This document discusses architectural education, including its history and objectives. It covers the goals of basic architectural courses such as developing space imagination, expressional skills, and reinforcing creativity. It also addresses issues in teaching such as a focus on grades over learning and a lack of resources. The document categorizes different types of architects including social, commercial, cultural, and technological architects and outlines their key skill sets. Finally, it provides conclusions about the importance of design, learning from others, accepting criticism, and bridging the gap between academics and practice in architectural education.

1. ARCHITECTURAL
EDUCATION:
FANTASIES,
THEORIES &
PRACTICE

2. Architecture education is one of the very old of its kind, the education
even though was not a formal but was purely on the basis of basics of
sheltering, human needs and protection of and from nature.
The education was based on the experimentation / workshop and working
on the needs based on the material available.
As men start getting informed and educated the people started putting
their aspiration and expectations from architecture to meet their desires in
designing buildings.
Introduction

3. Main objectives of
Architectural Basic
Courses
Title of Basic
Lessons for
studying
Teaching goals in each sections
 Space Imagination
 Imagination
reinforcement
 Expressional Skills
 Reinforcement of
Creativity power
 Promotion of self
confidence
Practical
Geometry
Acquiring capability to understand and imagine and their
changing - familiarity with signs and contracts to draw plan-
professional in tools drawing used to register and transfer
several information related in building
Basics for
Architecture
designing
Familiarity with fundamental elements forming a building -
reinforcement of imagination power and wisdom of student
Understanding
and expression of
environments and
human sciences
Training and reinforcing a searching and meaning finding
looking to observe and understand environment - simple
transferring of observations and environmental receptions
through words,, pictures or any other tools- training and
reinforcing the designing skill with free hand to draw
environmental observations (such as nature, things and
architecture) through observing proportionality principles-shade
and lights, volumes dimensions, space depth
Teaching
Goals

4. The entire Architectural Education is Focused into three tiers...
• Student Pre and Post Admission
• Teacher / Mentor
• Teaching Methodology
Profession can be classified into:
• Jobs
• Individual Practice
The quality of architectural education starts from the analysis of above three tiers
Classification

5. Pre Admission - Aptitude Checking
Post Admission – Amalgamating various skills,
theories and technology
• SKILLS
• LOVING NATURE
• THINKING ATTITUDE
• BLENDING ATTITUDE
• ASPIRING
• COURAGEOUS
• RESISTANT
Students

6. 1)Have thorough knowledge and well informed
2) Presentable and Respectable
3) Preparedness for the innovation:
4) Motivator
5) Should appraise the realities of today's Trend
6) Connect Between Tradition and Today
7) Feed Back from Students
8) Acceptance
Teacher/Mentors

7. Teaching Methods
• Exhibiting and performance of practical exercise
• Steps for Performance of this method
• Education media Technology
• Case by case teaching
• Scientific manifestation
• Professor Student Method
• Peer Learning Method
• Teaching Method with Design Studio

8. 1. Score grade oriented outlook affecting the students' conduct towards the professors,
2. Training and project evaluation bias
3. lack of academic facilities causing the negligence of the new representation approaches
and the training tools,
4. Enrollment of architecture students as cheap labor and applying the discrepancies as the
professors' requirements in respect to the employment in the architecture context,
which has caused the architecture students' disinterest on making their minds and
practice,
5. The professors try to fade their weakness on the representation of the utilization of the
software even at the introduction level,
6. Although the professor teaches and gives exercises and homework, they neglect to
require the feedback of the exercises, so the students' motives diminish,
7. The professors appear in the unserious and unimportant status in the class of the basic
sciences, in which the role of these courses would fade and the students would lack the
strong capability in the next semesters,
8. The lack of the sufficient courses preceding the basic courses, e.g. visual arts, design,
photography, volume building, science of colors; as the course groups dissolve and slow
down the learning.
Issues in Teaching

9. Types of Architects

10. Types of Architects
Skill set of Social Architects
• Transforming Mental and Physical States – Creating
environments that change the way we feel and think.
• Changing Networks and Communities – Creating built, and
other, frameworks for community interaction.
• Identity, Belonging, Heritage and Social Labelling – Co-
designing curation/branding of place to positively impact on
resident’s feelings about the value of their place in the world.
• Making Transformations through the Design Process Itself –
Facilitating fulfilling learning through co-design, also
architecture as part of experience economy.
• Rigorous Recording and Representation of Events – Mapping
and representation of space in use, networks and events, in
doing so providing important evidence of impact.

11. Types of Architects
Skillset of Commercial Architects
• Appraisal of financial viability – translation of construction knowledge
into language of banks and business, often at a global level.
• Maximize investment potential -the planning, design and
implementation of a development, redevelopment or regeneration
project with multiple uses or a single prime use the success of which is
predicated on demonstrating financial viability.
• Efficient business practice – leadership and planning to reduce risk to
client.
• Conversant with patterns of mass consumption – projects are based
on current state of knowledge in retail, marketing, real estate and
related fields.
• Regulatory and planning compliance – maintaining standards while
maximizing value

12. Types of Architects
Skillset of Cultural Architects
• Strong conceptual framework -cultural currency often comes from art and performance
practice
• Cultural capital conferred to client and project through practice brand resulting in
‘iconic’ projects.
• Experience economy – The experience of working with the practice is carefully
choreographed giving added value to the client.
• Marketing -The practice and its work inspire debate and media coverage.
• Innovation in technology and representation – this is harnessed to brand identity.

13. Types of Architects
Skillset of Technological Architects
• Systems and Detail Design for innovation, value (economic, social and
cultural)
• Integration, communication and evaluation – leadership of interdisciplinary
consultant group, induction of client/user group to technological systems
and Post Occupancy Evaluation.
• Utilizing data for design innovation – visualization of data sets, parametric
design and Building Information Modelling (BIM)
• Streamlining of construction process – strategic overview including risk,
Construction Design Management (CDM) and off site construction.
• Appraisal and implementation of construction strategy based on state of the
art knowledge of the field

14. • Design is the first and most important means of expression,
• Projection makes a good idea valuable,
• Design like a great designer in small designs and projects and respect your
work,
• Keep a design book or notebook,
• Learn from your peers,
• Architecture is learnt through mind as much as the feelings,
• Space has social and cultural aspects,
• Projection and presentation are a kind of process, which play their role at
the moment,
• Studio is not only a workplace, but it is also a mind status,
• Learn to accept criticism,
• Praise the past great protagonists, yet do not repeat anything that has been
discovered before
• It is very necessary to bridge gap between the academics and practice
Conclusion

15. Thank you!
Architecture should speak of its time and
place, but yearn for timelessness. –Frank o
Gehry
Same is the case with Architecture Education ….
We should also be adaptive with the changing phase
of time… We should all raise to Evolve….