IDIOSYNCRACYTHE ARCHITECTURE PEDAGOGY

 DESCRIPTION 

The school is meant to be a machine for learning how to build. Students should be liberated from the compulsion of basing their design on a specific "concept of form". This binds and restricts young minds and induces unidirectional thought process. Instead the studio should be a boundless space that students mould according to their requirements and daily functioning. This encourages them to achieve unique forms sacrosanct to their individual interpretation of various assignments. Similarly, the building is designed on no precise concept, (but is an extrapolation of metaphorical instances we faced at our institutes) teaching them:

• Idiosyncratic Spatial Interpretation
• Adaptability
• Characteristic thinking
• Interaction
• Lessons on materials
• Respect for Nature

Their thoughts at this stage of the profession are meant to be bewildering and amusing. From the outside the building bears resemblance to this state of mind. However, upon entering for five years one discovers the straightforward semblance in disorder, to be interpreted newly each day.

• Liberal
• Quizzically amusing
• Unrestrained
• Non- dogmatic reigns of "concept for form"
• Unprincipled eclecticism
• Great, Important and Significant
• Non- heroic yet epic
• Human, not alien