We Need More ‘Building’ in Architecture School

Courtesy of Flickr user mr kris

“Architectural education is very abstract.” Virginia Tech professors and Rural Studio alumni Keith and Marie Zawistowski sat down to talk about the importance of a hands-on experience, suggesting a fundamental restructuring of curriculums. With projects such as the Masonic Ampitheater, they — together with their students — set out to prove that somethings are simply solved by building. Read the full article here, “What Architecture Schools Get Wrong”.

Cite: Jose Luis Gabriel Cruz. "We Need More ‘Building’ in Architecture School" 04 Jan 2014. ArchDaily. Accessed 25 May 2015. <http://www.archdaily.com/?p=463666>
  • dw

    How is this not like saying there should be more bedpan cleaning in med school and more filing in law school. There should just be better architecture in architecture schools.

  • Scott Miller

    Couldn’t agree more. Far too much emphasis is put on theoretical concepts that will very rarely see reality. Whilst it is is important for the new generation of students to push the boundaries of possibility in architecture there is a serious gap in their ability to understand and or physically make anything. We’re trying to change this a Manchester School of Architecture.

  • jkop

    The wedge between building and its art has some benefits, but is also the cause of problems.

    It might be easier or cheaper for a school to hire paper-architects, poet-architects, or ”theory”-architects instead of builder-architects. The former kinds may function as a critical counter-weight to dogmatic, economic, political, or philistine influences on building.

    But unlike ways of building ways of art are harder or impossible to argue by evidence or general principles. With aesthetic individualism tuition has become confessional, or self-gratulatory. What could a student possibly learn from complience to the mere whims of different tutors?

    Moreover, without a generality of knowledge little prevents special interests or ideologues from infiltrating architecture. The very notion of knowledge is frequently relativised or dismissed by megalomaniacs who simply wish to be the architects of our society regardless of good reasons.