JRWJerkins ePortfolio
Integrative Themes
Curriculum: Horizontal
ARC2031 (Arch history before 1400) and HIS1010 (World History before 1500)
This example of “nibbled stone”, a form of Incan building practices, was studied in both classes due to it’s precision as well as the fact that similar practices emerged in early cultures throughout the world.
While taken in different years, these two classes still resonated with each other and with me. The complimentary nature of two classes is obvious in how they are looking predominantly at the same time frame and set of cultures, but analyzing different aspects. World history is a fairly standard class in most universities, though I would say that Professor Bisson did a great job at making history interesting and digestible while also exploring less obvious corners of history. She analyzed women and their roles in these predominantly patriarchal societies and how they both were influenced by their culture and in some cases influenced it in return. Professor Bisson also would note artifacts of interest, including architectural achievements for us to study. This complemented Professor Watson’s Architecture History course well as it often gave us a better understanding of the culture, circumstances, and events that shaped the architecture we studied. Architecture History 1 is a foundational class to understanding architecture at all. How and why did the first builders make shelter and when did that become elevated to architecture and not just an ornamented shed? Questions like this were asked and answered in Professor Watson’s class, but my understanding and the quality of my answers was greatly improved thanks to Professor Bisson’s History course.
The first three actual Studio classes (not counting Foundation Studio) were an important part of my development as an architecture student. While my time before Belmont consisted of a decade working as a draftsman, that time didn’t teach me how to think like a designer. So, it was in these Studios that I got the first tastes of actual design work and then began to improve my own sensibilities and style. Each Studio was a step forward in this path. While some years were just a small step, others were giant leaps in my understanding of how to think like a designer. The nature of these Studios are such that they successively build on one another. Each Studio makes use of the knowledge learned and skills developed in the one before. Without this interweaving and successive nature, I don’t feel that I would have learned as much nor would I have done so as quickly.
That all being said, my time as a drafter definitely aided me in these Studios. Leveraging my drawing and digital skills I was able to focus more on design and iterating, having to spend less time drawing over and over to get the final result I wanted from my work. The downside of this that I was warned against by my mentor was to not become too reliant on these drafter skills. He noted that if I didn’t push myself each semester to improve, I would quickly fall behind. It is this advice that has stuck with me through my time so far. I strive to improve my skills and design sensibility each and every Studio I take.
Curriculum: Vertical
Studio 1, 2, and 3
(ARC 2031, 2032, 3031)
This Section Perspective was developed after three Studios worth of instruction, each providing me with the skills and knowhow needed to create an image like this.
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