I am on the Dean’s Advisory Council for the College of Architecture, Planning and Construction at the University of Texas at San Antonio and we had a retreat yesterday. Heavy in the discussion was the fact that many architecture students do not get “real world” training or experience. They emerge especially underschooled in zoning and codes and the permitting process.
Let’s not forget plumbing.
I kinda don’t get it because I used to cover these issues extensively in my Master of Science in Historic Preservation classes. I guess there is an historical tendency for architecture curriculum to focus on designing new buildings.
I want my name in lights! And my tower the tallest!
My friend Stuart Cohen used to introduce my presentation to his class at UIC by saying “75% of all the architectural work you will ever do is on existing buildings.” Add to this the tendency of architectural accreditation to load on course requirements and you have little leeway to help students navigate the actual path of constructing or reconstructing buildings.
Hence the proliferation of “C” level work.
The discussion turned on how both architecture professors and students use “creativity” as the reason they do not study rehabilitation and process. This is a hoary word and a hoarier concept. The implication is that creativity is GREATER or MORE when there are no constraints.
See how much MORE you can do with a blank slate? Like, it must be at least 68% MORE!
The idea is that a blank slate allows more creativity. But it is wrong. Demonstrably wrong. The “Green Eggs and Ham hypothesis” was proved years ago. Look here.
This was designed in an extremely constrained environment. By Frank Lloyd Wright, but still.
In fact, it is LAZIER to start from scratch. Nothing to figure out, just let your mind wander, let your creative juices flow, and you will get…..something like the Libeskind building above where the creative juices just really, really flowed, like flowed. And the mind wandered. And we who confront the building wander as well.
Unless it looks like it is going to crush us, then we walk purposefully away.
In any kind of education there is always a tension between information and practices that must be learned and the mechanism of learning. One does not simply decant information into a vessel. The best kinds of education create a permanent pathway for learning, so that new challenges that were never considered before can be met, not by specific example, but by processes developed and exercised. Not so much gray matter memory as muscle memory.
Baby I’ve been there before, I’ve seen this room and I’ve walked this floor.
My friend Bruce Sheridan has written extensively on how science and art are both underpinned by the same human capacities, and that education must reintegrate art and science. How our brains and even our emotions work reinforces this concept. Creativity does not arise magically from an absence, but robustly from a muscled presence.