For thousands of years around the world, the masonry tradition in architecture prevailed. Then in the 1920s, technologies emerged that gave us new ways of building with metal and glass. With this century’s advances in digital and scientific technology, we are discovering new ways of understanding design and architecture that could lead to a sea change in these fields.

Neuroscience, and what it can tell us about how people perceive and interact with design and architecture, is something we have been leading the conversation on for years. In November, we continued that dialogue with Dr. Sergei Gepshtein, who directs the Collaboratory for Adaptive Sensory Technologies at the Salk Institute for Biological Studies. A scientist working in the areas of perceptual psychology and sensory neuroscience, he is studying the intersection of architectural design, narrative design, and sensory neuroscience.

This field is so new that it’s a bit like solving a mathematical equation with multiple unknowns. You have to find a way to solve one of the unknowns so that you can get on with the work of the others. What I like about Sergei’s work is that he is as much in search of questions as he is in search of answers.

Many people share our interest in this work, which drew a strong local audience and an even larger audience online, including people around the world and PhD students working on dissertations. We are excited to be building a global community through our lecture series, Certificate for Neuroscience in Architecture, and our summer four-day executive course.

These are important opportunities for dialogue because one of the very real shifts in architecture has been toward evidence-based design and performative architecture. We have long believed that research into the mental state of the human being can change architecture, and that light, material, and space can affect people positively. This is at the heart of our human-centered approach.

Performative architecture makes us accountable when we make a claim, whether it is that adding skylights to a school will improve test scores or that window orientation in a hospital room will help patients discharge sooner. Neuroscience adds to the data we have that demonstrates our impact on the human experience.

By Tatiana Berger, Associate Professor of Architecture, Graduate Program, Chair of NewSchool Lecture Committee; Coordinator of the Neuroscience for Architecture Certificate Program

This year a very special guest spoke at the NewSchool of Architecture & Design Convocation on October 11: world-renowned architectural historian and critic Kenneth Frampton. Tickets for the free public lecture, Frampton’s first in San Diego, sold out in hours. Besides NewSchool faculty, students, and staff the lecture was attended by industry professionals and members of the public from throughout Southern California.

There are few people in the world who have had such a deep impact on all aspects of architecture, design, and city planning. Frampton, born in England, has worked as an architect, editor, critic, and architectural historian, teaching at Princeton since 1965 and Columbia University in New York, since 1972. He has published numerous articles and books. Design professionals in the auditorium commented: “I grew up reading Kenneth Frampton. The work of our firm is based on his writings”; “The lecture reminded me how much his thoughts about modern architecture have meant to me over the years. NewSchool should be congratulated for bringing such an accomplished speaker to our city. He is truly a legend.”

Frampton delivered an autobiographical lecture written especially for NewSchool. The lecture followed the historian’s trajectory over the last 50 years of his distinguished career, from published essays about the architect’s primary role as “builder” and the importance of regionally inflected tectonic culture, to current concerns about the responsibility of the architect and city planner in society. Frampton immersed himself in our NewSchool culture, speaking with faculty and students and taking care to understand our mission as an institution.

The following day, students had a chance to ask questions as part of a more intimate and informal event: a discussion session with Professor Frampton about selected themes from the lecture. This type of open forum reminds one of the historic conversations between Louis Kahn or Alvar Aalto and students. These are moments that stand out in our design learning experience and they are unforgettable. How exciting for our students to interact with such a great figure, who has defined perspectives on modern architecture from 1960 to this day.

Frampton’s visit to San Diego brought back memories of how I first met him in New York in 1991. I came to see him at Columbia University, where he had been professor and director of the PhD program in History and Theory for a number of years. His corner office was full of architectural models, books, and light. The room was always alive with conversation, whether it was Calatrava passing through New York with drawings or a model in his hands like a student awaiting a desk crit, or figures like Piano, Meier, or Tsien, coming in to say hello. Frampton delighted everyone with his warm and humble manner, his persistent desire to get through to the true meaning of things. Over the years, I spent many hours in that room talking about design and the social role of architecture. For me architecture became alive in these conversations.

Professor Frampton’s work and ideas have been an integral part of the NewSchool of Architecture & Design academic curriculum for years. We devote an entire quarter in Graduate Architectural and Urban Theory to the topic of “critical regionalism,” and instructors place a strong emphasis on the importance of tectonics and materiality in the design and production process. Human-centered design, an underlying theme in all of Frampton’s writings, continues to inspire and shape the pedagogy of our programs. After reading his work with NewSchool students, the real Kenneth Frampton was here, in front of us. Students commented: “I have read a lot of his texts, but the ideas sometimes seemed out of reach. Now that I have spoken to this elegant and brilliant man, I want to go back and look deeper to understand his philosophy about design.”

Kenneth Frampton was trained as an architect at the AA School of Architecture, London and subsequently worked as an architect in England, Israel, and the United States. From 1965 to 1972, he taught in the School of Architecture at Princeton University and thereafter he has served on the faculty of the School of Architecture at Columbia University in New York, where he remains Ware Professor of Architecture. His publications include Modern Architecture: A Critical History (1980), Studies in Tectonic Culture (1995), andLabour, Work & Architecture (2002) and Genealogy of Modern Architecture: Comparative Critical Analysis of Built Form (2016), among many others. Frampton is widely regarded as one of the world’s most distinguished scholars of modern architecture.

One of my favorite San Diego events is Orchids and Onions. It is a fun event that raises funds for the San Diego Architecture Foundation, but it is also a real-world lesson in the importance of a human-centered approach to design.

This year, in addition to NewSchool being the title sponsor, I had the opportunity to be a juror. This gave me an in-depth look at the projects that earned an Orchid for making a positive contribution to the DesignMind in San Diego and those that deserved an Onion for not addressing the effect it will have on our community.

For example, one of the Onions in architecture went to a Starbucks. This building is placed so close to a prominent corner that it squeezes pedestrians on the sidewalk between traffic in its drive-through and six lanes of busy El Cajon Boulevard. What is the human experience of walking along the street with this kind of building?

Awarding an Onion isn’t just for venting about poor design choices. One Orchid winner admitted that the last time they were recognized at the event it was with an Onion. Sometimes getting an Onion inspires you to do better next time!

Of course, I much prefer to celebrate the Orchids. One that stood out for me is the preservation of the historic Hotel Churchill. It was built for the Panama-California Exposition in 1915 but had fallen into terrible disrepair. It is a beautiful old building that easily could have been developed into luxury condos or a boutique hotel. Instead it was redeveloped into affordable housing for the homeless. There are dedicated units for veterans who were literally taken off the streets to live in this building. Providing that kind of dignity for people who served our country is a marvelous example of what makes our city even better.

Civic and social responsibility is important to us. At NewSchool, we inspire and nurture design-minded learners to become citizen architects and designers, and that means being out in the public forum with your work. It is no accident that NewSchool and Orchids and Onions do that so well. One of the founders of Orchids and Onions is Michael Stepner, FAIA, FAICP, the acting chair of our architecture program. Our graduates are leaders in the San Diego Architecture Foundation, helped organize the event, and volunteered their time to make it a success. Our alumni also attended as part of teams receiving Orchids. Our students were there too, learning valuable lessons about the impact of human-centered design that they will use to improve communities in the future.

At our fall 2017 convocation, with our students and faculty gathered to reflect on our accomplishments and consider what the new academy year offers, I unveiled the guiding motto for NewSchool of Architecture & Design: Human Centered by Design.

The faculty did not come by this lightly. The human-centered approach emerged from a faculty retreat in September of 2016 to better define who we are. At that time, I shared that human-centered design is our northern star. I have also talked about the importance of citizen architects and designers.

At this year’s faculty retreat we articulated five characteristics that define the human-centered approach. These are:

It is never about the object. The sole pursuit of the object undermines and distances the human experience from design thought and amplifies the tension between the humanistic inquiry and the idealistic principles.

It is an approach that begins with critical thinking. Such an approach results from face-to-face interactions with people emphasizing values and getting a true feeling of daily life.

It is not the conveyance of a set process. The product of an education is the student. Therefore, it must be discovered from within the students where they begin, allowing them to frame the process.

It is about deep observation derived from understanding the situational context. In the classroom, this requires reflection on teaching and learning styles requiring the interaction and evolution of each.

It is about designing an educational path for students and a scholarly path for faculty. This approach is intended to foster a lively culture of discourse debunking myths and contradicting the herd mentality prevalent in so many schools, defining our community as thought leaders for the design professions.

The added expression, by design, declares that we have consciously chosen a path that places human activity ahead of abstract notions of form and theory in the evolution of project development. We do not reject the exploration of beauty; our wish as design professionals is to place this search it in its proper perspective.

We are making a clear statement that we desire to engage the human and environmental condition as a first priority of our actions. By doing this we are raising the bar of expectations for our design efforts. Design for us is not a noun, it is a verb. It is a way of seeing and doing that connects with the vitality of life.

Following the expression “human-centered” with the words “by design” specifically articulates how important we hold the critical and creative actions that comprise design thinking. For some, design thinking is misunderstood as a cacophony of free expression and the human-centered approach as an activity of speculation and specification listing.

Perhaps this interpretation is best explained as a revival of the of expression “form follows function.” At NewSchool, we understand the expression to be a disciplined process infused with the vitality of experience that leads to the golden moment when we begin to see processes, places and artifacts that do not yet exist.

I believe my grandmother had a more interesting interpretation of the word function. For her it was an event, as in a church function. Her interpretation of this word was vitally infused with place and human interaction guided by a greater belief in community and faith. This holistic understanding of the word function better reflects the intentions of a human-centered approach. It leads me to the conclusion that the best explanation for the expression Human-Centered by Design is that all design begins with the dance of life.

What does Human-Centered by Design mean to you?

How Many Years Does It Take to Become an Architect?

It does take some time to become an architect. In 2012, the National Council of Architectural Registration Boards (NCARB) reported that architects took an average of 11 years to become licensed architects with independent or contracted practices within the industry. Unlike attending an interior decorator school or interior design program that is only two to four years long, it takes an architect much longer. Typically, this includes 5 years to acquire a first professional undergraduate architecture degree with an additional 3 years of professional internships to complete the Architecture Experience Program (AXP) requirements.

Depending on the curriculum and length of the program an architect chooses to enroll in as a student, school for an architect can take anywhere from 5 to 7 years. In addition to a rigorous and time-investing education track, the path to obtaining an architectural license also requires relevant hands-on experience accredited by NCARB, as well as several exam credentials.

Education Requirements

In order to become a licensed architect, students must earn their first professional degree in architecture. A first professional degree is a program accredited by the National Architectural Accrediting Board (NAAB). Typical NAAB accredited degrees include a 5-year undergraduate degree or a 3-year graduate degree.

If a student is interested in working in the field of architecture as soon as possible, some students may choose to complete a 4-year undergraduate degree that is not NAAB accredited. This option allows students to begin working in an architecture firm but does not allow them to pursue their architecture licensure. Similarly, graduate students with an undergraduate degree in an unrelated field may choose to complete a 2-year graduate architecture degree that is not NAAB accredited and begin working in the field.

For highly rigorous students looking for the fastest path to pursue their architectural licensure, some students may choose to pursue an Integrated Path to Architectural Licensure (IPAL) degree. This highly intensive degree program allows students to take their Architecture Registration Exams (A.R.E) and begin logging internship hours towards their Architecture Experience Program (AXP) requirements while they are still a student. There are currently only 17 colleges offering this type of degree in the U.S. including NewSchool’s IPAL Graduate Architecture program. The goal of pursuing this degree is to allow students to earn their licensure upon graduation. The master’s degree in architecture at NewSchool gives students with a bachelor’s degree in architecture or a related field the opportunity to earn a professional master’s degree in architecture and is recognized by the NAAB.

Contact our Enrollment Team to learn more!

Career Paths

After completing a NAAB accredited first professional degree, NCARB requires that those seeking licensure complete 3,740 internship hours as part of the Architectural Experience Program (AXP), formerly known as Intern Development Program (IDP). The purpose of this comprehensive internship program is to give candidates the skills and knowledge for independent architecture practice. This ensures protection of the public’s health, welfare, and safety, keeping practice parameters current with NCARB’s most recent program implementations that parallel industry regulations.

As soon as licensure candidates complete a NAAB accredited bachelor degree program, they are eligible to establish an NCARB Record to begin earning AXP credits. 3,740 experience hours in specific areas must be completed in order to receive credentials for the AXP, which include practice management, project management, programming and analysis, project planning and design, project development and documentation, and construction and evaluation. Approved directors and firms are on a list of AXP Guidelines that can be found on the NCARB website.

Examinations

The final step to earning architectural licensure is to complete a series of exams. The Architect Registration Examination (ARE) is a test of candidates’ abilities and overall knowledge of architecture practices and principles, used by all 54 U.S. Member Boards in order to be employed in professional architectural practice. Candidates must pass all ARE divisions within 5 years of completing their first professional degree, while some firms require an even smaller timeframe to complete them all.

There are a total of 7 divisions that make up the examination, which can be taken in any order. They are as follows: Construction Documents & Services; Programming, Planning & Practice; Site Planning & Design; Building Design & Construction Systems; Structural Systems; Building Systems; and Schematic Design. The test-taking formats vary by each category, giving candidates an array of different tactics to study and engage themselves in throughout their architecture curriculum and experiences in and out of school.

In preparation for these exams, the NCARB has exam guides for these seven divisions that are downloadable from the website and contain both multiple-choice questions and vignette questions. Free publications are also available regarding the most up-to-date ARE guidelines, which thoroughly explain how to complete the ARE step-by-step. This can be found on the NCARB website as well.

Architecture is a highly rewarding and sought-after career path. However, in order to succeed, individuals must receive the proper amounts of education and hands-on work experience, which typically takes around 8 to 11 years.

Before you decide on an architecture career path, many questions can cross your mind, like which accredited school should I choose?

Here are some reasons why you should choose NewSchool of Architecture & Design:

• Top 30 in the World Master of Architecture program by Masterclass: Architecture. Guide to the World’s Leading Graduate Schools by Frame Publishers. (2014)
• Top 25 Architecture Graduate Programs in the country by GraduatePrograms.com (2014)
• Top 10 undergraduate architecture schools in the western United States by DesignIntelligence in its publication “America’s Best Architecture & Design Schools” (2012/2013)
• Top 5 schools in the U.S. setting “The Future of Design Education: Teaching Innovation” by Interior Design Magazine (2013)
• First in awarding master’s degrees in architecture to women among 10 NAAB-accredited schools in California. (Source: Integrated Postsecondary Education Data System, 2010)
• First in awarding master’s degrees in architecture to Hispanic/Latino students among 10 NAAB-accredited schools in California. (Source: Integrated Postsecondary Education Data System, 2010)

Learn about NewSchool’s bachelor’s and master’s degree programs today. Contact our Enrollment Team to learn more! Or if you are interested in one of our related programs, discover how to become a graphic designer here.

Career Paths for the Graphic Design & Interactive Media Graduate: Exploring The Possibilities

With so many professional possibilities to explore as a media designer or graphic design, it’s no wonder this career path continues to grow in popularity for undergrads in the digital media arena. From a creative career in the entertainment and advertising industries to attaining a design job in science or healthcare that specializes in communication, there are plenty of media design careers available to the skilled media designer.

What Is the Role of A Graphic Designer or Interactive Media Designer?

As a graphic designer or interactive media designer, your tasks are varied, including a host of multimedia applications. Your primary responsibility involves the communication of information, messages, and/or entertainment through different digital and print mediums.

Besides creating 2-D and 3-D images and computer graphics, your role may also entail creating models, animations for film and video, digital illustrations, and even special effects, depending on the specific area you pursue. In turn, your designs will be utilized in an array of integrated media platforms, including but not limited to the internet, television, film, mobile technologies, and any other visual design platform.

Graphic designers and interactive media designers may also find their visual design work featured in more traditional channels, including newspapers, manuals, brochures, and other printed collateral. In general, your role will encompass the design of a visual presentation of some sort, whether it is used for entertainment purposes (such as the film industry), or for product enhancement, where your graphic design skills are being applied as a means of visual communication.

What Skills Do I Need To Become A Graphic Designer or Interactive Media Designer?

For those who are considering a career in graphic design or interactive media design, it’s important to be aware of the skills and resources needed to succeed. A fluency in computer software and coding is essential, as well as an intermediate/advanced level of proficiency in both Windows and Mac computer systems.

If you’re exploring a career as a UX designer, UI designer, or a career in interactive web design, a working knowledge of programming languages such as HTML (Hypertext Markup Language), XHTML (Extensible Hypertext Markup Language) and CSS (Cascading Style Sheets) is fundamental. Because nearly all web-based animation is created using Adobe Flash, you will want to become familiar with this program.

In addition, becoming adept at both Adobe Illustrator and Photoshop is key for anyone pursuing a career in the digital media arts. In addition to a high aptitude in computer technology and graphic design software, your creative, artistic, communication and organizational skills are crucial to your professional success once you enter the workforce.

In order to determine if a graphic design career path or one in interactive media design is the right fit for you, here are a list of pros and cons:

PROS & CONS of a Career in Graphic Design or Interactive Media Design: How To Become A Graphic Designer or Interactive Media Designer

• Digital media is a creative career allowing for creative expression
• Your design work may be seen by a large audience
• There are vast opportunities for advancement and growth within your field
• BLS statistics show that web design, UX design, UI design, and related fields will see an increase in growth within the next ten years
• A demanding schedule including deadlines can be stressful
• If you’re a freelance graphic designer, you must find your own work and maintain a steady flow of clients to remain financially stable
• In order to be successful (as a freelancer or full-time staff member), your schedule must cater to the client
• Because graphic design software and design technologies are constantly changing, you must remain up-to-date and constantly abreast of trends & tools within your industry

If you’re interested in becoming a graphic designer or pursuing a profession as a media designer, there are several ways of obtaining your goal. You may want to consider a 4-year graphic design and interactive media program geared specifically towards digital media design. In order to proceed, you’ll first need to have a high school diploma or equivalent before applying to colleges of your choice.

Once you’ve been accepted, your coursework will focus on image design and manipulation, web design and website maintenance, 3-D modeling, and digital video editing, as well as other computer software programs and digital tools.

Additionally, those enrolled in a bachelor’s degree design program can expect a combination of specialized classes and real-life, hands-on experiences to prepare them for the job market, including internships or similar opportunities.

In some instances, your bachelor’s program may require a senior design project, which can be used later on within your design portfolio as a representation of your work. In addition to becoming an expert in your field, building a strong design portfolio during your college years is imperative for your post-grad job search. For those who wish to seek a higher salary range and further their education, there are also master’s degree programs in graphic design, digital media, and animation. According to the U.S. Bureau of Labor Statistics (BLS), the digital media design industry is expected to experience an on-average job increase from 2014-2024. Computer graphic design positions can anticipate growth within the expanding mobile technology market, while the consumer demand for movies, video games, special effects and 3-D animation are also accountable for some of the projected growth within the job forecast.

Looking Ahead: Job Forecast For Graphic Designers or Interactive Media Designers

Due to the booming demands of our digital age, there are a variety of design positions within the animation, film, television, web, mobile technology, and video game industries.

Additionally, research has shown that employment may also be sought in alternative areas, such as law, medicine, science, architecture and business, where media designers assist in the enhancement of products and modes of communication within said industries.

It is also anticipated that between 2014-2024, employment for all art and design workers can expect a growth rate of 2%. Statistics show that the stagnation in employment growth within the industry was largely in part due to companies hiring labor from outside of the US. According to the BLS, multimedia artists and animators (which include digital media designers) earned a median annual wage of $63,970 and a median hourly wage of $30.76 (www.bls.gov) in 2015. Payscale.com also reports that the annual salary for a digital designer ranges from $38,633-$81,041 as of October 2016.

For more information about the Bachelor of Science in Graphic Design & Interactive Media program at NewSchool, contact our Enrollment Team.