Academic literature on the topic 'Architecture: professional practice'

The relevance of modern Russian anonymous architecture is studied. The evolution of the concept «anonymous» and the variety of its connotations in different contexts are viewed. A brief overview of researches influenced on new values formation is presented. Philosophical and cultural background of inclusion of anonymous language in professional field are analyzed as well as mutual influence of artistic and architectural practices. The question of research typological boundaries is raised. The examples of anonymous language legitimation in Russian and world professional architectural practice are presented. Potential values of Russian vernacular architecture are revealed and classified for professional practice. Objects created by non-professionals demonstrate respect for the place, cultural continuity, careful attitude to things, to manual labor and love of folk material culture.

This study investigated the role of architectural education in Nigeria in preparing professionals for sustainable architectural practice, with a particular focus on advancing Sustainable Development Goal 4 (SDG 4). It assessed the relationship between the teaching methods employed in delivery of the architecture curriculum of universities and sustainable architectural practice among professionals. Using positivism as the philosophical stance, a quantitative approach was taken. Regression analysis was employed to analyse teaching methods and its impact on architects' professional practice. Findings revealed that educators who place emphasis on meeting deadlines, employed teaching methods that are flexible enough to adapt to changing needs, and adopting the practice of professional ethics in their teaching delivery have the highest positive influence on future architectural practice of their students. On the flip side, educators who accepted submission from students that were carelessly put together, and capitalize on relationships with their students (such as favouritism) tend to negatively affect the future architectural practice of their students. This research also revealed the crucial impact of architectural education approaches on advancing sustainable architectural practices in Nigeria, aligning with the objectives of SDG 4. It underscores the importance of teaching methods and recommends constant updates of teaching methods at the faculty level so as to have products who have a highly sustainable practice. Keywords: Architectural education, Architectural practice, Sustainability, Teaching methods

This paper analyses the status of the ecological architecture education nowadays and describes the necessity of embedding ecological and energy-saving technologies in traditional architectural education. Then the author introduces the teaching plan and practice in the newly started Building Integrated Solar System professional orientation in Shandong Jianzhu University and explores the possibility of establishing the ecological-featured architecture professional orientation in China.

This paper examines the nature of the relationship between ethics and architecture. This complicated state of affairs—in professional practice and architectural design—is evaluated based on a bibliographical review of the visions of some Arab and Western thinkers. This review passes through the analysis of three intellectual movements: modernism, postmodernism, and the new brutalism. A series of questions arises: How is it determined whether any of these principles are moral or immoral? Does a specific principle override other beliefs? Who decides that any building is ethical or unethical? This article shows that some conclusions can be drawn from human values to act as a guide for creating a superior design but not for a “stately” design. Critically, it emerges that there is no so-called ethical architecture, but rather, ethics is always related to professional practice. This means that the construction of a building is governed by ideas and design criteria while professional practice is guided by ethical /moral principles.

In this article we consider ways of solving the problem of lacking practical experience in drawing and painting among the students of architecture departments. We propose a solution to this problem through creation of teaching methods aimed to develop a perception of of nature, compositional and technical skills and abilities. We study the principles of the approach to the plein air practice working program of the leading architectural universities in Russia, and also compare and analyze two approaches to the program: an interdisciplinary approach based on the relationship of architecture with the visual arts - drawing and studying architectural monuments and holding a plein air in the form of master classes by professional artists, with an emphasis on techniques and technologies of work in the plein air. Revealing the methodological features of building a program for mastering the universal and general professional competencies of an architect and designer: acquaintance with the monuments of architectural heritage, a creative research approach to the object of study, the development of compositional thinking and the basics of linear constructive drawing, the development of graphic techniques necessary for working on sketches of projects. Recommendations are given for the development of tasks for plein air practice for students of architecture, reconstruction, urban planning and design departments.

The research focuses on the professional profile of architects by analyzing their identity and creative principles. The aim is to explore the professional community of Lithuanian architects who are currently shaping the built environment, to identify their heterogeneity in terms of professional generations. The problem of the research is shaped by the current controversies in the field of architecture concerning the changing status, activities, and responsibilities of the architect. The relevance of the study lies in several aspects: the lack of in-depth sociological research on the professional community of Lithuanian architects; the attempt to verify and clarify the results of the semi-structured interview study Lithuanian Architects on Architecture, and the reflection on the global architectural situation and the new agenda for architectural design towards a high quality built environment. The study adopted a mixed methods research design. This involved the collection, analysis, and interpretation of both quantitative and qualitative data. This methodology is chosen because the research requires a complex and multifaceted approach to the phenomenon of architecture and the problems of architectural practice. It also allowed a larger group of research participants to be reached (450 respondents). The questionnaire contains 13 questions, each is structured in a multiple-choice format, with one option being an open-ended question. The questions are grouped under several themes: 1) the nature and fields of architectural practice and the concept of architecture; 2) the scope of practice and the allocation of professional time; 3) selfdetermination and professional loyalty; and 4) creative principles. Descriptive statistical methods were used to process the survey data. Content analysis and, to some extent, thematic analysis were used to analyze quantitative data from open-ended questions. The study highlights that the professional generations of architects analyzed follow the general trend of architecture, refuting the hypothesis that the approach of each generation is significantly different. However, it has been observed that the representatives of each generation show a particular attitude in a specific area, which indicates the dynamics of an attitude or predicts a change in the architectural community as a whole. The youngest generation of architects is an indicator of change. It is characterized by seeing a great diversity of aspects in architecture and architectural practice.

Architectural professionals can contribute to efforts at achieving sustainable urbanism. However, the realm of professional discourse is extremely limited. Grounded architectural practice (GAP) is developed as a conceptual framework to explore an emergent form of contextually appropriate architectural practice in the context of a resident-driven in situ informal settlement upgrading project. The exploration takes the form of a descriptive narrative. Each challenge that arose during the descriptive narrative was mapped according to Engeström’s activity system model, an analytical tool emanating from cultural-historical activity theory (CHAT). By participating in live projects in informal settlements and analysing these projects by means of CHAT, the authors explored the highly improvising and generative everyday practices of the urban majority. Architectural practice in such a context requires a multi-disciplinary approach which extends beyond conventional professional boundaries, and attention must be paid to building the capacity of all participants to function in such uncharted territory.

In an attempt to make architectural education more relevant to professional architectural practice and as a response to increasing tuition fees, major changes to university curricula in the UK are afoot. This brings unprecedented opportunities to re-consider what and how universities teach - and to make architectural education more relevant to real-world challenges.Last year, undergraduate design unit UG3 at the Bartlett School of Architecture completed an innovative project. The unit teamed-up with educational charity Global Generation to design and build a series of small buildings for a real client on a real site in King’s Cross. The article ‘Made in Architecture: Education as collaborative practice’ evaluates the emerging tradition of the live project as a vehicle for teaching architecture students about teamwork, collaboration and engagement. These skills - although increasingly significant to architectural practice - have until now been largely side-lined by university curricula.Only if educators and practitioners together embrace new opportunities for architects to engage and empower communities can the profession reverse increasing marginalisation and re-define it’s remit in the face of new social and environmental challenges.