AVS. Arkitektúr verktækni skipulag - 01.12.2003, Qupperneq 13

útrás um leið og hann dregur að
hugmyndir og aðferðir úr öllum átt-
um, hvort heldur frá greinum lista,
verktækni eða hugmyndafræði.
Dagsdaglega eru verk nemenda
tekin fyrir og þau skoðuð og gagn-
rýnd. Sumt er bætt, annað geymt og
enn öðru fleygt til hliðar. Markmiðið
er að nemendur geti sem hlutlægast
greint hina mismunandi þætti hönn-
unarvinnunnar og sett fram skoðanir
sínar með sannfærandi hætti.
Námsbrautir
Nám við deildina fer fram á brautum
sem nemendur þurfa að velja á milli
strax í umsókn um námið. Brautirnar
eru: Arkitektúr, grafísk hönnun, en
þar þarf að velja á milli áherslu á
prentmiðla eða margmiðlun; vöru-
hönnun sem skiptist í textíl- og fata-
hönnun annarsvegar og þrívíða hluta-
hönnun hinsvegar. ■
Design and Architecture at
lceland Academy of the
Arts, LHÍ
Halldór Gíslason, Dean of the Department of Design
and Architecture, LHÍ
The lceland Acadmey of Arts offers a
a 3-year, 90-credit BA degree in
design and architecture through its
Department of Design and
Architecture. The curriculum is
organised to encourage students to
think independently, and to creatively
solve different projects. The educa-
tion is evenly divided between studio
work and formal lectures. A portion
of the formal lectures are directly
connected to projects being done in
the studios.
The studio is the centre of activity.
Every student is given his or her own
workplace, where they are encour-
aged to work on their projects. The
building is open until 1:00 AM, and
every student can get their own key.
Education in the first year is directed
towards sharpening the creative abili-
ties of students and developing their
organisational skills. Students under-
take a series of in-studio projects
aimed towards widening their hori-
zons in the two main spheres of
design, technical knowledge and ide-
ology. They are trained in presenting
their ideas in an understandable
manner and are prepared for criti-
cism of their own solutions and work.
Students are expected in the second
year to analyse and advocate their
views quickly and directly. They have
also learned how to think like a
designer, always seeking new
answers and not accepting any con-
clusions as given. The student
should be prepared to accept criti-
cism of his or her work and presen-
tations, and be able to criticise oth-
ers in a constructive way. Working
methods that the student has
become familiar with in the first year
are developed further with reference
to how the student has chosen to
specialise. The theoretical foundation
which is necessary to understand the
symbols and images in the world of
design are also developed further.
Most of the projects in the second
and third year are defined and set so
that the student can use specific
methods to carry them out.
The studios form the working envi-
ronment of students and instructors.
There, students’ projects are dis-
cussed and all the strings of the rele-
vant discipline come together; cre-
ativity bubbles and is expressed at
the same time as ideas come
from all directions, be it the arts,
technology or ideology. Students'
projects are criticised daily. Some are
improved, some kept and some
thrown away. The goal is that stu-
dents can objectively analyse the dif-
ferent aspects of design and present
their views convincingly.
Courses of Study
Education at the Department takes
place in courses which students
have elected upon enrollment. The
courses are: Architecture; Graphic
Design, either print or multi-media;
and Product Design, which is divided
into Textiles and Dress Design on
one hand, and 3D Object Design on
the other. ■
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