This curriculum can be seen in light of the national level activities initiated by the Government of India to standardize architectural education and to create a professional outlook for the discipline of Architecture. The emphasis on “sound technical” competence and ability to work in teams with other disciplines seems to emerge much more formally in the curriculum with introduction of advance level construction related courses. Curriculum also states the importance of systematic analytical approach as a way to design for problem solving and decision making process. This pragmatic approach reflects in the many specialized courses in construction technology.
The curriculum statement
In keeping with the policy of Government of India of standardized pattern of secondary education the previous six years (11 semesters) course has been revised to five years (10 semesters) since June 1976.
The first four semesters’ courses emphasize on learning of basic tools and techniques in Architectural design.
On clearing stage I, first two years (4 semesters) a student becomes eligible for stage II if he / she wishes to continue studies or can seek employment as an architectural assistant or join other courses. It is expected that at this stage exchange of students with other schools or admission of students with advance standing is possible.
Upon successful completion of six semesters (three years) a student is required to undergo practical training (duration – one semester and a vacation period, total up to six months). This practical training programme is sandwiched within the five years with the intention of giving a break to the student out of the intensive programme and to expose him to the diverse and practical needs of the profession.
The choice would ease transition to professional career and / or Post graduate and research work subsequently.
The objective of the curriculum is to provide a sound technical base for training of an Architect as a designer. The student is exposed to the teamwork aspect of any building project both in design and field as well as in construction, manufacturing, as necessary prerequisite for a good designer.
Courses in structures are organized around laboratory studies and model making. Extensive use of visual material is made in teaching. In addition, site visits are organized to become familiar with constructional aspect of structures. Building technology courses are taught mainly on site and in laboratory. Only organizational problems keep us largely confines to the four walls of the classroom. The advantage is taken of this by way of slides, making detailed reports of site visits, bringing in specialists in construction, acoustics, air-conditioning, lifts etc to the classroom. In senior year’s structure and technology courses are taught in a problem oriented manner.
The design course begins with a study of man and his world for establishing a frame of reference for design in terms of scale and dimensions. The course gradually enlarges in scope and complexity with study of basic shelter up to development of city sector as inter-related study. Emphasis is placed on systematic analytical approach to design leading to problem solving and decision making process.
The curriculum consists of a CORE programme with a minimum training required for an Architectural student during his stay at school. A student has about 20% of his time in the school available for pursuing other areas of his interest. This allows him to develop his background for specializing in areas of his interest. A wide range of ELECTIVE courses are made available in workshops, Arts, crafts, structures, technology, professional practice, humanities and design. Arrangements are also made for students to take up a special study of interest at National Institute of design and similar other institutions.
OBJECTIVES AND METHODOLOGY
- Development of basic skills
- Drawing / Drafting
- Model making
- Report writing
- Communication and visualization
- Development of design skills
- Search for relevant information and data
- Formulation of a problem
- Solving of problem analysis and synthesis
- Decision making
- Training as a member of a team
- Technocrat - Structure, Services, Construction, Accoustics, Climatology, HVAC, Illumination
- Social scientist
- Client interaction
- Individual client / Corporate client
- Presentation and Jury
Heirarchy of aquisition of skills and knowledge of experience. The student must feel this. Integration of concurrent and previous learning in the studio.