In the summer of 2017, Fredericia, Denmark was touched by EASA [European Architecture Students Assembly]. The largest network of architecture students in Europe, EASA is a diverse community where the common language is architecture. The theme for EASA 2017 was: Hospitality - Finding the Framework. Hospitality was the foundation for the 30 different projects the groups of students worked on for two weeks.
The EASA community includes 500 students representing over 40 countries and 200 different architecture schools. Run by students, for students, EASA had an organizing board of 12 international architecture students this year who were chosen by EASA.
Three M. Arch. candidates at Montana State University, Jonathan Chavez, Kimball Kaiser and Adam Shilling, won an Undergraduate Scholars Programresearch grant which they used to fund their design-build project: B.O.B., the Backyard Office Box. B.O.B. is a kit of parts which, when put together, create a 150-square-foot dwelling space. The design team, also known as Tr3s, wanted their project to be adaptable to a variety of sites and users. B.O.B. can function as an additional space to already existing projects or standalone as a temporary shelter.
This international one-stage architecture ideas competition invites all architecture students, young architects and young professionals with a degree in architecture studies (≤ 40 years old) to develop and submit compelling ideas for the design of a Site Theatre located on a site promontory near the Fortress of Baleal, Peniche, Portugal.
After reading through ArchDaily’s article on the hours architecture students work outside of class, I was curious. I made it through a Bachelor of Science in Architecture degree and I’m currently enrolled in the Master of Architecture program at the University of Pennsylvania, so how does the time I spend on coursework stack up to the average of 22.2 hours per week? Granted, the data they presented only represented first-year students, but it could still be an interesting comparison. With that in mind I set out to log one week of my time, just like you would at a job. Here’s what I found.
https://www.archdaily.com/806550/85-studio-hours-a-week-in-the-life-of-a-master-of-architecture-studentKurt Nelson
Yale Art + Architecture Building / Paul Rudolph + Gwathmey Siegel & Associates Architects. Image Courtesy of gwathmey siegel & associates architects
Architecture students have long groaned (or bragged) about the long hours and all-night work sessions demanded by their chosen major. Surely, we’ve all thought, no other major must be working this hard – right?
Now, thanks to the results of Indiana University's National 2016 Study of Student Engagement (NSSE), those assertions have been backed up with some numbers: architecture students were found to work an average of 22.2 hours per week, more than 2.5 hours more than any other major.
ARKxSITE is pleased to announce the SITE DWELLING international architecture ideas competition for architecture students and young architects.
The SITE DWELLING, located on the cliff of the bay, in the village of Salir do Porto, Portugal, aims to create a secluded destination, a place of retreat to engage with the landscape while providing shelter from the natural elements. This is a place to stay and inhabit for a few days, offering visitors a unique experience in a very special setting; visitors must leave the space as they found it, empty.
The American Institute of Architecture Students (AIAS) returns fall event programming to the calendar beginning in 2016. In conjunction with the organization’s 60th anniversary, the AIAS will be presenting four AIAS Fall Research Symposium for students in each AIAS Quad. The events are an effort to provide student members with training opportunities centered on designing, funding, performing, and presenting effective research projects. As research represents an important facet of architecture in both the academy and practice, we want to ensure our members obtain the skills and knowledge necessary to succeed in the profession.
Are the rigors and tribulations of architecture school causing serious impacts on students' mental health? A new student survey conducted by Architect’s Journal has found that more than a quarter of architecture students in the UK are currently seeking or have sought medical help for mental health issues related to architecture school, and another 25% anticipate seeking help in the future.
The results have prompted Anthony Seldon, vice-chancellor at the University of Buckingham and a mental-health campaigner, to describe the situation as “a near epidemic of mental-health problems.”
Courtesy of the National School of Architecture of Versailles (ENSA-V)
A group of 20 students from the National School of Architecture of Versailles (ENSA-V), along with chief of project Frank Rambert, have designed and built a small-scale building based on the theme of “The Minimum Habitat.”
Over a period of four months, students created individual projects meant to display, in a minimum number of square meters, the space that a person needs to live. A jury then selected one project to be built. This project covers a total of 12 square meters, with a five square meter footprint.
Common Edge has published a cheeky "letter to prospective architectureparents" that preps them for the changes their child will soon undergo by detailing the 6 phases of architectural education: "Architecture school is a peculiar beast. It almost never actually prepares students to be practicing architects, and 90% of what is written by architects and architectural theorists is incomprehensible garbage. But being able to discern what is and what is not incomprehensible garbage is a profoundly useful life skill."
The six phases each architecture student goes through includes:
Carnegie Mellon University's chapter of the American Institute of Architecture Students (AIAS) will welcome hundreds of top architecture students and young professionals to Pittsburgh for the largest Quad Conference in the organization's history. The multi-day conference will explore urban renewal through the lenses of technology, sustainability, public interest design, and the arts using Pittsburgh as a powerful example of post-industrial resilience. The conference's keynote speakers include James Ramsey of RAAD Studio and The Lowline, controversial Braddock Mayor and US Senate Candidate John Fetterman, real estate crowdfunding platform founder Eve Picker, architect and artist Dee Briggs, educator John Folan, and many
A team of urban design students from the Harvard Graduate School of Design has won first prize in UD Shanghai’s 2015 International Student Urban Design Competition for the Shanghai Railway Station Area. Through the competition, the team reimagined the “Shanghai Railway Station, one of the city’s four major railway stations and one of China’s major rail hubs, in the context of the next round of the Shanghai Master Plan (2020 to 2040). In particular, the competition asked teams to promote walkability and smoother traffic patterns,” where the station creates a topographical gap, “and to consider thee-dimensional urban development around the station.”
The 2015 session of MADE—the Multidisciplinary Australian Danish Exchange—has recently been completed and presented to the public. Established in 2013 by the Sydney Opera House, the MADE Program is an extracurricular experience for Australian and Danish students of architecture, engineering, and design.
Teams of five students are exchanged between Australia and Denmark and work in multidisciplinary teams of two architects, two engineers, and one designer for six weeks on a collaborative project aligned with Jørn Utzon’s Design Principles.
Starting out on the path of architectural education can be daunting. With so much to learn and so many different ways to approach design, often the most basic principles are left for the student to learn the hard way. Predicated upon the idea that "every year new architecture students make the same mistakes," Iain Jackson's new book "The Architecture School Survival Guide" offers tips, tricks and advice to help make the transition from novice to capable student just that little bit less painful. Covering everything from how to properly approach contextual design to how often to back up your work, the book is full of ideas that new students will find enlightening, and older students - and even professionals - are likely to find useful as reference points. Read on for an excerpt of the book's fifth chapter, "Process."
https://www.archdaily.com/777265/the-architecture-school-survival-guideIain Jackson
In a TED Talk from 2009, writer Elizabeth Gilbert muses about how uncomfortable she is with the assumption that “creativity and suffering are somehow inherently linked.” The majority of Gilbert's thoughtful and humorous monologue is about finding sanity amidst both success and failure, or in other words, about finding a way to break this link. Earlier this year, the University of Toronto Graduate Architecture Landscape and Design Student Union’s (GALDSU) set out to do just that – break the link between creativity and suffering at their school – and start a productive dialogue about mental health. GALDSU began by gathering the facts through a mental health study of their peers, the results of which we discussed several months ago.
To learn more about what's happened at their school (and beyond) since it was published, we sat down with Joel Leon, the man who spearheaded the effort and the newly elected president of the student union, as well as Elise Hunchuck, the vice-president of the student union.
The Graduate Architecture, Landscape, and Design Student Union (GALDSU) at the University of Toronto recently published the results of its first mental health survey, which asked students to reflect on their experience at the John H. Daniels Faculty of Architecture, Landscape, and Design. Many past and present students have met the findings, which paint a blatantly bleak picture of the architecture student experience, with little to no surprise. The report brings the issue of poor mental and physical health in architecture schools to the forefront of our consciousness; however, the cool response it has elicited undercuts the initiative and raises important questions. If we were already aware of the problem, why hasn't change already been initiated? Will this always be the accepted, brutal reality of architecture education?
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