[IN]ARCH is an intensive six-week program designed to immerse students in the foundational theories and practices of architectural design. The program is structured as an introduction to studio culture and architectural discourse, and serves as a vehicle for further academic pursuits within the field.
"This program was more difficult and more intensive than I expected. But I wouldn't have it any other way. The high expectations and the amount of material we had to learn pushed me to exceed perceived barriers quickly. None of this would have been possible without stellar instruction and high achieving goals in place. For a first try at doing this program remotely, I think this team knocked it out of the park."
-2020 [IN]ARCH student survey respondent
[IN]ARCH is primarily concerned with fundamentals. Students start with first principles, investigating what it means to "speak" architecture through representation, to literally describe a form into a state of being. Architecture is a philosophical as well as technical pursuit, with a deep disciplinary history that participants are exposed to through a series of essays and exercises.
"It is clear that the [IN]ARCH program has evolved into a finely-tuned state of curriculum. There was a directness and clarity that showed in each component of its structure. Even with the fast-paced nature, there were many moments to engage in questions, concerns, and talking through problems and ideas. In that regard, I am extremely thankful for the openness and patience of all the instructors."
-2019 [IN]ARCH student survey respondent
The [IN]ARCH program is mainly comprised of two linked but distinct components: studio instruction and media instruction. These will be supplemented by a lecture series, readings and project reviews.
Studio culture is a defining element of architectural education and, by extension, architectural practice. The [IN]ARCH program centers around the studio - expansively defined in this time of sheltering in place as any area designated for the pursuit of studio work - as the locus of design activity and intellectual debate. The studio space is where students spend the majority of their time—both during studio instruction and independently developing projects. Putting significant time and effort into the development of projects between scheduled studio sessions is an essential component of the program.
Representational issues are of paramount importance to the discipline of architecture. Architects do not build buildings, they represent them. The media component of the course provides historical/conceptual context for, and a practical knowledge of, various modes of representation. These techniques are both analog and digital, covering two- and three-dimensional representational concerns through drawing, modeling, and presentation/portfolio development. The media lectures and tutorials are given in parallel with studio instruction and reading assignments to create an integrated pedagogical framework.
Various reading assignments are given over the course of the program. Participants are immersed in the culture of architectural thinking through a series of critical texts that support their physical production. The weekly readings introduce students to the more theoretical and historical aspects of the field, with engaging discussions with classmates and faculty to follow.
A major part of an architectural education is the project review, in which an invited jury of academics and professionals discuss the work at hand. At the end of each of the three projects students present their work to their peers, instructors and an outside panel for collective discussion in a more formal manner than the typical pin-up. This experience is meant to be a learning opportunity and a way to engage a group of experts seeing students' work for the first time.
TENTATIVE WEEKLY SCHEDULE
"The studio, which was clearly the focus of the course, was very effective in teaching and challenging me to learn and improve my design and representation skills. I started from square one and in a very short amount of time, I was able to produce beautiful drawings, collages, and models of architectural elements. My studio instructor, Amy Louie, was fabulous and always offered thoughtful and challenging feedback that pushed and motivated me to consistently up my design game. I had low expectations coming into this course since it was online but I'm ultimately very glad I took part in (even though I acknowledge that a lot of in-person studio interaction and field trips have been lost in the transition to remote learning) it and I'm very grateful to instructors like Kerstin and Jeff as well as administrators for putting in the work to make this experience so successful and positive."
-2020 [IN]ARCH student survey respondent
M.Arch, Harvard University Graduate School of Design
B.A in Architecture, University of California, Berkeley
Jennifer Ly is an architectural designer and the recipient of the 2017 Rotch Travelling Scholarship. She is fascinated by collections of objects, things, and even junk, and their relationship to architecture and the built environment.
She completed her graduate studies at Harvard Graduate School of Design where she received the Faculty Design Award, and her undergraduate studies at the University of California, Berkeley where she received the Alpha Rho Chi Medal. Jennifer has worked on high-profile projects at Foster + Partners, Adjaye Associates, and SHoP Architects. Her work has been featured in publications such as Log, CLOG, and The Architectural Review.