Tetra Studio in Architectural Education: A Novel Approach of Communication between Disciplines

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Dr. Yasira Naeem Pasha, Shahla Adnan, Jon Calame


Architectural Education at its core encompasses several components that are related to diversity in its process of dissemination of knowledge. This discipline of education caters three main domains; knowledge, competency and skill in broad categorization of the core components. In addition to it, the conduct of architectural education also involves some skill sets and competencies, which appear as overlooked attributes. These overlooked attributes have been integrated in the process so minutely that they have almost diminished resulting in the lack of communication of the discipline with other disciplines. The research argues that if some attributes of architectural education are surfaced out in its basic structure then it may serve as a connecting communication tool between other disciplines that are commonly present in the society. This new nomenclature of architectural education tends to resonate with its tendency to exhibit emerging multidisciplinary capacities.

This paper focuses on a novel approach for the conduct of architectural education. This non-conventional approach is somehow knitted in the educational process of architects but has not surfaced out in an organized and structured form. The research adopts qualitative method through a case study in a school of architecture, wherein a structured workshop was conducted. The objectives of the workshop were to explore the different novel methods potentially applicable in the process of architectural education and to develop a viable matrix that can be integrated in the process of education in the discipline of architecture. The findings of research are presented asa proposed matrix of methods to be integrated with each other termed as “Tetra Studio”. This includes information, skill, competence, and knowledge as four components that constitute a basic structure for architectural education. These are translated in the process through four elements namely; research, proposal, verification and implementation. The findings of this research are integrated with the recommendations for a research-driven, competency-basedarchitectural curriculum.

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