What is the thought process of young Architects when approaching a project ?

The analysis into the thought process used by the students presented a conclusion on the student’s approach in regards to what guides their moves. The Shelter Project derived more notions of all three observation categories listed which may be a result of group work where multiple perspectives and ways of thinking/doing are combined into a single project giving varied influences. The moves and associated hierarchies are then a result of a collective team of minds rather than an unchallenged single vision, each with a different stance, working together. On the other hand, it could be a result of the initial introduction to architecture and what is expected, so students equally weigh considerations developing a holistic but surface level approach.
Once the individual experiences more, they begin to develop a style of working which is often working to their strengths rather than equally weighted; for example, a student exposed to a particular building may be informed by precedents sensitive to the locations they have visited. In contrast to the Shelter Project, the Barcelona Gallery observations have resulted in the lexis being swayed towards the students ideas and thought processes as most dominant, with a developed technical thinking in response to the site. Examining the student’s thought process reveals the development of critical thinking and informed decision making across projects.
The aesthetics have been a key driving force throughout the Gallery project, as expected in comparison to the Shelter Project (Appendix C). This project has allowed for more freedom in design since it is theoretical, thus swaying the design considerations towards the aesthetics and influencing the tools used to explore it. Sketching and precedent studies have been tools used continuously in order to maintain sensitivity to the aesthetics. The context has also been important throughout the project, whereas other considerations have seen fluctuations at various stages. Aside from the aesthetics, a common theme that is emerging is one that is when a new consideration is given priority, the top one falls out of importance so that they are not yet working in unison. It is entirely understandable that certain considerations take priority over others as the project starts moving forward and being to develops, as some areas become more resolved and no longer require as much attention.
As the projects progress, the priority of design considerations fluctuates between context, practicality and materiality, but at all of these stages students are encouraged to use precedent studies as a learning aid to develop the factors into a coordinated design and guide the subsequent design moves to achieve this. The diary also comments on reflective evaluation as a tool for the TA as well as the student. To some extent, moving from practice back to university acts as a form of reflective practice, whereby one applies knowledge learnt in education and practice with a realisation of how much has actually been learnt via the feedback given to the students. The students then passively learn what the tutor has accumulated over time aiding what and how they prioritise.