The instruction philosophy of the studio – community consultation
The studio consultation /with the exception of the diploma consultation/ takes place completely publicly before the community of students applying to the studio. The consultant and the student are not alone together. The consultation is carried out jointly by the leading instructor and the assistant lecturers for each and every student.
This means that the students have a public consultation before the other students. The consultant only reacts to issues in connection with the student’s design task, looking for professional issues in it, taking proposals from it and giving standpoints. In a public debate the consultants look for the possibilities for the student’s design and for providing further impetus for it, and the student selects from these ideas. During the open consultation the consultant’s responses do not involve the redrawing or correction of the student’s drawings, but in words or on a studio blackboard using chalk. The open public blackboard consultations where the consultant puts his/her observations before the students are also supplemented by the student also putting his/her ideas with chalk on the blackboard. It is from this joint blackboard dialogue that the message is formed from which the student adjusts his/her design task for the next session.
As a result of this an open design thought process is created that is accepted by everyone, where, without exception, the students and instructors become acquainted with each other’s ideas and abilities. Over the semester a community spirit is formed, as the acquaintanceship is at once both personal and of the community. The work carried out in the community, publicly has a performance-increasing effect, both in the student-student and instructor-instructor relation.
The advantage of the community consultation is the promotion of the professional research work taking place in the studio. In many cases the research start off from the instructor’s ideas linked to the individual tasks of the semester designs. The community consultation pulls out of the consultant all of the theoretical questions that incite them to summarise these points of view. The summarising of the points of view becomes one of the forms of the later research.
Another form of the research may be a planned concept upon which the semester work is built. In the case of community planning open and well coordinated studio work is possible in which the original objective of the semester task is maintained under continuous control by the community, in this way the end-product can be kept in line with the research concept. In other words the research task has a better chance of being successful. As a result of the community research answers can be given to architectural questions affecting society that would be difficult to elaborate through individual work.
A condition of effective community consultation, beside a raised studio atmosphere, is disciplined work. It is practical to observe the following general work system for the successful performance of work and results suitable for presentation. It is recommended that the student learn the proposed range of architectural tools.
The planning methodology structure of the BSc course building design subject group
It is practical to vary the planning semesters from the point of view the determination of the tasks and grading method. A creative semester built on intuitions should be followed by a rational semester and vice versa.
A student is not able to act creatively and decide rationally in a profession-practicing tempo with a daily rhythm that is too fast, they have to learn it. This is why I find the slow learning of the process to by important. After learning the range of architectural tools, the enthusiastic and dynamic effect of the first semester starting with intuition is followed by the conscious planning steps of the second semester. In general from the third semester the instruction remains on the conscious planning level, there are no more creative programs characteristic of the first semester. This should be avoided; the third semester should again be intuitive. The fourth, sixth, eighth conscious, the fifth, seventh again creative.
The final, eighth semester is conscious, the is the graduation semester. Here the student looks back to all of the experiences of the creative semesters and it can be assumed that they take from the experiences of the conscious semesters, and they start to bring the unity of intuition and consciousness into harmony, which will, later on, characterise a well prepared professional. (Marcel Ferencz DLA)