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Architects’ education:
Can a mode of practice in the design
professions be transferred to universities to become a teaching method?
The case of the practice model (in teaching architecture).
Ross Thorne and Terry Purcell, 11 pages
Paper presented at (and published in the proceedings of)
the Higher Education Research Development Society of Australasia (HERDSA),
1994 (Volume 17).
Architectural practitioners, for many years, pressured
schools of architecture to teach in a quasi professional practice mode
rather than in an educational mode. They would talk of “real”projects
and “real” sites for and on which to design, without providing
educational objectives as to what those projects were meant to teach
the student (other than some vague notion of design). The paper provides
a critical review of this rather spurious method.
File size 926KB
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Does the employment of professional practitioners as teachers produce an educational paradox?
Ross Thorne, 5 pages, illustrated
Originally published in Architecture Australia, 74, 4, 1985, pp.48-51.
The education of architects may not produce suitable
candidates for appointment as professors of architecture. It is pointed
out that this education has been intellectually deficient in the suitability
to conform to University requirements for the work of professors of architecture
and most architect-lecturers.
File size 4.5MB
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Memories of an Acoustic Consultant, 1961 to 1990.
Ross Thorne, 16 pages, illustrated
Previously unpublished
This memoir describes an interest in acoustics from
my final year in architecture, starting acoustic consulting in 1961,
and my working with the pre-eminent acoustic consultant, H. Vivian Taylor
(Melbourne), and psychologist, John Metcalfe, for the design of recording
studios. Most work otherwise was commissioned by Joseland & Gilling.
File size 832 KB
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