The curriculum states three major streams
Stream 1: The first is oriented towards Man, Society and Expressions, and deals with the development of culture, thought, philosophy, arts and science and their impact on the world. It deals with the Humanities and the Arts.
Stream 2: The second is oriented to Technology, and deals with the understanding of man, of the physical world, of materials, their properties, behaviour and techniques through which man has shaped his physical built environment of the elements of the physical world that he must control and harness to give physical comfort. It deals with Materials, Structural principles, Constructional systems and services and Environmental sciences.
Stream 3: The third the central discipline is oriented to Synthesis, of the forces of man and society, of the nature and needs of social institutions, interpreted through physical environment. This is the field of Design synthesis. It deals with the development of design sensibility and skills, principles of design, its history and theory, the development of design vocabulary and grammar, of its expressional skills, through a set of graded projects and programmes of increasing complexity.
From the First stream, knowledge is gathered about man, his needs and their myriad expressions, from the Second stream understandings are developed about the nature of the physical world, climatic phenomena, and building possibilities. The design studio brings these understandings together in developing expressions for the needs of human institutions in space and form that answer to the integrity between part and whole and conducive to a qualitative living environment.
COURSE STRUCTURE
The course structure and relative emphasis between sub disciplines vary depending on their position within the course.
The first 2 years emphasise the development of background, sensibility, skills and its disciplines, and are considered as the Foundation years.
The third and the fourth years emphasises the interrelationship between the disciplines and their resolution into integral totals increasing complexity and are considered the Developing years.
The final year emphasises the development of individual, his/her maturity, and establishment of directions and is termed as the Exposition year, during which the student develops his/her theoretical understanding and skills or design synthesis to personal choice of directions and to a high quality of manifested resolutions.
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- Curriculum at SA, CEPT, 1988 In Course Curriculum at the Centre for Environmental Planning and Technology, Edited by Neelkanth Chhaya, Pratyush Shankar and Vishwanath Kashikar. FA - CEPT University Booklet Series. Ahmedabad: Faculty of Architecture, CEPT University, 2011.
- The Fifty Year Saga - Frameworks of Teaching and Learning at School of Architecture, CEPT In Course Curriculum at the Centre for Environmental Planning and Technology, Edited by Neelkanth Chhaya, Pratyush Shankar and Vishwanath Kashikar. FA - CEPT University Booklet Series. Ahmedabad: Faculty of Architecture, CEPT University, 2011.
- Course Curriculum at CEPT, 1963-2001, Edited by Neelkanth Chhaya, Pratyush Shankar and Vishwanath Kashikar. FA - CEPT University Booklet Series. Ahmedabad: Faculty of Architecture, CEPT University, 2011.