***The published version of this post can be found here.***
Hey! Look at me! Im a student! Its brilliant, you can do anything you want…..so why is it so hard?
Doing what you want – or perhaps knowing what you want to do – is actually quite a challenge, and a source of almost constant anxiety for all but the most driven of students. The harsh reality is that if I don’t explore this idea, or do that drawing, then it is me that loses out, and my (expensive) education that suffers. And so, looking back to that all too fleeting ‘year out’, it is difficult not to long for a source of true validation. I can’t help but feel that by necessarily raising our expectation of what we could become, architectural education also heightens the debilitating fear of failing to meet such an ambiguous goal.
It’s certainly an interesting time of year at architecture school. I am writing this as I prepare for an interim review of my entire year’s design work, with the final review in two weeks time. Needless to say, I am experiencing the heady anticipation of an imminent challenge , accompanied by manic bouts of self-doubt and the all to infrequent flurries of frantic productivity and divine clarity – not, I would say, a feeling unfamiliar to architecture students past and present. Some silently implode, some violently explode, and some cruise quietly through, miraculously stealing moments of leisure amidst the scraps of trace and plotter printouts. Some prefer the solitude of home working, fading to grey in immediate concerns of those seeking the collective therapy of the studio . Known ‘stressers’ drift between those who, having made their peace with the enduring prospect of too little sleep, have permanently installed at desks and drawing boards.
Zoe Berman recently wrote in this blog about the nature of the ‘crit’ and the diversity of opinion surrounding its role in architectural education. It is interesting to note that here at Sheffield, teaching staff are keen to refer to the experience as a ‘review’ rather than ‘crit’, playing down the anticipation of conflict in favour of a positive conversation about our general learning, seeking to develop both our skill as designers and our projects as architecture. As we approach the review, there is much debate about the balance to be struck between ‘designing’ and ‘drawing up’, with a forceful argument made by our tutors that the divide should by no means be stark and absolute. This illustrates a core principal underlying the school’s pedagogical approach, that the goal of education – of any kind – is to produce autonomous, life-long learners rather than merely ‘knowledgeable persons’. By derivation, I should reflect on how I am working, rather than what I am producing.
So what do our readers think our education is for? And how do they think we should be using it? Now if you’ll excuse me, I need to light the other end of my candle….