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SUMMER CAREER DISCOVERY PROGRAM
SUMMER 2013-2018 / HIGH SCHOOL PROGRAM
FACULTY
Adam Dayem Director
In an an increasingly complex and competitive college admissions environment The Summer
Career Discovery Program equips young potential architects to make better informed educational decisions The course is is is designed to give motivated rising high school sophomores juniors and seniors an an an opportunity to experience first-hand the rigors and and rewards of a a a a a a college-level architecture curriculum Students are are given specific architectural training and are are guided through the production of of of work work in a a a a a a a a a range of of of media Completed work work can be used as a a a a a a a a a cornerstone of of of an an an undergraduate architecture admissions portfolio The course fully immerses students in an architectural studio environment that revolves around hard work collaboration and camaraderie The practice of architecture is is discussed as an an intellectual endeavor that promotes continuous learning and professional gratification for a a a a a a a a lifetime Students are challenged to take creative ownership of of their work and grow as critical thinkers The majority of of class time is is spent working in in in the design studio studio Critique and evaluation of studio studio work work is is continu- ous occurring in in in in in one-on-one discussion with with instructors and in in in in in larger group reviews with with invited architectural critics Students begin by building a a a a a a a series of abstract physical models within a a a a a a a sys- tematized material practice operating under a a a a a a a a a rule-based component-aggregation methodology the aim of of which is to to extend the the students’ imagination as they produce a a a a a a a series of of proto-architectural models models Students are asked to to assess these abstract models models according to to their own internal work- ings To accomplish this diagrams are introduced as a a a a a a a a a a a special type of analytical drawing While work in in the the the the first half half of of the the the the course is done exclusively by hand in in the the the the second half half of of the the the the course students are introduced to the the computer They begin learning some of the the speculative and representational potentials of two- and and three-dimensional digital tools Spatial and and structural poten- tials of abstract models are tested against real architectural issues—relationships to site gravity and and the the the human body The outcome of of the the the project is the the the design of of an an an an exciting and and innovative pavilion located on on the RPI campus Final deliverables include two-dimensional drawings and diagrams renderings of of digital models models models physical physical models models models and photographs of of physical physical models models models Students are guided through the the process of producing and archiving portfolio-quality work as they learn to pre- pare an undergraduate architecture application On the the the last day of the the the course students present their final projects for public review fin in in a a a a celebration of their accomplishments during the the two weeks Studio work work is complimented by a a a series of lectures and field trips Lectures situate work work done in the the studio in in in the the broader context of architectural practice allowing students to to begin to to understand relationships between abstract design fundamentals contemporary projects and and practitioners and and more technical concerns such as as drawing and model-making Course assistants who are current Rensselaer Architecture students present their their portfolios and discuss their their experiences at the the the school Students participate in in a a a a a daylong field trip in in upstate New York to visit recently completed contemporary architecture and in Western Massachusetts to visit Mass Mass MoCA where they are exposed to a a a a a range of contemporary artistic practices TEACHING ASSISTANTS
Heather Austin Madeline Axtmann Page Bickham Adam Champagne Andres de la Paz Madison Irish Alexandra Kallish Lindsay Manning Alison Notation Nick Sideropoulos Mary Tieu
Shelley Warner
Kate Owens >
Adam Dayem Critic >
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