Notebook III - School of Architecture - The Chinese University of ...

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Process, product, and language theory Studio Courses Research 16 “Theory is important as the instrument of generalization. The study of architecture is ultimately the Studios, like laboratories, are occasions of Courses begin with a body of theory as a Research is of course the very process 17 But in so far as it involves the descrip- study of works of architecture. Such a study direct observation, formulation of thought, subject in a particular area such as history or involved in both studios and courses. Research tion of a picture in a non-pictorial language it requires two conditions: discovery, and design. This process affords structures. studies are intended to provide experience causes loss of something (analogy with exchange increasing skill in working with a sense of of working with teachers on actual research of energy). It is important but costly. So we 1. It requires formalized thought if it is not to intention and strategy combined with mental They are theoretical constructs of a process projects. should use it where necessary and take advantage be limited merely to a description of each agility in seeing alternative possibilities in arriv- of sustained and rigorous observation and of direct use of ‘pictures’ wherever possible. work in isolation. ing at conclusions: design. should not be regarded as absolute informa- This affords great economy besides guarding tion. The important point about the courses is against analytical fallacy in design. It safeguards 2. It must be rooted in the works of architecture, not only the information they contain but the ‘intuition,’ i.e. the thing ‘tout ensemble.’” the processes related to their creation. process through which they arrive at a theoretical construct and its application. Werner Heisenberg Theory, as formalized thought, is an integral part of all studies in the programme. In studios it guides the process of design and helps to articulate what is often experienced as “intuitive” action. In courses it is the direct object of study. In research it is the point of departure for definition of the issue under research and the research method. In all cases, the teaching approach aims to offer the student the opportunity to appreciate the structure of thought and “arrive” at the theory rather than simply receive it as absolute dogma, or pure information.
Design: theory – practice – process programme 18 “Students … have a limited exposure to the The programme deals with one subject: 19 materials they are to learn. How can this exposure architecture. be made to count in their thinking for the rest of their lives? The dominant view among The programme is not merely a collection of men who have been engaged in preparing and courses for covering information. It is itself a teaching new curricula is that the answer to this shaper of ideas about the subject. It is also a question lies in giving students an understanding structure allowing the study of architecture at of the fundamental structure of whatever subjects different levels of complexity and articulation, we choose to teach.” as a unified whole, or in different degrees of detail and different aspects. Jerome Bruner The process of education The structure is essentially a theoretical construct, a “theory” relating form to our observations about it, relating our observations to our actions, relating our designs to our observations. At present much of this connecting thought is unstated or unarticulated. It appears as opinion and anecdote and is not explicitly stated in such a way that it can be refined with experience, can act as a repository of accumulated experience in the form of knowledge. In a way, the studios and their conduct afford the beginning of such a process. It consists of two main parts: courses and studios. In general studios focus on DESIGN; the courses deal with THEORETICAL MATERIAL. Professional programme Postgraduate programmes BSSc(AS) Architectural studies MArch Architecture PGDip Sustainable and environmental design MSc Sustainable and environmental design MPhil PhD
Page 1 and 2: ARCHITECTURE C U H K
Page 3 and 4: notebook Notebook III 2 This is the
Page 5 and 6: architecture 6 7
Page 7 and 8: education 10 “The appreciation of
Page 9: design 14 Design is widely and vali
Page 13 and 14: habitation 22 “Today, … our arc
Page 15 and 16: Places of life places 26 “A build
Page 17 and 18: teaching 30 31
Page 19 and 20: Design: product, form, and content
Page 21 and 22: design humanities 38 “In the imme
Page 23 and 24: Research, teaching, and learning re
Page 25 and 26: foundation The house is the seminal
Page 27 and 28: Years 2·3·4 urbanization In a sen
Page 29 and 30: Years 2·3·4 technics Technics has
Page 31 and 32: A school of architecture rooms Desi
Page 33: Text: Essy Baniassad Images: Studen

Notebook III - School of Architecture - The Chinese University of ...

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