Teaching Philosophy Statements
Joseph Aranha Teaching Philosophy
Professor Aranha's design studio is structured upon the notion that design is a cyclic process which requires research, analysis, understanding, conceptualization, synthesis, critical evaluation and re-synthesis. This process occurs at various scales of a project from the general to the specific and is generally repeated several times in order to arrive at a good product. Architectural design requires research of functions and needs, analysis of precedent (case studies), conceptualization (the overall idea or theoretical position), generation of alternative solutions, as well as analysis, selection, development, refinement and detailing of a chosen solution at different scales (small to large). Students will learn to design buildings by applying critical thinking that is based upon analysis of precedent studies, continuous evaluation of ideas, and selection and refinement of design solutions. It is expected that students in the third year of the architecture program are dedicated to their choice of study and that they will therefore be self motivated, eager to learn, be willing to follow instructions, energetic and above all interested in architectural design. Architectural design is learnt by doing. Students must be willing to accept criticism of design work and to respond by exploring a variety of design ideas, developing design strategies and refining architectural solutions by working enthusiastically throughout the semester. The studio will focus as much upon process as it will upon final product. Basic drawing and model making skills will be required. There will be frequent interim deadlines, critiques and due dates throughout the semester.
David Driskill, AIA, LEED AP
Architecture gives presence to time, culture and place. It most often reflects presence by mirroring, but architecture can serve as a lamp. “We shape our buildings; thereafter they shape us.” (Winston Churchill). KOYAANISQATSI, is a film directed and produced by Godfrey Reggio with music by Phillip Glass. The title is a Hopi Indian word meaning "life out of balance." The film is an apocalyptic vision of the collision of two different worlds -- urban life and technology versus the environment. Systems theory has taught us that the world is an interconnected web. When humans embattle nature, the larger system wins. It is our charge as architects to embrace nature and promote healing of the environment with every act of architecture. A healthy environment is a beautiful environment.
Studio Pedagogy: Architecture is unique in education and practice in that we embrace multivariable issues. Design is a process of research and understanding of time, culture and place. Thus we set priorities, resolving the most important issues and larger scale issues first. The learning objectives for ARCH 3502 require a focus on enclosure and environmental systems. The studio will draw from “The Building Systems Integration Handbook: The American Institute of Architects” by Richard Rush (editor). Passive solar and day lighting strategies will be applied to the building as the architect’s largest contribution to sustainability. Students are expected to bring their experience with composition, program and structure with them into the studio. The students will use writing, diagramming, digital graphics, and physical modeling as methods for learning.
Teaching Philosophy Statement: Upe Flueckiger
This studio is centered around the TTU College of Architecture catalogue description of ARCH3502 and its approach to understand design skills centered on the building as a technological system and ecological device. Considers site and building details.
Students comes to us with their own personalities and set of previously acquired skills and knowledge. As an educator I endeavor to build an environment, to set the conditions in which students can reach their individual heights.
Architectural design is a creative process. Creativity has not so much to do with formal lectures but more so with inspiring the students in a setting that allows them to learn and grow. Books and the computer, with its various applications, are my tools to enthuse. I believe that the environment in which students can best grow is one that encourages them to engage the design process by drawing on their individual interests and concerns. In short, I practice "student-centered learning and teaching."
“Some students are helicopters; they take off quickly, but travel short distances. Others are Boeing 747s; they need a long runway, but once in flight they travel great distances and carry heavy loads.” - Olivio Ferrari (1928 - 1994)
Glenn Hill Architecture Teaching Philosophy
My theoretical position about architecture I call integral architecture. This position fundamentally draws from the science of general systems theory and the philosophical works of Ken Wilber. The architectural roots of integral architecture are based on Vitruvius’s position, a complete work of architecture is essentially always concerned with “ firmitas, utilitas, venustas ” ( firmness, utility and beauty ); Frank Lloyd Wright’s position “form and function are one”, and Buckminster Fuller’s concept of synergy – the behavior of whole systems are indeterminate by the behavior of their parts taken separately.
Studio Pedagogy: This studio will take Kenneth Frampton’s position that architecture is first an act of construction, a tectonic and not a scenographic activity. The learning objectives of ARCH 3502 requires a focus on structural systems of architecture (firmitas), accessibility and building codes (utilitas) and the architectonics of structure (venustas). These objectives will be based on active learning and critical thinking principles and methods of instruction. The primary modality for learning will be a series of short active learning projects, which will build the students understanding of the tectonics of structural systems. This will be followed by a larger architecture project, which will require the student to integrate the knowledge from the previous small projects into complete work of architecture. The students will use writing, diagramming, digital graphics, and physical modeling as methods for learning.
Dr. Elizabeth Louden's Teaching Philosophy
Within human existence, as in architecture, all things must maintain equilibrium. Living, learning, working and leisure require a thoughtful balance. Likewise, design decisions organize forces, materials and aesthetics. Studio coursework also requires a disciplined and mindful approach that must: 1) Incorporate previous coursework information as a basis of decisionmaking; 2) Approach each aspect of design with verve; 3) Develop management skills that allot adequate developmental time to each phase of the design process assuring completion of the project; 4) Allow an appropriate amount of time for other life demands; and 5) Bring a professional approach to the responsibilities of life-safety for our building occupants. Dr. Louden assumes that students will bring a maximum educational curiosity and will value the opportunities offered to them by an architectural education. Attendance and preparation are mandatory as is the submission of required assignments. As in professional practice, late work and excuses are unacceptable behavior. Project proposals will receive thoughtful review, suggestions for improvement, and collegial discussion in pursuit of improved solutions. Taking a personal responsibility to seek knowledge requires self-discipline, self-motivation and maturity of thought to nurture life-long learning. These qualities are essential in the pursuit of an education.
Victoria McReynolds Teaching Philosophy
Among core studio requirements of design and pragmatics, this studio asks the student to refine their position in Architecture. As the student, you will work to resolve the complexity of building in a holistic manner of theoretical, material and spatial understanding. Your method of architecture investigation should be obsessive, passionate, and ethical. The practice of this process may take many forms as you exercise your skills in tectonics, program, and codes. The projects offered will question challenging topics relevant to our place and time and ask you to work poetically as you address variations of site, program and materiality.
Strategic risk and conscientious failure are necessary components to a student owning their knowledge and pushing their creative capacity. The studio is an environment to question, create and recreate the frame for understanding. You must be comfortable with not-knowing and confident with asking questions. There are no preconceived products from the questions this studio asks. A successful studio is one in which the project outcome is not predictable by the student or the professor, but instead arises from an inquisitive perspective, rigorous investigation, conscientious realization and creative construction.
Dustin L. White | Studio Pedagogy
As an instructor it is my responsibility to continue to develop and foster a creative learning environment for students to reach a high potential no matter of their background or skill level. In the studio it is important that a critical dialogue and critique take place, in which not only influences the students design process but also begins to mold or shape a student’s view on his or her surrounding environment. As a designer with research and interest in digital design, digital fabrication, and computation, students will be analyzing and incorporating works, writings and processes based on these topics into their own design process. You will be introduced to technologies such as various digital software (design software and analysis software), CNC, 3D printing, and Laser Cutter, which gives you the tools, framework and background to articulate your reactions. This process allows you as a student to explore, investigate, and make possible architectural solutions to the given design problems in which the studio will investigate. This intensive third year Design Studio will focus and center around the ARCH 3502 catalogue description. Students will examine Environmental Systems, Building Envelope Systems, Building Materials and Assemblies, and Precedent analysis. The criteria will establish the framework for the studio process. The idea here is to establish an understanding for basic systems and strategies which then can be translated through an iterative design process into your own creative application. The iterative process is critical in the studio to allow for the student to have a trajectory in which to explore multiple possibilities when developing Envelope Systems. Students are expected to be proficient in basic representational techniques, such as analogue and digital drawing and modeling. Students are to use previous course experience as the fundamental starting point in which to grow, expand, respond, and develop their creativity, skills, and intellect through the design process. Students are also expected to be capable of adapting new techniques, digital softwares and hardwares, and information from their current course load into the design studio work. To achieve the expected outcome in the studio, students are expected to be rigorous in their efforts and open to challenge themselves. Students are also expected to engage in dialogue in studio and amongst their peers, in which to create a healthy studio culture.