‘Architectural Design’ is a new programme at the American School in London (ASL) that students interested in design and construction can elect to take at the end of high school.
The American School in London © Dave Morris
The programme introduces students to a range of architectural concepts including:
- principles of design
- technical drawing
- site analysis
- specific needs of a space or structure
- evaluation of social, historical, economic and environmental sustainability.
ASL follows an American curriculum in which students are challenged to learn by doing. They are offered an unusually wide array of options to extend their knowledge in several subject areas, hence the Architectural Design option for high school students. Often this will be taken up by those wishing to pursue the further study of architecture, or other built environment courses, as the elective at ASL helps students to build up a portfolio.
Architectural Design student, Cameron, enjoys the variety and challenge of learning new skills in this programme, ‘We can either work in the lab or the classroom, either on physical models or computer models. I enjoy the art of being creative in an efficient way.’
Students learn about the creative process in design, phases of a project and how to work as a team to solve problems. Using rough models and computer aided design software, students learn how to present architectural design ideas.
The class uses an intranet website that allows everyone to share links, events and information about contemporary architecture, upload pictures of architecture they explore on field studies, and watch online videos of architects from around the world on “TED“. In this way, students learn about the latest innovations and issues in the field.
ASL students’ design of a transport station for tourist boats in Japan © The American School in London
The ASL high school principal, Dr Paul Richards, says, ‘Architecture at ASL provides an important opportunity for our students to develop skills in a 21st century profession. It develops technical precision, stimulates right-brain design and conceptualisation and provides meaningful opportunities for collaboration with peers. It is truly a special circumstance when schools can facilitate creative thought so students can offer feasible solutions to real-world problems. The programme at ASL embodies the best that a school-profession partnership can offer.’
The Architectural Design programme has an advisory committee of architects who enrich the course content with contributions and visits. ‘It is so important to explore ideas creatively and understand a project’s relationship to materials,’ says Win Man, an advisor, who works at HDR Architecture. Mr Man has visited the architecture class to review student projects and broaden student perspectives through various presentations.
Advisor, Win Man, working with students on their design proposals © The American School in London
Building on the introductory programme, students can elect to take a deeper look at the design process in Architectural Design II, which develops an understanding of architecture as an exploration of form and function. With more visits to architectural sites in London, further practice of site analysis and evaluation of sustainability, students develop a greater understanding of the challenges facing architects in today’s world.
To learn more about a career in architecture
- CABE’s careers section
- The Royal Institute of British Architects’ careers pages
- RIBA’s ‘Think architecture’ pdf
Architecture as a stand-alone subject in schools?
The careers route is not the only reason for students choosing Architectural Design at ASL. Others may choose it for a variety of reasons - general interest, for a challenge, the combination of arts and sciences, or to be creative in a “structured” way. This leads us to question how, through an English curriculum, education providers should think about offering architecture as an option.
Building Design (BD) magazine recently reported on the popularity of the Diploma of Construction and the Built Environment. For this article BD invited Victoria Thornton, director of Open House, and Matt Bell, director of education and external affairs at CABE, to comment on how architecture should be further introduced to the English curriculum.
As a learning provider or a school, do you think there is a correct model for introducing the subject of architecture into schools? How do we go about influencing and implementing these ideas? If you have any thoughts you’d like to share please email education@cabe.org.uk.
