inchote: an experiment in architectural education_marc angelil

inchoate: undeveloped

architecture has traditionally been a domineering practice with three “primacy’s”: visual appearance (formal presence, aesthetic order); authorship (a creator architect, creative genius, the architect as sole creator which internalizes the process of design, therefore negating the possibilities for collective processes); and the primacy of the object (architecture as artifact). angelil seeks to dispel these primacies and explores the idea of inchoate as a way to teach design.

inchoate design work is process-oriented. “praxis”, or established practices, pertains to technical, intellectual, or intuitive work. the technical praxis is the raw form of making. emphasis is placed on how something is made, as this affects the outcome of the design. established ways of making in the profession are implemented and the process is interrogated. the intellectual praxis is based on the notion that architectural design is a theoretical exploration. here, a conceptual framework is stressed as a foundation for the work. lastly, there is the intuitive praxis, which I find most interesting. this approach recognizes the importance of gut-feelings as relevant participants in the creation of design work. “intuition as a form of practice accelerates investigation, due to its immediacy and directness. associative thinking constructs unpredictable connections.”