Abstract:

Though architecture curricula prioritizes the resolution of a myriad of factors in designing spaces, it often neglects the tacit necessity of feasibility including production and delivery. At best, architecture programs introduce and encourage students to the materials and methods of bringing design ideas to reality; at worst, they are merely technical minutiae as perfunctory components to maintain accreditation. That students can produce convincing, robust, and detailed design imagery with greater efficiency and ease neither reflects a higher construction competence nor preparedness for entry into industry. A reliance on digital imagery provides false design confidence. The estrangement brought about by the proficiency of students with computer visualization rather than understanding of construction practice was only exacerbated with the dramatic pivoting of architecture programs to online pedagogy during the COVID pandemic. In response to the emergent and growing disparity between “paper architecture” and feasible designs, an aggressive initiative to encourage students to literally and figuratively bring their design ideas to reality was developed. Within Canada’s largest architectural program, the authors embarked upon a one year program that provided architecture students with extracurricular opportunities to physically manifest their digital design work in order to reaffirm the ability for future architects to design, detail, and deliver their ideas. Through a series of examples, the authors present a framework where students gain experience by not only applying academic principles of materials and methods to conventional construction practice but also in applying and innovating this knowledge to their own design work.

Keywords:

Design-build, architecture, post-COVID, digital design, experiential learning.