bhavin shukla | CEPT University (original) (raw)
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The profession of architecture draws its legitimacy and command from the fundamental, yet elusive... more The profession of architecture draws its legitimacy and command from the fundamental, yet elusive aspect of quality. However, the assessment of quality in architectural education and practice is governed by the dualistic nature of architecture as art and science, craft and business. Contradictions between artistic autonomy and heteronomous practice render the notion of quality to be one of the primary sources of disagreement and contestation among architectural academics, educators, and practitioners. Taking the case of open juries conducted at the Faculty of Architecture, CEPT University, in Ahmedabad, India, this paper highlights the diverse notions of quality that guide the discussion and perception of student design projects in architecture schools. Through qualitative research methods like semi-structured interviews with tutors and students, and non-participatory observation of online juries, the study identifies thirteen indicators of quality in student design projects. In doing so, it attempts to clarify the nature of subjective feedback, and ascertain the role of subjectivity and power in defining the notions of quality. This could pave the way towards creating a shared framework within which design quality is understood, assessed, and taught in architecture schools across the globe.
Learn X Design , 2023
The profession of architecture draws its legitimacy and command from the fundamental, yet elusive... more The profession of architecture draws its legitimacy and command from the fundamental, yet elusive aspect of quality. However, the assessment of quality in architectural education and practice is governed by the dualistic nature of architecture as art and science, craft and business. Contradictions between artistic autonomy and heteronomous practice render the notion of quality to be one of the primary sources of disagreement and contestation among architectural academics, educators, and practitioners. Taking the case of open juries conducted at the Faculty of Architecture, CEPT University, in Ahmedabad, India, this paper highlights the diverse notions of quality that guide the discussion and perception of student design projects in architecture schools. Through qualitative research methods like semi-structured interviews with tutors and students, and non-participatory observation of online juries, the study identifies thirteen indicators of quality in student design projects. In doing so, it attempts to clarify the nature of subjective feedback, and ascertain the role of subjectivity and power in defining the notions of quality. This could pave the way towards creating a shared framework within which design quality is understood, assessed, and taught in architecture schools across the globe.
The profession of architecture draws its legitimacy and command from the fundamental, yet elusive... more The profession of architecture draws its legitimacy and command from the fundamental, yet elusive aspect of quality. However, the assessment of quality in architectural education and practice is governed by the dualistic nature of architecture as art and science, craft and business. Contradictions between artistic autonomy and heteronomous practice render the notion of quality to be one of the primary sources of disagreement and contestation among architectural academics, educators, and practitioners. Taking the case of open juries conducted at the Faculty of Architecture, CEPT University, in Ahmedabad, India, this paper highlights the diverse notions of quality that guide the discussion and perception of student design projects in architecture schools. Through qualitative research methods like semi-structured interviews with tutors and students, and non-participatory observation of online juries, the study identifies thirteen indicators of quality in student design projects. In doing so, it attempts to clarify the nature of subjective feedback, and ascertain the role of subjectivity and power in defining the notions of quality. This could pave the way towards creating a shared framework within which design quality is understood, assessed, and taught in architecture schools across the globe.
Learn X Design , 2023
The profession of architecture draws its legitimacy and command from the fundamental, yet elusive... more The profession of architecture draws its legitimacy and command from the fundamental, yet elusive aspect of quality. However, the assessment of quality in architectural education and practice is governed by the dualistic nature of architecture as art and science, craft and business. Contradictions between artistic autonomy and heteronomous practice render the notion of quality to be one of the primary sources of disagreement and contestation among architectural academics, educators, and practitioners. Taking the case of open juries conducted at the Faculty of Architecture, CEPT University, in Ahmedabad, India, this paper highlights the diverse notions of quality that guide the discussion and perception of student design projects in architecture schools. Through qualitative research methods like semi-structured interviews with tutors and students, and non-participatory observation of online juries, the study identifies thirteen indicators of quality in student design projects. In doing so, it attempts to clarify the nature of subjective feedback, and ascertain the role of subjectivity and power in defining the notions of quality. This could pave the way towards creating a shared framework within which design quality is understood, assessed, and taught in architecture schools across the globe.