A Red Door in a Colorless World
A studio is a
place where design, art, and engineering students can work, create, and grow.
This is where they create their pieces of art/drawings, construct scale models
of their designs and ideas, and present information and ideas through computer
models. In the case of Architecture studios, the theme of this paper, the main
focus and function is “active learning” more commonly known as hands on
learning where the concern is the work of the student rather than the teacher
(Little
and Cardinas1). The whole point of studio space is to focus on the student
and the work of said student by supplying the student with an engaging
environment.
Pence Hall is the
main building for the College of Design at the University of Kentucky and is
where the majority of the architecture studios are found. It was originally the
physics building on campus and became part of the College of Design when
the college was first established in
1965
(uky.edu/design).
It was then that this building went from acids and bases to
architecture scales
and drawing tables. This building was chosen for its use of space and
separation of floors and rooms that would allow the college to organize its
students in a logical and structured fashion.
It
is clear to see why this space was chosen as a place of work for the college of
design. There is plenty of space for a large number of students to spread out
with their supplies and accessories that are needed to create a drawing or
model of a building or whatever the assignment may be. The people who created
the space did so with the students in mind, by giving them their own space they
needed to project their ideas into real art forms. The arrangement of the space
is user friendly and encourages creativity and growth. Students in this space
are free to grow from college students to architecture students, and eventually
architects.
There are four
different first-year architecture studios in Pence Hall, with at least twenty
first-year students in each studio. These
architecture students
spend a great deal of time together while they work on their assigned projects.
They are there together for countless hours working on the same drawings and
models. They encourage, assist, and critique each other as they work on their
own pieces. “There is nothing more motivating than realizing you are all there
to push each other forward in design.” (Fannin). Every student is there with
the same purpose: to become better students, designers, and eventually
architects. The camaraderie that is developed between students while in studio
is unlike any other. It could be the long sleepless nights trying to finish
that last drawing or model or it could be that the aroma of
tacky
glue has gone to their heads (tacky glue aka sobo glue is an art glue that
students use to glue their models). It could also be that they are all in the
same boat, going through the same experiences. They know the absurd amount of
work each other is facing and they encourage each other to push on. The hard
work brings them together in ways many people may not understand.
Whether it is the
long hours, difficult projects, or demanding schedule that brings architectures
students together, there is no mistaking that the people within the studio are
a part of it. The space is not complete without the wide range of personalities
and design ideas that each student brings to the atmosphere. It is safe to say
that an architecture studio is not complete without the students who call it
“home away from home”. The influence this has on the emotions and meaning of
the space is monumental in the fact that without the people, the studio is just
an empty room without feeling or creativity. The people that share the studio
space are what inspire and motivate students to become better artists and
encourage them to push forward toward the goal of becoming architects.
Everyone within
the space works off of each other. If one student receives a better review that
another, it encourages the other that much more. They can all view each other’s
work at any given time, which means that it can serve as motivation if one
feels like their work is not as good or if they are stuck and do not know where
to go. Since studio space is designed for problem solving and freethinking a
lot of the assignments are left with open concepts and the students are left
with unanswered questions. That is where the studio group comes in handy. They
all can problem solve together and figure out the best method or technique to
complete a drawing or model with finesse.
The
studios in Pence Hall, like most art environments, are very dull and lack
color. The walls and ceilings are plain white and the floors are a classic hard
wood that is weathered and cracked enough to give it character. This plain
design is common in artistic environments because it enhances the creative
process and allows the mind to focus. There are no outside distractions or
influences on the artist except for the mind’s process. The simple color scheme
encourages creativity and individualism. The only forms of color are the
student’s work, when color is used, and the bright red doors that every studio
posses. These red doors stand like portals to a world where architecture
students can express themselves and let their “colors” shine. In a space that
is drab and lacking in color the prominent red doors are symbolic of the
brilliance that each student is capable of.
Another
thing that stands out in the studio space is the artwork. Each student has
their work pinned up for others to see, either at the request of the professor,
or by their own free will. “Pin ups”, as they are called, are a way for
professors to view the student’s work during a critique. It is through these
pin ups that students receive feedback from their studio professors, whether it
is positive or negative, and allows students to see where their strengths and
weaknesses are within the piece
(S.
Kuhn.2). These pieces of art decorate the space and serve as trophies for
the students. It is as if they are saying, “look what I accomplished, I did this”.
The studio serves not only as a place where ideas are created and developed but
also as a place where they are displayed proudly. Each student confidently lays
out their work for others to see and perhaps for their own encouragement. If
they can finish that drawing or model they can complete their next task. Each
student’s work adds to the character and overall feeling of the studio by
creating a sense of individuality and encouragement to complete the next
assignment.
Though
the walls are plain white they are covered with “graffiti”, writing, drawings,
and stickers. These range from humorous and amusing to thoughtful and
insightful. The graffiti is a prime example of how the space is truly the
student’s because they can decorate and manipulate the space in whatever way
they see fit. Some of the stuff has been there for years and there seems to be
something new every week. The fact that the students have free rein over the
entire space gives the space character and enhances the individualism of the
space. One piece of graffiti that stands out is a quote stating, “Anything that
is too stupid to be said is sung. Architecture is frozen music.” When asked
about what in her studio inspires her the most, freshman and first year architecture
student Emily Fannin recalls this quote from memory. “ It gives me motivation
and inspiration to incorporate moments as touching and moving as music in
everything I create.” she states. The graffiti serves as a reminder to the
first-year students from past architecture students to never give up and keep working
toward their goals.
Perhaps
the most important space within the studio is the student’s very own,
individual desk complete with
drawing
table. Each student is assigned a desk that they will use as their own,
personal space for the time that they are in that studio. This desk is where
they will sketch their drawings, build their models, and shape their works of
art. This is their space, their own little world within their studio. One thing
that makes it the most personable is the fact that each student is responsible
for constructing his or her very own drawing table. Drawing tables are used to
create very precise and clean drawings and sketches. This is done by the use of
a may-line, which is a strait edge that runs along two taunt, wires that keep
the edge level and allows it to move up and down the board. As each student
constructs his or her own drawing board they are creating a sense of self
within the board, which reflects into their work, giving it uniqueness and singularity.
One
other thing that goes along with individuality within the studio is each
student’s chair that accompanies their desk at their “spot” in the space. Every
student, when they were assigned a desk, got to choose a chair that was in the
room at the time. What makes them
unique is the fact that every chair in the room is different; there are no two
chairs that are alike; some are tall, some are short. Others are padded while
some are not. Each chair is different and unique just like the students that
use the studio space. The chairs at every desk serve as each student’s personal
identity; it is their link, their connection to the space. You can tell the
chairs have been used in Pence Hall for some time, because of the wear and tear
found on each. There are butt imprints, scratches, dents, and carvings in every
chair. The scratched wood and torn fabric in the chairs are reminders from past
students telling them that there is a future and that others have been in their
shoes (or chairs). As each chair is torn and tattered and unique so are the
people who use the chairs and call themselves architecture students.
In
any art environment lighting is very important, especially natural light. Pence
Hall has long exterior walls that are covered in large windows that allow a
good source of natural light to fill the room. By engaging the students with
the outdoors, the windows offer them an escape from the plain white walls of
Pence. Good lighting in a studio is important for artists because it allows
them to draw to their full potential, and create works of art that are visually
pleasing with exquisite detail. The windows also serve as a symbol of hope and
encouragement. The light beams in
from the outside world and floods the room with warmth and inspiration that
leads students forward in their assignments and artwork. The windows offer no
boundaries to the outside, which is an example for the mind, there are no
boundaries, and nothing is keeping you from being confined to what is known or
easily understood. The light invited in by the wall of windows can also serve
as a “light at the end of the tunnel” and give a sense of hope, hope of a new
day and the dream of becoming an architect.
Many
students will sit behind their drawing boards and watch the sun set and rise
the next day without a wink of sleep. The “window walls” are perfect for
students to watch this daily cycle. For some, the act of watching the sun set
and rise gives them a sense of accomplishment as they complete their assignment
in the knick of time. For others, it leaves them feeling defeated and extra
tired with no real sense of accomplishment, just hurt pride as they stumble
away from their drawing table and disappointment of a drawing. Either way, the
windows offer a sense of the passing of time, which can be encouraging or
discouraging.
Even
though Pence Hall was originally the physics building on University of Kentucky’s
campus, there are many architecture characteristics within the building itself.
It is visually pleasing on the outside, with a classic university “look” to it.
This old school look and design emphasizes the architecture “energy” that the
students give off and study; because the building goes along with this “energy”
it is not hard to focus on architecture within the space.
This concept
transfers over to the inside of the building, which is very symmetrical and
mathematically pleasing to the eye. Everything within the space is balanced and
aligned in a very aesthetically satisfying manner. All of the lines in the
space seem to come together at ninety degree angles, no mater if it is the
crown molding in the rooms or the corners of the drawing tables, doorways,
electrical wiring, or the corners of the rooms themselves. Another thing that
the space posses that is easily notable by architects, or architecture
students, is the tall ceilings. Each room seems very wide and open because of
the 14 feet tall ceilings. This sense of open space allows students to think
openly, and gives them a sense of limitless opportunities and ideas. If
architecture students can pick apart the very space where they learn about and
create their own architecture, they develop a purpose and understanding of
their major and what their ideas can become.
A
basic architecture studio space is meant to be a gateway for architecture
students. By combining a classroom setting with individual working space, Pence
Hall and its studios offer the students in the College of Design a space where
they can learn and create. All of the unseen elements, fellowship, color scheme
and wall decoration, lighting, and basic architectural characteristics, which
are in the space, influence the students who use this space on a regular basis.
Fellowship and student interaction control encouragement and building, color
scheme and decoration reflect inspiration and pride, lighting reflects hope and
passing of time, and finally the architectural characteristics give off a sense
of purpose and understanding. All of these influences work together within the
space to enhance the learning abilities of the students whether it is
architecture or design. The studio is not just a place for hard work and
sleepless nights; it is a place of growth, enlightenment, and understanding.
Works
Cited
1. About Our College. University of
Kentucky, College of Design, n/a.web.15 Nov.2012.
2. Fannin, Emily. Personal
Interview. 12 Nov. 2012
3. Kuhn, Sarah. "Learning
from the architecture studio: Implications for project-based
pedagogy." International Journal of Engineering Education 17.4/5
(2001): 349-352.
4. Little, Patrick, and Mary
Cardenas. "Use of" studio" methods in the introductory
engineering design curriculum." JOURNAL OF ENGINEERING
EDUCATION-WASHINGTON- 90.3 (2001): 309-318.
