Uniqueness, challenges and dilemmas of teaching first year architecture

Visions for Architectural Education – Unpublished voice in internal departmental discussion about forms of education [Action Research Contribution]Everyone who ever taught the first year must have felt its uniqueness. Literature as much as internet forums of academics involved in teaching the first year clearly show patterns pointing out the uniqueness, challenges and dilemmas which all define the importance of this phase of teaching design.- For most first-year students, enrolment on the architecture course marks the beginning of a new chapter in life with many lifestyle changes. For some of them, this could be an unpleasant experience as they might feel homesick and overwhelmed with new responsibilities. For others, this might mean an unprecedented excitement of freedom, new circles of friends, etc. New exciting attractions may be a distraction which could compete with learning. On the other hand, the beginning of new period in life could be connected with unique openness and engagement, almost like “New Year’s resolutions”. The highest attendance and engagement is observed at the beginning of the academic year. - In order to release students’ creative energy and create a synergy between students’ new lifestyle, we decided to join social and learning activities. The expectations that group work and versatile activities would keep the momentum were confirmed.