Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
BY;
MARK JEFF V. CALLANTA
CHRISTIAN RENN L. GARDOSE
JEDD DARYL D. MANULAT
YVONNE R. MARZADO
JESSA ROSE B. MOLE
MAY JOY B. VISTAL
AUSGUST 2015
Chapter 1
THE PROBLEM AND REVIEW OF RELATED LITERATURE
Introduction
Educators in architecture say debates over the appropriate balance
between theory and practice have been going on for centuries. On one side,
educators argue that graduate programs should not be technical schools but
should teach students to analyze, design and think. Those taking the other
side say schools have become so skewed toward theory that firms hiring
interns have to start from scratch when training them. from the article, For
would-be Architects, Grad School is Like Boot Camp
University of Mindanao develops student in two different ways due to
the demands of the industry and the competencies all around the world. For
many years of teaching architecture in University of Mindanao, graduates of
the said institution have proven its competencies, skills and achievements.
But looking through the percentage on the learning of the students in terms of
architectural principles, many students cannot attain the standards of its titile.
University of Mindanao students lack the proper competencies in terms of it.
Architectural principles are badly needed by the students to become more
effective architects.
Base on some commentaries of Arct. Felino Palafox Jr. having this
issue most especially in the Philippines are quite challenging more especially
management in
architectural
practice. The
response
of educational
offers a list of knowledge that an architect should possess, but he is less clear
on how that knowledge should be developed.
As the first architectural design studio course, the Foundation I studio
establishes a fundamental understanding of representation and abstraction to
which more of your own thoughts and ideas about spatial thinking can be
added. This will involve, by means of the architectural studio, a reiterative
investigation into the relationship of technique, form, and meaning through
study, invention, testing, and evaluation. During this semester a series of short
problems will be given to expose you to the complexities of visual
communication and the design act; to develop skills of spatial manipulation; to
give you the self-confidence in making valid decisions within set time limits; to
develop the skills of graphic presentation necessary for interpreting and
communicating your architectural intentions; and above all, to instill the ability
to combine insight with the rigorous analytical study in a design process that
is efficient, personally effective, and which becomes second nature to you as
a working process (Summer Preparatory Studio, 2015).
Design practice is an introductory architectural design studio through
which students develop critical, analytical and speculative design abilities in
architecture. Students develop representational techniques for the analysis of
social and cultural constructs, and formulate propositions for situating built
form in the arena of the urban and suburban environment. The studio initiates
innovation through a sequence of projects, spatial models and rule sets that
introduce each student to rule-based design processes-- in which a reversal
acquiring manual skill without scholarship have never been able to reach a
position of authority to correspond to their pains, while those who relied only
upon theories and scholarship were obviously hunting the shadow, not the
substance. Too much practical knowledge and one could never hope to rise
above the status of a laborer; too much theory and nothing solid would be
built. Paper Architecture is a recent term for the latter case, in which buildings
are developed in drawings but are never built. This type of theoretical focus
has been a part of the profession since Etienne-Louis Boulee and Piranesi,
and continues in todays architectural discourse in the work of Zaha Hadid or
Daniel Libeskind who, though building some projects, have a well-known body
of drawn work. Regardless of the influence of these theoretical works to the
field, architecture is, a bimodal profession, and it requires its practitioners to
have a feel for both good design and the infrastructure required to bring these
to life.
On the side of a proper theoretical education, there is the belief that
preparing students with the ability to think in a critical fashion allows for
graduates to apply their minds towards a variety of careers, offices and roles.
There is an acknowledgment that there is a big difference between training
and education, and that architecture schools are located in universities for a
reason; students are expected to learn to explore a variety of solutions, not
simply how to do something right instead of wrong.
Dietrich Elger and Peter Russell suggest that history, geometry,
mathematics, construction, logistics and economics are all of equal
activities
is
the
studio.
Furthermore,
any
exploration,
Awareness of
the
DESIGN
links
think
creative disciplines.
Awareness of
the
relevant
creatively, innovate
Ability
to
define
gather
and
information,
problems,
apply
and
environments.
action.
Ability
to
act
with
knowledge
Ability
formulate
to
strategies
think
for
three-
environments.
of design.
Understanding
of
the
integration
construction
services
of
structure,
technologies
systems
into
and
a
Ability
to
reconcile
divergent
Gender
2.) What is the level of performance of Architecture students in terms of
design practice?
3.) What is the level of performance of architecture students in terms of
learning principles of architecture?
4.) Can design practice affect the learning of architecture principles?
5.)
Assumptions
Architecture students and academics tend to prioritize design as the most
important activity in the curriculum. However, by focusing on design other
important areas of study may be undermined and students might graduate
without an appropriate breadth and depth of architectural knowledge. With
almost half of the architecture curriculum in a typical school dedicated to
design, it is not surprising that both staff and students tend to identify design
as the most important skill for an architect.
CHAPTER 2
METHODOLOGY
Research Design
In this study the researcher wants to aim the importance of the two
individual techniques in dealing of their profession using the two alternative
ways of learning: design practice and learning principles. This research
design used the comparative method which is used to compare the
contemporary events.
Thus, the researcher aims to know the difference and the effectivity
between two alternative ways of learning and to determine which method of
learning must be given emphasis and to prioritize according to the needs of
the students especially the Architecture students of University of Mindanao.
Research Subjects
The respondents of this study were the students of the University of
Mindanao from College of Architecture and Fine Arts Education specially the
Architecture students who were enrolled for School Year 2015-2016. The
researchers randomly selected 30 students. The study were conducted inside
the University of Mindanao, Matina Campus.
Research Instrument
Statistical of Data
The responses of the participants through questionnaire were tested
using the following statistical tools:
Mean. This was used to determine the difference and the learning
between Design practice and Architectural principles preparing by the
Architecture students of University of Mindanao.
Person-r. This is a measure of relationship between the two alternative
ways. This was used to determine the significance of the learning between the
Design practice and Architectural principles that exerted by the students of
Architecture.
T- test. This analysis is appropriate whenever you want to compare the
means of two groups. This assesses whether the difference and the learning
between Design practice and Architectural principles are statistically different
from each other.
References
ACSA. ACSA Reports from the ACSA Topic Groups Preparing for the October
2008 NAAB Accreditation Review Conference. Washington, D.C.: 2008.
CURRICULUM
VITAE
YVONNE R. MARZADO
IGALOS, SAMAL CITY
09127201257
PERSONAL DATA
BIRTH DATE: October 02, 1997
NATIONALITY: Filipino
__________________________________
EDUCATIONAL ATTAINMENT
ELEMENTARY: Tambo Elem. School
Igalos, Samal City
HIGH SCHOOL: Nieves Villarica National High School
Igalos, Samal City
COLLEGE: University Of Mindanao
COURSE: Bachelor in Science in Architecture