Contacts One Year Before Graduation: Decide on a general topic.
This piece of work is usually required for both professional degrees, Bachelor and Master of Architecture. The results of this widely spread requirement vary from school to school but I believe it is fair to say that, in general, they are not great.
The possible causes for this situation are several but in my opinion the main reason is that only some of the students find this academic pursuit easy to understand and follow. And, as it is seen semester after semester, only very few students are actually able to deliver what is asked from them.
The question, then, that I cannot help continue to ask myself is: Only some architects practice by grounding series of projects through individual theses.
With this paper I would like to propose a methodology that might open up the discussion by expanding on the traditional definition of thesis through its reconsideration from a practice-based point of view. I will lay out this method by, first, categorizing practice models through various groupings of the elements that constitute the usual structure of an architectural education.
And second, I will extract from these practice models new options for what an academic thesis might be, pointing out specific strengths and weaknesses of some selected cases. These degrees of complexity can be functional such as scale, program, or site or conceptual.
As a starting point, it is a wide spread practice to have new architecture students do a series of exercises, each addressing a design operation focused on a specific architectural issue. These issues are as varied as the problems that the field of architecture encompasses and thus vary according to the profile and emphasis of each school.
In general, most initial exercises involve techniques of production and representation, spatial and geometric experiments, site analysis, human scale and various understandings of the human figure, material explorations, etc. The most elementary conceptual lesson that new students learn at this stage is that it is only through an operation that an architect can exercise a design decision.
Only after a semester or a year of architectural training are students exposed to the design of a project. This transition is usually a tricky one and students can remain confused during the first weeks of this stage.
After a few more projects—all progressively increasing in breadth and complexity—and before they are allowed to leave the academic context, students are asked to do a thesis.
Movements are usually defined as organized efforts to achieve a common goal. Within architecture, these usually are ideologically articulated, stylistically defined, or technologically motivated.
In this paper, I will refer to movements as any architectural current, trend, or -ism, without making any distinction. What I imply with this term is the grouping that necessarily exists of individual positions under a broader framework. This understanding, besides describing an educational structure, also implies a specific strategy for practicing architecture: Possible alterations to the current architectural educational model as a way of practicing architecture.
Click to enlarge Students should not have to do a thesis, but rather they should be asked which type of practice they find more aligned with their way of thinking. In short, they should state—and this statement should constitute their required academic thesis—which practice model they are going to follow as they define their position within the discipline of architecture.
What follows are specific examples that I have pulled out from the chart in an attempt to clarify the methodology I am proposing. The following case studies should also be considered by the students who would like to proceed with this method as examples of the weaknesses and strengths that a particular model can present.
This practice model shall be considered the most classical of all architectural modes of working and its understanding has traditionally implied how to spot a good designer. This tacit understanding, along with its many variations and implications, has regulated many of the disciplinary discussions on architecture, always producing supporters and detractors.
For instance, many, if not all, of the architectural -isms developed during the late part of the twentieth century can be read as a response to this deeply engrained principle. Despite its long history, this practice model can still yield interesting results, especially if such conventions are questioned.Architecture-Models and Thesis Project has no reviews yet.
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Sp S on S . Thesis Guidelines for the College of Architecture Gerald D. Hines College of Architecture The Senior Honors Thesis in architecture is typically envisioned and executed entirely as a design project.
Thesis joins the goals of general education and cultural contexts with those of professional education and practice, informing architecture and interior architecture. Thesis is an integrative project, synthesizing technical perspectives appropriate to a design-school graduate.
Architizer is how architects find building-products. tranceformingnlp.com Thesis, by. Claudia Bode. Tyler Crain. optimizes lighting conditions through the use of computational tools which provide precise numerical and geometric models of solar rhythms.
This thesis applies the quantitative control of computational methods to the creation of atmospherically daylit architecture, making possible spaces.
archisketchbook - architecture-sketchbook, a pool of architecture drawings, models and ideas - Megan Panzano GSD thesis prize winner) Find this Pin and more on Thesis_Models by Trevor Ponder.
bas-relief/perspective models by Jeremy Jih GSD faculty award winner). perspective models by Megan Panzano GSD thesis prize winner) taken from her website.