ARC8084: Architectural Practice by Gosia Szarnecka

2021

REFLECTIVE PRACTICE REPORT ARC8084: ARCHITECTURAL PRACTICE STUDENT NUMBER: 150079239

WORD COUNT: 1558

combination of various practices shaped my understanding of the profession and the figure of an architect, creating a base for my future professional development. Whilst I have found my undergraduate experience very enjoyable and enriching, I was excited to start a professional journey within an architectural practice and apply the knowledge gained at university to real-life projects. During my year out I started questioning the divergence between the academic and professional experience; whilst I was confident I wanted to continue my professional journey and qualify as an architect, I started doubting whether an MArch course was the right choice for me. The option of continuing my development within the framework of a practice seemed to offer a more handson, practical experience of the industry, which made me question the ‘usefulness’ of a master’s degree within the context of professional practice. However, as much as I enjoyed working within a practice, I had missed the research based approach to design, often overlooked in offices due to time and budget constraints, which is why I decided to undertake a master’s degree. During my time at university I wanted to focus on developing my personal design stance and approach, something that I felt I was unable to do during my year-out. I was interested in translating my own experiences into my architectural practice, framing a personal design strategy that would help me in defining my stance within the context of the architectural industry. Whilst I felt that my Stage 5 studio brief was quite prescribed, I took the opportunity to respond to the brief with an atypical approach. The studio focus was on the musical heritage of Vienna, which is often understood in the context of classical music, especially the First and Second Viennese Schools, however I have chosen to focus on the musical heritage of migrant groups in Vienna, as it has been a centre for migration for centuries, resulting in almost a fifty percent foreign population of the city. As a foreigner myself, I understand the importance of cultivating tradition and knowledge about native culture within migrant communities and I wanted to translate that personal experience into a design approach. It allowed me to develop a project that responded to the brief, whilst at the same time taking into account issues that I personally consider important, a skill that I would like to further explore during my future professional development. What is more, the process informed my stance on the

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My experience of architectural education differed greatly across the years, however that

such as migration. The Linked Research module allowed me to combine an academic education with elements of practice, which bridged my research focuses of Stage 5 and Stage 6. Working within an academic framework, whilst responding to an external client was challenging, but it has also proven very informative. During my time in practice I have taken part in meeting with clients, but often in the role of an observer rather than active participant. What is more, I have usually worked in-line with design concepts developed by senior architects within my practice, rather than driving the concept development from early stages of the scheme. The Linked Research project allowed me to take a more active role as a designer and collaborate more freely with the client to develop a concept design. It was challenging navigating the line between ambitious, creative concepts and buildability and budget restrictions, while working within a group of architectural students. However, it was a challenge that taught me the need to push the boundaries and come up with creative solutions to achieve a high standard of design, within the framework of budget, time and brief, an approach that I would like to incorporate into my own practice in the future. What is more, the combination of academic work and practical experience led me to questioning professional practices and wondering how the knowledge and experience of the university could be better translated into the industry. The questioning of professional practices formed a basis for my Stage 6 research, focused around the topic of non-human ontology and the responsibility of an architect towards the other. Drawing from the writings of Tim Morton and Jane Bennett, I became interested in the notion of a horizontalized hierarchy of beings and the interconnections between humans and non-humans. Whilst the architectural industry somewhat takes into account the impact of buildings onto the non-human, in the form of protected species regulations, it is very limited and addresses only a fraction of the actual environmental impact of the industry. I have focused my researched on the relations between the urban environment and feral pigeons, as there are large populations of these birds in almost every city in the world, making it an almost universal case study for the urban-

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social responsibility of an architect and the role they play in addressing public discourses

on pigeons and tries to create alternative modes of practice that would be based around awareness and care towards them. The questions of embedding the academic research into the professional practices, which cropped up during my linked research project, have been a driving force behind the development of my thesis. During semester 1 I have studied the relationship between pigeons, the urban fabric and the society while the focus of semester 2 is translating that knowledge into an alternative architectural practice. The project combines my interest of developing individual practice modes with my personal concern about the climate emergency and the impact of the architectural industry on the environment. Whilst previously my focus on sustainability was centred around alternative construction systems and materials such as CLT or pre-fab, this project explores how the very methods used for designing can be altered to create a more nature-oriented proposal and limit the impact of the profession on the non-human. The thesis project encouraged me to question my own design processes and the methods of designing that I have develop during my education, allowing me to take a critical stance and re-evaluate my understanding of the profession and its practices, within the context of care towards the environment. What is more, it has allowed me to see ways in which my academic research can be translated into tangible solutions and changes that could be implemented within the industry and affect the principles of professional practice, a link that has answered my query of the ‘usefulness’ of academic research in the context of professional development. Looking back at my experience during my year out, I focused on developing an understanding of principles and processes within the industry, due to a lack of previous professional experience on real-life projects. I often did not question the methods and design choices, as I was not confident in my knowledge and understanding of the industry. The MArch course allowed me to take a step back and use the combination of academic and professional experience to develop my own architectural practice focused on personal experiences and priorities and conscious questioning of my own methods. Going forwards with my professional journey, I would like to become more confident in questioning architectural practices and decisions on the projects I am involved in within a professional environment. The thesis project encouraged me to question the design

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ised world. The research focuses on exploring the impacts of current design practices

environment. In light of the current issue of the climate emergency, I think it is crucial that young practitioners voice their opinions about the industry. In recent years both the RIBA and ARB voiced their concerns about the impact of the architectural profession on the natural environment, with ARB publishing a strategic statement encouraging development of sustainability oriented skills and knowledge within professional and educational settings.1 Additionally, the RIBA introduced a 2030 Climate Challenge, promoting a series of targets for chartered practices, such as reducing embodied carbon and operational energy within the offices.2 Whilst young practitioners often do not make final decisions within the practice, I think it is important that they are given a platform to voice their opinion and expertise on the topic, as they often have insights into alternative solutions and materials due to the research they conducted within university. Groups such as Architects Declare, call for adopting low carbon or carbon neutral materials, reducing construction waste and including regenerative design principles,3 strategies often researched by students for their academic projects. It would allow for developing a more sustainable architectural industry, but also create a tangible connection between academic studies and working within a practice. In hindsight, I am glad I have chosen to come back to university for the MArch course. Whilst my year out experience has proven very informative and helped me to understand the fundamental processes of the industry, the master’s course allowed me to further my understanding of the profession beyond the limits of an office experience, something that I would not have experienced if I have chosen the practice-based qualification route. The academic experience allowed me to focus on developing personal methods of architectural practice which, looking forwards, will be the backbone of my design decisions in my future professional journey.

1. ARB, Strategic Statement: Climate Change & Sustainability, accessed at: [https://arb.org.uk/wp-content/uploads/Strategic-Statement-Climate-Change-and-Sustainability.pdf?dm_t=0,0,0,0,0] (02.04.2021) 2. RIBA, 2030 Climate Challenge, accessed at: [https://www.architecture.com/about/policy/climate-action/2030-climate-challenge] (02.04.2021) 3. Block, I. UK architects including Foster and Chipperfield declare climate and biodiversity emergency, 2019. accessed at: [https://www.dezeen.com/2019/05/30/climate-emergency-chipperfield-foster-zaha-hadid/] (02.04.2021)

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methods and the responsibilities of an architect within the context of care towards the

APPENDIX ARC8084: ARCHITECTURAL PRACTICE

Fig. 1 Radar mapping of achievement of ARB criteria during MArch.

Fig. 2 Radar mapping of achievement of Stage 6 interview criteria during MArch.

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ARB Criteria Mapping MArch 2019-2021

1 - Stage 5, Semester 1 - Cultural Assemblages: Music as Urban Phenomenon 2 - Tools for Thinking - Digital Craft: How is the introduction of computing technology and fabrication affecting the skill set of architectural craftmanship? 3 - Stage 5, Semester 2 - Performing Vienna: City of Music 4 - Linked Research - GNM Pavilion 5 - Stage 6, Semester 1 - Post-Anthropocene Symbiosis 6 - Architectural Practice 7 - Stage 6, Semester 2 - Practice of care

Criteria

Modules 1

Prescription of qualification, ARB Part 1 and 2*

GC1 Ability to create architectural designs that satisfy both aesthetic and technical requirements.

1. Study of ornamental facade cladding and its impact on building’s sustainability. 2. Technical section of music auditorium including ornamental panels and acoustic timber finishes.

GC2 Adequate knowledge of the histories and theories of architecture and the related arts, technologies and human sciences.

1. Tools for Thinking essay exploring the connection between manual craft and digitalization of architectural industry 2. Study of classical music heritage in Vienna 3. Study of the concept of vibrant matter in relation to architectural industry.

* ARB, Prescription of qualifications ARB Criteria at Part 1 and 2, 2010. accessed at: [https://arb.org.uk/wp-content/uploads/2016/05/ARB_Criteria_pt1.pdf] (05.04.2021)

Modules 1

Prescription of qualification, ARB Part 1 and 2* GC3 Knowledge of the fine arts as an influence on the quality of architectural design.

1. Study of patterns associated with migrant communities of Vienna as part of development of external envelope of proposed pavilions. 2. Study of Viennese Secession art for developing external cladding panels

GC4 Adequate knowledge of urban design, planning and the skills involved in the planning process.

1. Urban scale study of Vienna with focus on regeneration of urban squares. 2. Design and Access document prepared for the Linked Research module.

GC5 Understanding of the relationship between people and buildings, and between buildings and their environment, and the need to relate buildings and the spaces between them to human needs and scale.

1. Linked Research proposal taking into account the comfortable heights for sitting. 2. Study of human movements within a space of proposed library. 3. Urban scale intervention creating outdoor, sheltered routes through a city.

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Criteria

Modules 1

Prescription of qualification, ARB Part 1 and 2* GC6 Understanding of the profession of architecture and the role of the architect in society, in particular in preparing briefs that take account of social factors.

1. Brief prepared for Linked Research project in line with educational needs of the Great North Museum. 2. Research into importance of care towards the non-human at an initial stage of design process 3. Study of a role of architect in context of planning and land use.

GC7 Understanding of the methods of investigation and preparation of the brief for a design project.

1. Initial design concept word map for brief preparation in response to requirements presented by the client. 2. Urban scale study of demographics as a base for brief preparation for stage 5 project.

GC8 Understanding of the structural design, constructional and engineering problems associated with building design.

1. Section of a practice room focusing on acoustic details of wall build-up. 2. Precedent study focusing on structure of the building. 3. Hands-on building process experience for Linked Research module.

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Criteria

Modules 1

Prescription of qualification, ARB Part 1 and 2* GC9 Adequate knowledge of physical problems and technologies and the function of buildings so as to provide them with internal conditions of comfort and protection against the climate.

1. Technical section focusing on natural ventilation, solar gain etc. 2. Schematic diagram of water retention and rainwater collection system.

GC10 The necessary design skills to meet building users’ requirements within the constraints imposed by cost factors and building regulations.

1. Initial budget for the Linked Research project. 2. Understanding the cost of materials and alternative budget-oriented solutions that could be implemented 3. Designing and constructing a pavilion that meets requirements of a client and responds to the health and safety and building regulation requirements.

GC11 Adequate knowledge of the industries, organisations, regulations and procedures involved in translating design concepts into buildings and integrating plans into overall planning.

1. Preparation of planning drawings on the basis of initial sketches and models for Linked Research module. 2, 3. Report exploring how hypothetically the Stage 5 project could be implemented in practice, taking into account possible planning and building regulations limitations.

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Criteria

ARB, Prescription of qualifications ARB Criteria at Part 1 and 2, 2010. accessed at: [https://arb.org.uk/ wp-content/uploads/2016/05/ARB_Criteria_pt1. pdf] ARB, Strategic Statement: Climate Change & Sustainability, accessed at: [https://arb.org.uk/ wp-content/uploads/Strategic-Statement-Climate-Change-and-Sustainability.pdf?dm_ t=0,0,0,0,0] Block, I. UK architects including Foster and Chipperfield declare climate and biodiversity emergency, 2019. accessed at: [https://www.dezeen. com/2019/05/30/climate-emergency-chipperfield-foster-zaha-hadid/] RIBA, 2030 Climate Challenge, accessed at: [https:// www.architecture.com/about/policy/climate-action/2030-climate-challenge]

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BIBLIOGRAPHY