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\nLIBRARY  \n101 Things ILearned in Architecture School  \nMatthew Frederick  \n101 Things ILearnedin Architecture School  \n◎2007 Matthew Fredenck  \nAll rights reserved.No part of this book may be reproduced in any form by any electronic or mechanical means(including photocopying.recording,or information storage and retrnieval without permission in wnting from thepublisher.  \nMIT Press books may be purchased at special quantity discounts for business or sales promotional use.For infor-mation.please e-mail\u003Cspecial_sales@mitpress mit.edu>or write to Special Sales Department,The MIT Press,55Hayward Street,Cambridge,MA 02142.  \nThis book was set in Helvetica Neue by The MIT Press.Printed and bound in China  \nLibrary of Congress Cataloging-in-Publicatbon Data  \nFredenck,Matthew.  \n101 things I learned in archtecture school/by Matthew Fredenick.p.cm.ISBN-13:978-0-262-06266-4 (he:alk.paper)  \n1.Architecture-Study and teaching.2.Architectural design-Study and teaching.I.Title l.Title:One hundred  \none things llearned in architecture school.ⅢI Title:One hundred and one thngs i learned n architecture school  \nNA2000.F742007  \n720-dc22  \n2006037130  \nTo Sorche,for making this and much more possible  \n# Author's Note\n\nCertainties for architecture students are few.The architecture curriculum is a per-plexing and unruly beast,involving long hours,dense texts,and frequently obtuseinstruction.If the lessons of architecture are fascinating(and they are),they are alsofraught with so many exceptions and caveats that students can easily wonder ifthere is anything concrete to learn about architecture at all.  \nThe nebulousness of architectural instruction is largely necessary.Architecture isafter all,a creative field,and it is understandably difficult for instructors of design toconcretize lesson plans out of fear of imposing unnecessary limits on the creativeprocess.The resulting open-endedness provides students a ride down many fasci-nating new avenues,but often with a feeling that architecture is built on quicksandrather than on solid earth.  \nThis book aims to firm up the foundation of the architecture studio by providingrallying points upon which the design process may thrive.The following lessonsin design,drawing,creative process,and presentation first came to me as barely","cbCaicXPhWJJWNvk","https://ap.wps.com/l/cbCaicXPhWJJWNvk","pdf",3175270,220,"English","# Author's Note","[{\"question\":\"Why are certainties in architecture school said to be few?\",\"answer\":\"The note describes the architecture curriculum as perplexing and unruly, involving long hours, dense texts, and frequently obtuse instruction.\"},{\"question\":\"What is the reason architectural instruction remains open-ended?\",\"answer\":\"The note says this nebulousness is largely necessary because architecture is a creative field and instructors avoid imposing unnecessary limits on the creative process.\"},{\"question\":\"What is the book intended to do for architecture students?\",\"answer\":\"It aims to firm up the foundation of the architecture studio by providing rallying points that help the design process thrive.\"}]","101 Things I Learned in Architecture School - Author's Note | PDF",1791860487,339]