100707
TRAVESTY
by Ralph Liebing, RA, CSI, CDT
Cincinnati, OH
OK, youre all not architects! But you do work with, work for, or call upon architects. Despite a diminished role, architects are still part of the project and construction process. They program, design and document projects, create solutions and put buildings together. Agreed?
A comment in ARCHITECT magazine about 6 months ago included, .The AIA has targeted teaching of how buildings are made as the weakest aspect of architectural education, and there is some merit to this chargetraditional studios [in schools] result in what can only be called schematic design.Students are frustrated with theory-driven virtual architecture and a profession that works at the top of the food chain. They are pushing for outreach, hands-on experiences because they want meaning in their lives and want it embodied in their education.
Despite this plea, the schools remain entrenched and stressed by their own parochial curriculum development and constrained time for professional education. There may be isolated [and wide spread] courses that attempt to fill this plea from students, but doesnt every student deserve to know how to realize what they conceived and design?
We all may not be architects, but we work for some or we have them as clients, or we try to influence them to specify our products. Whats this got to do with CSI, SCIP, product representatives and other non-designing architects? Plenty! With possible variations, try this on for size;
While teaching Methods and Materials [covered working drawing and then various materials and systems at basic and manufacturing levels] at the University of Cincinnati in the early 70s, we used one assignment where teams of 3-4 students were given the name of a product or manufacturers representative. They were to contact this person, set an appointment and conduct and interview to learn about the product lines, collect literature for personal libraries, AND to discuss the reps views on architects, good/bad drawings, etc., that impact the professional work. Surprise, the kids [now this was the 70s!!!] cleaned up, dressed half way decently, and ventured forth. The results? Amazing [interviews were welcomed and some even involved lunch and several hours]. Pure amazement on both sides of the interviews-- the mere interfacing, the talk, the information, the education, the give and take-- and yes, the opening of new worlds never before broached.
We got letters from the reps supporting this effort and expressing their eye-opening wonder at the experience; and the kids were markedly different-- they took a giant step to being rounded professionals!
This is but one isolated attempt, and I am sure there are others. Other people and CSI members have seen fit to do something to moderate the shameful situation we have. But one wonders why this is not and cannot be a major effort at chapter and region levels, somewhat organized, certainly encouraged, promoted and supported at the national level. This is a gaping hole that is so easily filled with a little imagination, a small effort/dedication and a sincere desire to help and make better.
In fact, there is a prognosis that says this can be done throughout the construction industry with other aspects of direct interest to CSI-- and within its members capabilities to do such things. If CSI members and their colleagues are so good at selling project designs, and selling products, is this not a rather easy matter of selling something new, different and product? We can talk ourselves blue-in-the-face, but it is action that makes the difference. And actions belie the tendency or determination to maintain status quo, and satisfy ourselves that by merely updating existing documents and programs we self-perpetuate. Isnt lost of membership directly linked to such ideology? Arent new service and direction, and outreach not only the vogue of the day, but also the necessity of the day? Are we so satisfied to ignore this? Are we so lazy and detached to set this aside as none of our business?
Are we now so blas, so stressed, so uncaring, so money driven [as in frugal] that we simply arent interested in a small effort to reach out and fill a need that in turn could make our lot, later, better? And yes, part of this problem is getting the schools to at least let us get some information and access to their students. Part of the need is academic and institutional support, and national support and impetus for the local effort! Otherwise, the travesty in place will become on-going, entrenched and unresolvable.