Growth in the ICAA’s Educational Programs

In 2002, after running the then-named Institute of Classical Architecture’s programs since 1997, I decided it was time for a workshop to discuss the future of our educational programs. 2002 marked the end of our first decade. During that time we had experienced financial, geographic and student growth and were on the cusp of three of our biggest steps forward: merging with Classical America, launching our template for chapters, and hiring our first President, Paul Gunther. Over the course of the following two years we gathered twice, inviting all of our faculty and fellows together to discuss the current and future state of our educational programs. We sought to arrive at a shared vision of future needs and possibilities. Many of those things we identified a decade ago have come to be fulfilled, some have yet to be, and some are no longer relevant. It is interesting to look back on this now, a decade later, after just returning home from the ICAA‘s National Curriculum Conference in Newport.

ICAA Instructors and staff meet at the 2013 National Curriculum Conference

ICAA Instructors and staff meet at the 2013 National Curriculum Conference

My original letter of invitation to the instructors, fellows and volunteers sheds light on just how far we have come in the last ten years:

September 11, 2002

Dear Instructors, Fellows and dedicated volunteers,

In this tenth year of the Institute, and as we join Classical America’s forces with ours, we find ourselves offering programs for which there is increasing demand – demand which we will struggle to meet unless we can develop our programs and procedures to exceed our audience’s appetite. For example, the popularity and importance of the AIBD Florida program has led five other AIBD chapters to invite us to do similar programs. Likewise, we have sold out lectures in Nashville, Santa Barbara, Lake Forest, and Los Angeles and can continue to do so! The problem is that we simply cannot meet this growing demand with our current programs, our existing faculty or our current structure. Unless we have a clear vision of where we want to go, and how, we run the risk of diluting the quality of what we do.

Bringing our mission to this growing audience can only happen if we develop the quality of our programs, develop our faculty, set procedures that determine what we do, and increase the compatibility of all our programs. Everything from structure and content, to the refinement of course materials, to the development of instructors, to how we reach our expanding geographical range, to identifying new markets, to developing new products and methods of delivery, among many other things, must be considered if we are to respond to the clear demand from our audience.

Now is the time to consider all of these issues. So, to begin charting this course for the future, I am organizing a Programs Workshop where we can develop answers to these questions together. From the proceedings of this workshop we will develop a Programs Plan that can be presented to the Board at the fall meeting for their review.

Your participation in the assessment and development of our programs is critical, as it is each one of you who has been responsible for bringing the Institute to this moment of potential. Make your perspective heard and lend your experience by attending the Programs Workshop. I look forward to working with each one of you and hope you will be able to commit these six hours for the future of the Institute. And, of course, I promise good fun and good food!

See you there,

Christine

From that initial invitation for a one-day workshop, we met, we worked over a year, and we met again. During that time we also merged with Classical America, launched our template for chapters, and hired our brilliant first President, Paul Gunther. Ultimately our workshop’s report to the board, on which I was also serving, helped convince the board of the need for dedicated staff for our educational programs. And so it was with Arthur Ross’s generosity in recognition of the prior success and future potential of our educational programs that we were able to hire our first paid director of education: Victor Deupi.

The following outline of our 2003 Programs Workshop’s final report (below) identifies many things which we have advanced over the last decade. For example, we called for a library, a cast collection, a dedicated classroom, chapter courses, standardized syllabi and more things which have been fulfilled.

The current National Curriculum Conference just held in Newport builds on twenty years of work by the ICAA volunteers, staff and instructors. It was a very exciting weekend that Ryan Greene, Kate Koza, Kelly Price, Nora Reilly and David Ludwig did a great job putting together. Current ICAA trustees, fellows and instructors leading our programs today – Mark Ferguson, Andrew Cogar, RIchard Cameron, Michael Mesko, Michael Djordjevitch and Marvin Clawson – presented an exciting picture of our current programs. And all the chapter representatives and instructors, some of whom are graduates of the ICAA programs, delivered exciting reports about their current programs! All of this heralds a bright future for classicism. From this vision below from a decade ago, to where we are now, I can only imagine with excitement where we will be in 2023!

 

2003 – A VISION FOR THE ACADEMIC PROGRAMS OF THE ICA&CA

THE MISSION OF OUR ACADEMIC PROGRAMS:
To improve the quality of architecture and urbanism among a broad audience by utilizing our best traditions as an educational resource for the present.

EXPAND AND DEVELOP OUR ACADEMIC PROGRAMS:
The ICA&CA academic programs committee proposes a vision for the ICA&CA that includes developing a Master of Arts degree program, which may evolve into a professional Master of Architecture; developing other new programs; and improving existing successful programs. All programs should serve the needs of the broad audience of those involved in building our environment, should maximize profit for the ICA&CA, and take advantage of new technologies to expand their reach.

We recommend the following new programs:

  • 1 – 2 Year Master of Arts in Architecture for Professionals (New York)
  • 1 Year Certificate in Traditional Design for Professionals (National virtual-based education)
  • 2 Week Summer Intensive Introduction for Professionals (New York)
  • 6 Week Summer Discovery Program for Students (New York)
  • Distance Learning Courses for Professionals (National)
  • Intensive Executive Education Courses for Professionals (New York, Chapters)
  • Visual Literacy Courses for the General Public (New York, Chapters)
  • Visual Literacy Courses for Elementary and High School Students (New York, Chapters)

And we recommend continuing the following existing successful programs:

  • Certificate in Classical Architecture for Professionals (New York, National with AIBD)
  • Continuing Education for Professionals (New York, Chapters)
  • Custom Education (National custom courses)

And we recommend implementing the following:

  • Search for a full time Director of Education
  • Increased pay for faculty and a stipend for new course development
  • Annual curriculum and faculty reviews

BROADEN OUR AUDIENCE
Our current student market is primarily architectural professionals; to better serve our various audiences we recommend expanding our programs and marketing such that they serve at least the following:

  • Primary: Professionals and students in architecture, design, urbanism, building trades
  • Secondary: Professionals and students in allied arts, landscape design, history, and preservation
  • Tertiary: General public, patrons, elementary and high school students

SERVE AND BENEFIT FROM OUR CHAPTERS
To expand the reach of our educational programs on a national basis, we recommend developing programs that can be exported through teaching manuals and materials to the ICA&CA Chapters who can then offer educational programs to local members. We also recommend that we look to our chapters for expertise.

NURTURE COLLABORATIVE RELATIONSHIPS
To maximize the reach of our programs and leverage the skills of others we recommend that the ICA&CA collaborate with related professional and cultural organizations and events whenever possible.

CONTINUE DEVELOPING AND REFINING OUR PROGRAMS
The complete report which is available for those who wish to study it details the results of the first two curriculum workshops. We recommend workshops to continue refining our curriculum and program goals, increased pay for faculty and faculty recruitment, and publication of course materials. And we recommend prioritizing program development and refinement, the creation of budgets and schedules for the strategic planning efforts.

SUMMARY OF CURRENT AND PROPOSED ICA&CA PROGRAMS IN 2003

I. New York Professional and Student Education

A. PROPOSED – Master of Arts in Architecture – Paid Director 

(One to two years)
This program offers comprehensive education in classical architecture and traditional urbanism, and related subject matter, for professionals in architecture, urbanism and residential design. The program is taught by ICA&CA faculty and guest lecturers over the course of one to two years in our New York studio. Students receive a Master of Arts in Architecture, which would be accredited by the ICA&CA once we are a chartered institution of higher education. Individual courses vary in duration. This program covers the all curriculum areas.

B. CURRENT – Continuing Education* – Volunteer Director
(Three semesters per year of courses)
This program offers supplementary education in classical architecture and traditional urbanism, and related subject matter, for professionals and members of the general public. The program is taught by ICA&CA faculty and guest lecturers over the course of three semesters in our New York studio. Students receive a Certificate of Completion for each course and may earn the Certificate in Classical Architecture, which would be accredited by the ICA&CA once we are a chartered institution of higher education. Individual courses vary in duration. This program covers the all curriculum areas at introductory and advanced levels.

C. PROPOSED – Professional Intensive Summer School – Paid Director
(One per summer)
This program offers professionals a comprehensive introduction to classical and traditional architecture and urbanism. It is taught by ICA&CA faculty and guest lecturers in the New York studio over the course of one to two weeks. Students receive a Certificate, which would be accredited by the ICA&CA, once we are a chartered institution of higher education. This program includes introductory courses in all curriculum areas focusing on Aesthetics, History, Tectonics, Architectural and Urban Elements and Composition, Literature, Drawing Skills and Presentation Techniques, and Site Visits.

D. PROPOSED – Student Intensive Summer School – Paid Director
(One per summer)
This program offers university level professional students and career change professionals a comprehensive introduction to classical and traditional architecture and urbanism. It is taught by ICA&CA faculty and guest lecturers in the New York studio over the course of four to six weeks. Students receive a Certificate, which would be accredited by the ICA&CA, once we are a chartered institution of higher education. This program includes introductory courses in all curriculum areas focusing on Aesthetics, History, Tectonics, Architectural and Urban Elements and Composition, Literature, Drawing Skills and Presentation Techniques, and Site Visits.

II. National Professional Education

A. CURRENT – AIBD Certificate Program* – Paid Director
(One region per year – 5 to 7 Weekend Sessions)
This program offers introductory and supplementary education classical architecture and traditional design for architects, urbanists and residential designers. The program is taught by ICA&CA faculty and guest lecturers. Students receive a Certificate, which would be accredited by the ICA&CA, once we are a chartered institution of higher education. Students convene five to seven weekends per year and complete a design project. This program covers the curriculum areas of Aesthetics, Literature, History with a focus on references, Tectonics, the Architectural (Detailed) and Urban (Introductory) Canon, Composition, Detailing, Office Presentation Techniques (Introductory) and site visits.

B. PROPOSED – Virtual School – Paid Director
(One class per year – 3 Group sessions, one year internship)
This program offers “how to” mentor-based training in traditional design for architects, urbanists and residential designers, and others as interested. The program is taught by ICA&CA faculty and local tutors approved by the ICA&CA who serve as mentors for each student. Students receive a Certificate, which would be accredited initially by the University of Miami, and later by the ICA&CA, once we are a chartered institution of higher education. Students convene three times per year for group instruction and complete mail-in design exercises. This program covers the curriculum areas of Aesthetics, Literature, History with a focus on references, Tectonics, the Architectural and Urban Canon, Design Processes, and manual skills as determined by the mentor.

C. PROPOSED – Distance Learning – Volunteer Director
(Available on request, duration of the program at the discretion of the student)
This program offers supplementary self-directed education in classical architecture and traditional urbanism for architects, urbanists and residential designers, and others as interested. The program is taught through ICA&CA developed correspondence courses, which are written and reviewed by ICA&CA faculty. Students receive a Certificate of Completion for each course and may earn the Certificate in Classical Architecture by completing all required courses, which would be accredited by the ICA&CA, once we are a chartered institution of higher education. This program covers the all curriculum areas at introductory and advanced levels.

D. PROPOSED – Executive Education – Volunteer Director
(Available on request, duration of the program at the discretion of the student)
This program offers targeted supplementary education in classical architecture and traditional urbanism for professionals. The program is taught nationally, as well as in New York, by ICA&CA faculty and locally trained instructors as requested by professionals. Students receive a Certificate of Completion for each course. Individual courses vary in duration. This program focuses on problems and skills specific to mid-career professionals such as Building Design by Type, Detailing and Construction, Specifying, Style Literacy, Professional Practice, Site Planning, and Interior Design.

III. Custom Prepared Professional Classes

A. CURRENT – Custom Prepared Classes – No Director
(Maximum of four per year total, or as feasible)
1. Real Estate Board of New York
2. Chapter Courses* (Southeast Kitchen course)
3. Office-based Instruction* (Keane Williams Giambertone course)
4. Masters at Work – Ornamental Conference with Dick Reid
5. Guidelines for Creating Architectural Codes
6. Guidelines for Creating Pattern Books

B. CURRENT – Recurring Conference Classes – No Director
(Maximum of four per year total, or as feasible)
1. Restoration/Renovation Conference* (Two per year)
2. AIA National Convention* (One per year)
3. Philadelphia Historic Home Show*
This program offers customized introductory and supplementary education for professionals or the general public and is taught by ICA&CA Faculty, guest lecturers, or trained local instructors upon request. The duration of courses is determined by the host and the individual instructor and courses are taught nationally. Students receive a Certificate of Completion for each course. This program covers all areas of our curriculum, as determined by the host and the ICA&CA, but will tend to focus on core course subjects such as Proportion, the Architectural Canon and Urban Canon, Literature, Rendering, Tectonics, and Composition.

IV. Visual Literacy Courses for the General Public

A. PROPOSED – Visual Literacy for Adults – Volunteer Director

(One course per semester, or as feasible)
An introductory education program for the general public taught by ICA&CA faculty, guest lecturers and local speakers taught as one or multiple evening and/or weekend sessions. This may be taught in New York, nationally through chapters and could be developed as a TV program. The program would focus on the architectural and urban canon, on acquiring visual literacy, and developing an appreciation of the value of good architecture and urbanism.

B. PROPOSED – Visual Literacy for Students – Volunteer Director
(One course per semester, or as feasible)
An introductory education program for elementary and high school students taught by ICA&CA faculty, guest lecturers and local speakers in schools located in New York and nationally through chapters. The program would focus on developing a familiarity of the architectural and urban canon, on developing an appreciation of the value of good architecture and urbanism, and on developing sketching skills.

V. Internal Review and Training – As Needed

A. Curriculum Review and Program Workshop (One per year)
B. Faculty reviews (Once per year)
C. Chapter Faculty Training and Certification (Available twice per year)

*Currently included in budget and staff needs

Recommend Curriculum Subjects*
Manual Skills Practice Theory
 
Drawing Skills Elements of Architecture Aesthetics
  Drafting – Manual   Moldings and the Orders   Proportion
  Drafting – CAD   Building Typologies   Ornament and Decoration
  Observational Drawing   Principles of Design Literature
  Shade and Shadow Elements of Urbanism   Architectural Canon
  Life Drawing   Urban Typologies     Treatises
  Perspective Drawing   Siting and Massing     Parallels
  Survey Techniques   Principles of Design     Manifestos
  Measured Drawings Composition     Monographs
Presentation Techniques   Geometry   Urban Canon
  Rendering   Proportion     Picturesque
  Office Presentations  Construction Practices     Organic
  CAD Presentation    Materials     Classical
  3-D Modeling   Detailing History  
  Urban Presentations   Building Crafts   Vernacular Architecture
    Design Processes   Classical Architecture
      Contextual Analysis   Urbanism
      Precedent Study   Allied Arts
      Coding Tectonics
      Project Management   Theories of Building
    Design Studio   Vernacular Construction
      Incremental Problems      

*NOTE: The above curriculum subject areas outline the body of knowledge which the ICA&CA academic programs committee recommends in forming a Master’s degree. This would also form the template for all other courses, with subjects, length and difficulty being modified based upon the needs and skills of the student. This curriculum template is in development and subject to further modification. Recommendations and responses from the Board are welcome and desired. As a next step, we recommend hosting a third workshop focusing on developing an educational philosophy to assist us in refining our curriculum and academic programs. This workshop would include educators with diverse experience in developing educational programs.

Recommended ICA&CA Staff, Facilities, and Materials
             
Faculty and Staff Facilities Materials
Full-time Program Director One studio (minimum) Slide and digital image library
Full-time Program Coord.   Drafting tables Library – Book, Cast, Drawing
Part-time Faculty, paid   Drawing boards, lighting Textbooks (Print and Digital)
  Increase pay   Large pull down screen    Proportion
  Pay for new courses    2 Slide projectors   Elements – Arch., Urb.
Program Committee   1 Digital projector   Composition
Program Directors   Computers and software   Pattern Book 
      Chairs with drawing surface   Guide to Styles
      Large pull down screen   How To
      2 Slide projectors     w/ Vernacular Styles
      1 Digital projector     w/ Details
    One lecture hall (minimum)   Practice – Arch., Urban 
    Gallery for exhibitions and crits   Classical Reader
    Cast collection with study area   Manual Skills
    Book collection with study area   Presentation Techniques
        Product Development
          CAD Library
            Elements of Architecture 
          Recommended Readings
Recommended Audiences and their Educational Needs
 
Comprehensive Education  Supplementary Education Introductory Education
Professionals: Professionals: Professionals:
  Architects   Architects   Realtors and brokers
  Residential Designers   Residential Designers   Facilities managers
  Design/Build Professionals   Design/Build Professionals    
  Urbanists   Urbanists Students:
  Physical Planners   Certified Planners (AICP)   Elementary Students
  Interior Architects   Interior Architects   High School Students
  Decorators   New town planners   Pres. Arts School (Brklyn)
  Contractors   Decorators   High School of Art & Design 
      Contractors   University Students
Related Professionals:       Architecture
  Landscape Architects Related Professionals:   Landscape Architecture
  Set Designers   Educators in Universities   Interior Design
      Landscape Architects    
Students:   Craftsmen/Trades Adults:
  Career Change Students   Manufacturers   Activists
  Pre-master’s arch students   Developers   General Public
  Architecture Students   Architectural Historians    
      Artists    
      Allied Artists    
      Preservation Architects    
      Preservation Trades    
      Set Designers    
           
    Students:    
      Architecture students    
      Vocational students    

Notes:

  • The consensus of the programs workshops was that students (primary and secondary) should be included in our educational mission for their long-term potential, and that, thus, we should not eliminate programs for students such as the summer school.
  • Our programs should reach all those – from interior architects to the trades – who are involved in the making of the built environment.
  • Artists and allied artists are not our primary audience; rather they should be seen as a related, but not primary, audience.
  • Our students should be able to pay for our classes

RECOMMENDED COLLABORATIVE ASSOCIATIONS

Prof. Organizations/Conferences & Trade Associations

  • AIA (American Institute of Architects)
  • AIBD (American Institute of Building Designers)
  • NAHB (National Association of Home Builders)
  • ASID (American Society of Interior Designers)
  • ASLA (American Society of Landscape Architects)
  • CNU (Congress for New Urbanism)
  • ULI (Urban Land Institute)
  • INTBAU (Network of Trad. Building, Arch, Urb)
  • TradArch (Internet forum)
  • Masonry Institute
  • AWI (Architectural Woodwork Institute)
  • Timber Framer’s Guild
  • Stone (?)
  • National Trust for Historic Preservation
  • Restore Media – Restoration/Renovation Conference
  • Goodrich Productions – Philadelphia Historic Home Show
  • Museum Programs
  • Trade Shows

Civic & Academic Organizations

  • MAS
  • Landmarks Preservation
  • Chicago Architecture Foundation
  • The Art Institute of Chicago
  • Seaside Institute
  • University of Miami
  • University of Notre Dame
  • Prince’s Foundation
  • Sotheby’s Institute of Art
  • National Academy of Design
  • American Academy in Rome

The above organizations, events, and institutions are recommended as potential collaborative partners, potential audiences for program marketing, and potential sources of experts for teaching.

___________________________________________________________________________________________

From the first summer program in 1992 to all of our current programs, such as the Beaux-arts Atelier and the Certificate program at the University of Colorado at Denver, the Institute of Classical Architecture & Art has been and remains a leader in contemporary classical education. If you have not yet joined us for a course, consider doing so and become part of this generation’s renaissance of classicism.

Longtime ICAA Instructor Marti Brandwein teaches the Doric Order.

Longtime ICAA Instructor Marti Brandwein teaches the Doric Order.

Advertisements

Comment on this post

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s