Conference on Computational Models of Creative Design, Ed. John S. Gero and Fay Sudweeks. Heron Island, Queensland, Australia: Dept. Architectural and Design Science, University of Sydney, vi Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
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