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

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ARCHITECTURE · CUHK 2003 – 2004
notebook Notebook III 2 This is the third working notebook of the due general consideration to all. The thesis is of the studios. It is also conducted in a number 3 architecture programme. It describes the programme in its present state as it has developed since its inception in 2001. During this development the fundamental structure and ideas have remained much the same and have continued to provide a common ground in the department for teaching, research, and discourse at all levels. In design, teaching has continued in the four primary studios: habitation, urbanization, technics, and tectonics, with participation in all four from all levels of students. However, the experiences of the year have led to two further developments. 1. Research on the position of each studio is explicitly recognized as the basis for teaching, leading to greater articulation of the historical, theoretical, and critical foundations of the studio. A series of seminars / presentations based on this research accompanies the design programme of each studio. 2. A greater distinction is made between the undergraduate and graduate work. The graduate student is expected to have fulfilled the design requirements of all four primary studios and be able to design from a focused position – of any of the studios, but with expected to present an articulate personal position in design which can be presented theoretically and practically in terms of “primary positions” such as the four in the undergraduate programme. In humanities, the courses more clearly present the relationship between history, theory, and criticism. Each course in the undergraduate programme engages all three areas, while in the graduate programme elective courses deal with these in a more specialized manner. In technology, the distinction between courses in construction, structures, and environment is addressed in the graduate programme in specialized courses and separate subjects with their distinct body of theory. In the undergraduate programme, issues in these areas are presented as aspects of one unified subject: technology. This emphasizes the unity of technological considerations in the real building while recognizing that advanced study requires specific theoretical knowledge of each one. Research has gained a clearer position in the programme as a whole. The programme of teaching is supported by a parallel programme of research. Both are based on the same ideas and structure in architecture and education. The research is not only integral to the work of research units. These form a group which supports the teaching programme particularly at the graduate level, and conducts funded research and development.
Page 1: ARCHITECTURE C U H K
Page 5 and 6: architecture 6 7
Page 7 and 8: education 10 “The appreciation of
Page 9 and 10: design 14 Design is widely and vali
Page 11 and 12: Design: theory - practice - process
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

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