TEACHING PHILOSOPHY STATEMENT

I believe that the approach in architecture is to learn by doing as we are not mere the recipient of
knowledge. Design is an active process and needs application and patience; therefore, I will make
sure that the studio environment provides discipline.

As an instructor of design, my role will be to galvanize the students and also to open their doors of
perception. Like other disciplines of arts and design, the role of architectural pedagogy is to help
students visualize. In design studio I find each student is diverse and unique in approach; therefore,
his or her interpretation about the project brief can be different. I encourage them on experimenting
for the diversification of knowledge as there is no right or wrong in the design. I will provide a
conducive environment where each and every student can champion the cause of learning by looking
at others work, discuss ideas and insights that will provide further critique and collaboration.

In a brief spell of my teaching experience, I have discovered that most of the students in our art
school adopt one dimensional or rather a 2d approach. For instance, during a design process, they
keep evolving plan although I generally believe that plan generates design while it is a constant effort
where the plan, section, and elevation go simultaneously to evolve a cohesive scheme that could
resolve design issues. Therefore I would like them to conceptualize not only master plan/floor plans
but think three-dimensionally also.

Computer software is a good drafting tool nowadays and since the advent of BIM software like Revit
architecture, it has revolutionized the design tool also and is very helpful in the coordination of
design. Yet I find the issue that the students continue to work till the presentation day and it is
somewhat difficult for the teacher to see their sections and elevations that cannot be seen if they
don’t print them out before time, therefore, my opinion is to use the computer effectively.

My role is of a mentor who will help them to evolve as a design architect, but I will not superimpose
my dogmas/ideas on them, their designs will be novel as that will reflect their design intent/design
philosophy. The students' community is an example of “difference within sameness” rhetoric as I
know each student has his/her own forte and learning style, therefore, I would like to develop
accordingly.

Architecture is considered as visual art and it also has its own distinctive language, therefore, I
believe that I can't teach architecture until and unless it has relevance with art history. Both histories
of art and architecture have a pivotal role in the discourse of architecture design that helps students
know how the architecture language has evolved through the ages.

For me, the end product in architecture is important, but the most important thing that the students
need to think is the design process where each link in the chain provides flair and value addition. No
design will produce without a thought process (sketching, annotations, conceptual modeling, site
inventory, analysis, and synthesis).