About the Author

June 2014

Sun Mon Tue Wed Thu Fri Sat
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30          

Google Translate

« The End of CDs? | Main | Integrated Development »

September 05, 2012


Feed You can follow this conversation by subscribing to the comment feed for this post.

Jared Banks


Great post. So much to comment on (I'm an architect married to an MBA student...).

But it's the last part that's on my mind most this week. I think more of us should be vocal about our displeasure with Michael Graves pronouncements about the relationship between Architecture and Computers/Technology.

And I think you're spot on that we need to taken ownership of all the technology available to us, whether pencil or computer, and use that for our creative endeavors. We need more teachers and mentors who embrace this vision and not just the idea that pencils are for design, computers are for production.

I wrote some more about my thoughts on Graves' article here:


Phil Bernstein

Thanks. I agree with your sentiments completely. The Graves discussion is a different vector but equally concerning. Our students draw a lot--including a month in Rome with nothing but sketchbooks. The biggest concern to me about his piece is that it turns our attention to an interesting issue that isn't central, and therefore distracts from our real challenges.


Great stuff, as usual ... I'm glad the blog has ended its summer hiatus.

Question: What percentage of a 40 hour workweek is spent by the typical licensed architect in just 'design'? My guess is that for many established architects, the luxury of strictly 'design' work consumes a relatively low percentage of their time, between 25% and 50%, with the rest of the workweek going to the management of staff, of project budgets, of legal issues, and to the ever-popular fighting with sub-consultants and contractors.

This could indicate that directing a high percentage of a student's time on 'design' education might not be the very best way to prepare that student for the real world. The 'design-centered' educational track may also have a bearing on how long it takes for a new graduate to get licensed.

Maybe the coursework needs to more closely reflect the actual work: a thorough mixture of 50% design and 50% pro practice ... not just one semester of pro practice at the very end.

Or am I just repeating what you've said?

Thanks again

The comments to this entry are closed.

RSS Feed

  •  Subscribe