Teaching Beyond the Curriculum

Abstract

In response to the evolving educational landscape, the Writing Architecture fosters a robust interaction between theoretical understanding and practical applications. Rooted within a humanities-based theory sequence, the course leverages writing as a profound medium to explore architecture as a culturally rich practice. The pedagogical approach is built around three core writing genres: disciplinary, technical, and professional, each serving as a lens to delve into non-canonical architectural discourses, thereby decentralizing the often Western-centric architectural pedagogy. Spring 2023 marked the inception of a novel assignment that fostered a dialogue between students and architects. This initiative was aimed at bridging the academic-professional divide, enabling students to critically evaluate and articulate architectural ideologies. The discourse emanated from this dialogue resulted in the ArchZine, a student-curated magazine, embodying rich narratives intertwined with AI-generated imagery. The thematic areas of technology, collaboration, aesthetics, and philosophy/theory served as the basis of these discussions, revealing a multifaceted perspective on contemporary architectural practice. The course, through its innovative pedagogical design, not only augments students’ verbal and written rhetorical confidence but also engenders a deeper engagement with real-world architectural paradigms. By intertwining architectural theories with present-day professional dialogues, the course exemplifies a forward-thinking pedagogical model, resonating with the ethos of teaching beyond the curriculum. It nurtures a conducive environment for students to interrogate, appreciate, and contribute to the global architectural dialogue, thereby fostering a more holistic, informed, and inclusive architectural education.