Architecture Program Report Tulane University New Orleans ...
Architecture Program Report Tulane University New Orleans ... Architecture Program Report Tulane University New Orleans ...
In accordance with School policy, work that is not adequately represented will not be discussed in reviews. Late work will only be accepted with the permission of the Instructor. Late work submitted after the final day of classes is not acceptable without written permission from the Dean. Extensions for medical reasons or family emergencies should be requested as soon after the event as possible and in advance of the deadline, and must be supported by adequate documentation. Students with documented disabilities who require accommodations should follow the procedures of Tulane's Office of Disability Services and make an appointment to speak to their Instructor during office hours. Each student is strongly encouraged to maintain a personal sketchbook throughout the semester. The size and type of sketchbook are open to your preference, although we suggest that an easily portable size is one that you can carry with you at all times. Sketch media are also up to you.
[Student Studio Culture Policy—DRAFT] Student Representatives: Sydney Brown Evan Conroy Kristen Craig Maggie Morrow Studio Culture Initiative Tulane University 2007 The Tulane School of Architecture Studio Culture Initiative focuses on all aspects of studio and the positive and negative consequences of the school’s curriculum as it currently stands. The document was prepared by four representatives in their final year of architecture school who are active in Tulane School of Architecture’s political and social student body. It was based on conversations between students, personal experiences from students in the undergraduate and graduate programs, and a small studio culture session held in September of 2007. The goal of the document is to provide a general sense of the experience of studying architecture at Tulane, highlight its strengths, and offer ways that the culture of studio could be improved. This document also indicates what the student body leaders feel are the predominant thoughts and concerns of students in the School of Architecture. The general atmosphere of design studio in the Tulane School of Architecture is one of collaboration and transition. Rather than being intensely competitive with each other, students in TSA engage in an open dialogue at all levels of the design process. This is a positive attribute that fosters a sense of community within the studios and unites the school. A number of shifts are in progress at the School of Architecture. The concrete changes brought about by the recent events in New Orleans and the school’s curriculum reform affect the way we, the student body, experience its education. For example, during what has come to be called the ‘Hurricane Semester’, Tulane University closed and all TSA students were scattered. Architecture schools across the country opened their doors, and most students joined studios at other universities with drastically different ways of working. The interaction between TSA students and students and faculty from other schools positively impacted our overall educational experience. From a sudden and unforeseen event, we had the chance to experience studio in an entirely new way. When we returned, which the vast majority of us did, we were able to compare strengths and weaknesses of our education and studio culture at TSA with the various studios we took part in across the country. We realize that it is not enough to have this experience without letting it shape us, and the School of Architecture will continue to grow with the knowledge its
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[Student Studio Culture Policy—DRAFT]<br />
Student Representatives:<br />
Sydney Brown<br />
Evan Conroy<br />
Kristen Craig<br />
Maggie Morrow<br />
Studio Culture Initiative<br />
<strong>Tulane</strong> <strong>University</strong> 2007<br />
The <strong>Tulane</strong> School of <strong>Architecture</strong> Studio Culture Initiative focuses on all<br />
aspects of studio and the positive and negative consequences of the school’s<br />
curriculum as it currently stands. The document was prepared by four<br />
representatives in their final year of architecture school who are active in <strong>Tulane</strong><br />
School of <strong>Architecture</strong>’s political and social student body. It was based on<br />
conversations between students, personal experiences from students in the<br />
undergraduate and graduate programs, and a small studio culture session held in<br />
September of 2007. The goal of the document is to provide a general sense of<br />
the experience of studying architecture at <strong>Tulane</strong>, highlight its strengths, and<br />
offer ways that the culture of studio could be improved. This document also<br />
indicates what the student body leaders feel are the predominant thoughts and<br />
concerns of students in the School of <strong>Architecture</strong>.<br />
The general atmosphere of design studio in the <strong>Tulane</strong> School of<br />
<strong>Architecture</strong> is one of collaboration and transition. Rather than being intensely<br />
competitive with each other, students in TSA engage in an open dialogue at all<br />
levels of the design process. This is a positive attribute that fosters a sense of<br />
community within the studios and unites the school. A number of shifts are in<br />
progress at the School of <strong>Architecture</strong>. The concrete changes brought about by<br />
the recent events in <strong>New</strong> <strong>Orleans</strong> and the school’s curriculum reform affect the<br />
way we, the student body, experience its education. For example, during what<br />
has come to be called the ‘Hurricane Semester’, <strong>Tulane</strong> <strong>University</strong> closed and all<br />
TSA students were scattered. <strong>Architecture</strong> schools across the country opened<br />
their doors, and most students joined studios at other universities with drastically<br />
different ways of working. The interaction between TSA students and students<br />
and faculty from other schools positively impacted our overall educational<br />
experience.<br />
From a sudden and unforeseen event, we had the chance to experience<br />
studio in an entirely new way. When we returned, which the vast majority of us<br />
did, we were able to compare strengths and weaknesses of our education and<br />
studio culture at TSA with the various studios we took part in across the country.<br />
We realize that it is not enough to have this experience without letting it shape<br />
us, and the School of <strong>Architecture</strong> will continue to grow with the knowledge its
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