Carleton University - Raven Yearbook (Ottawa, Ontario Canada)

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r' 'K -1 4,. lZ 'l1 P .. .-5, . ,. o . '. ,. v .:' it A- The foundation fo r C a r leton's fledgling school of architecture was laid this year. And what'a foundation! The 34 students enrolled in the school, among many things, launched eggs in flimsy paper crafts from a three storey height, sailed boats on the Rideau River and stated why they came to university while introductory bars to Magical Mystery Tour played in the background. Douglas Shadbolt, Glen Nlilne and William Cope are the professors in charge of this unique approach to architecture. Professor Shadbolt, also director of the school and an architect himself, believes that an architect is not just someone who designs a building. An architect must understand the social requirements behind a building, he explains. To attain this understanding, students must have a good grounding in engineering, psychology, sociology, and anthropology. Another aspect of the school, the studio workshop, attempts to develop the student's perceptual, conceptual, creative and communicative skills and knowledge. Through the workshop assistant professors Nlilne and Cope loosen the tight organizational approach to problems which many students retain from high school. Besides egg dropping contests, students attempted to discover whether a garbage can must look like a garbage can. They also divided into two teams, assuming the roles of designer and manufacturer. The whole point behind the school is to get students vitally interested in real problems. The organizers of the school believe that from there students will be motivated to learn the necessary specific skills. ...uma Qfwif 'X x 19

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Beyond the welfare state the need to introduce a more imaginative and flexible university curriculum is now generally recognized and accepted. The aim of this reform is to create greater freedom of choice in course work and more student participation in setting the course format and in designing research projects. 6 fig -if , 92? 6 3 ff' t1' fi - .swab J The overall aim should be to get the student to assume greater responsibility for determining his own education and in shaping the environment in which this learning process is to take place. But between this aim and its realization lies the wide gap of reality. The dimensions of the undertaking and the difficulties of the task by themselves impose restrictions on progress. ln other instances, it might be hampered by the reservations of individual faculty members. But the principal obstacle to change, as l see it, lies with the chief initiator of the whole process, namely the student himself. General student lethargy, so often lamented by those student activitists who find themselves without a clientele, is most certainly a factor. But recognition should also be given to the fact that the quest for more imaginative and flexible forms of learning is frustrated by values which are firmly anchored in the bedrock of our social and economic system. In particular, I would single out two major aspects of our present society: its consumer orientation and its general welfare concept. 9 f -' -me vwlfzaii . l i M.. 21