SANGETHA KRISHNA
TUTORIALS
During the lectures, we had interesting tutorial tasks to work on. These tasks were more than just assignments – they were like hands-on adventures into the topics we were learning. They weren't about finishing something; they were about understanding things better. In the whole semester, there were three of these tutorial activities, and each one was a chance for us to dig deeper into what we were studying. They were like open doors, inviting us to explore and get a really good grip on the subjects. These activities were not just parts of the academic journey; they were like well-planned stops that helped us grasp the content better and enjoy the learning process.
The tutorials, thoughtfully conducted by our dedicated lecturers within the designated lecture hours, added a dynamic layer to our academic experience. The intentional alignment of tutorial sessions with lecture content provided a seamless transition from theory to practical application. This approach not only solidified our understanding of the subject matter but also allowed for immediate engagement with the tutorial tasks. Moreover, the one-week window provided for the completion and submission of tutorial work was both strategic and considerate, offering us ample time to delve into the intricacies of each assignment. This thoughtful scheduling not only ensured the quality of our submissions but also fostered a conducive environment for comprehensive learning and skill development.
TUTORIAL 1
given by Mr. Azim
This tutorial involved a sketching activity centered around "Architectural and Decorative Features of Ancient Egypt." We were provided with a list of features and tasked with sketching two of them on a single A4 sheet, accompanied by relevant descriptions.
In overall, I found the experience quite enjoyable as it afforded me the opportunity to deepen my understanding of Ancient Egyptian architectural elements. The sketching process itself was enlightening, emphasizing the significance of detailing in drawing —an invaluable lesson that added a new dimension to my artistic approach.
In this tutorial, we were given the task of comparing Romanesque and Gothic Architecture through the creation of tables that detailed features such as windows, arches, vaults, wall systems, and arcades via sketching. This exercise proved instrumental in enabling us to discern and comprehend the nuanced differences inherent in these two distinct architectural styles.
given by Ar. Bashira
By engaging in this hands-on activity, the objective was not only to visually represent the architectural elements but also to foster a deeper understanding of the structural disparities between Romanesque and Gothic styles. Through meticulous sketching and analysis, we
aimed to cultivate a heightened appreciation for the historical and aesthetic nuances that characterize each architectural tradition. This activity served as a bridge connecting theoretical knowledge with practical application, enhancing our grasp of architectural evolution.
TUTORIAL 2
TUTORIAL 3
given by Mr. shawn
The concluding tutorial task centered on responding to structural questions pertaining to modern architecture. The question format closely mirrored to examination format, providing students with a preview of the final assessment structure. The set comprised into four questions, with certain queries necessitating accompanying sketches for a comprehensive response.
This tutorial served a dual purpose: not only did it gauge our understanding of modern architectural concepts, but it also familiarized us with the examination layout. By integrating sketching requirements, the task aimed to assess our ability to apply theoretical knowledge in a practical context. Beyond examination preparation, this activity encouraged a deeper engagement with the subject matter, reinforcing the practical applications of our theoretical understanding in the field of modern architecture.
REFLECTION
Engaging in the tutorial activities has been instrumental in shaping my journey as an architecture student in alignment with three key Taylor's Graduate Capabilities. Through a deep dive into architectural concepts, the TGC 1.0 : Discipline Specific Knowledge aspect was enriched, providing me with a hands-on understanding of various styles and elements. The tasks required a fusion of TGC 2.0 : Critical Thinking, Problem Solving & Creative Thinking Skills, as I not only analyzed intricate details but also approached questions with an innovative mindset, emphasizing the importance of both critical and creative thought in architecture. This process instilled a sense of TGC 4.0 : Lifelong Learning as the tutorials, structured like examinations, underscored the continuous nature of learning in the architectural realm. Additionally, the emphasis on effective TGC 3.0 : Communication skills through visual representations and written responses underscored the significance of conveying complex architectural ideas with clarity. This holistic approach to learning has not only enhanced my academic proficiency but has also fostered TGC 5.0 Personal and Social Competencies crucial for future success in both academic and professional endeavors.