In the architectural education, we learn to design, communicate and reflect on architecture. Central during the education is the work in the studios. It is where most of the school time is spent and the space for exchange between us students within the framework of the school is greatest.
During the first two years of the education, the studios are mixed between the first-years and the second. So that first-years work alongside and together with seconds and vice versa. The work is partly done individually and partly in groups. This applies both to overall design courses, which mostly take place in the own studio, as well as to courses in theory and history, technology and digital tools.
In addition to studios, we also have generous access to shared computer rooms, joint workshops and our own library. The core of the teaching is to learn to shape and understand buildings, cities and rooms. The forms of presentation shift between sketches, models and drawings, texts and prototypes on a scale of 1:1. The scale varies between a piece of furniture, individual rooms and built environment as a whole. It moves between the home to the context of the city and the conditions for our societies.
As part of the education, optional field trips to both near and far are included, which exist as a way for us to familiarize ourselves with architectural contexts that differ from our own. Since architecture develops based on place, culture, climate and history, this forms an important part of the education. As the education progresses, the individual freedom to design one's own education grows according to interest in deepening and desire for development.
Furthermore, through the education, we are trained to develop our own ways of expression and to relate critically to the built environment in its specific economic, political and religious context. Likewise, we consistently cultivate our ability in communication and receiving constructive criticism through presentations to various people who are professionals in the broad field of work that can be labeled as architecture. One goal of the education is that we will gradually learn to take on future societal challenges in terms of the built environment, and during the learning process we form contacts, communities and friendships for life.
At the Industrial Design program, we learn to go from a problem or idea to a solution and finished product. A path that can be long and varied, which requires a wide range of tools. We are trained in analogue and digital sketching, making prototypes in the workshop and 3D modeling to better convey our ideas.
An ever-recurring phrase in industrial design is "form follows function". The expression means that the shape of the product is a direct consequence of its use and context. Hence it becomes necessary for us aspiring designers to be able to familiarize ourselves with and understand new contexts and users. Therefore, we develop the ability to work across borders, take on new fields of science and not be intimidated by the unknown. It could be ergonomics when manufacturing a driver's seat in a car, food handling when it comes to packaging, or developmental psychology when it comes to playground design. The same applies to the choice of materials and manufacturing; we must constantly make choices based on aesthetic, technical, manufacturable, economic, ethical and sustainable decisions. The choices require broad knowledge and it helps to be curious!
Furthermore, we are trained to document, present and discuss what we do; receive and give constructive criticism. We work individually, in groups, with the guidance of teachers and in contact with external actors; technical and artistic. Over time, the right and left brain hemispheres become best friends. "Kilen" which is the space where we have our studios, coffee-breaks, lunch is a perfect place to be inspired, brainstorm and get help from each other. The number of exchange students and international teachers means that the exchange of experience becomes even greater and the workplace more exciting and connected to reality.
In the architectural education, we learn to design, communicate and reflect on architecture. Central during the education is the work in the studios. It is where most of the school time is spent and the space for exchange between us students within the framework of the school is greatest.
During the first two years of the education, the studios are mixed between the first-years and the second. So that first-years work alongside and together with seconds and vice versa. The work is partly done individually and partly in groups. This applies both to overall design courses, which mostly take place in the own studio, as well as to courses in theory and history, technology and digital tools.
In addition to studios, we also have generous access to shared computer rooms, joint workshops and our own library. The core of the teaching is to learn to shape and understand buildings, cities and rooms. The forms of presentation shift between sketches, models and drawings, texts and prototypes on a scale of 1:1. The scale varies between a piece of furniture, individual rooms and built environment as a whole. It moves between the home to the context of the city and the conditions for our societies.
As part of the education, optional field trips to both near and far are included, which exist as a way for us to familiarize ourselves with architectural contexts that differ from our own. Since architecture develops based on place, culture, climate and history, this forms an important part of the education. As the education progresses, the individual freedom to design one's own education grows according to interest in deepening and desire for development.
Furthermore, through the education, we are trained to develop our own ways of expression and to relate critically to the built environment in its specific economic, political and religious context. Likewise, we consistently cultivate our ability in communication and receiving constructive criticism through presentations to various people who are professionals in the broad field of work that can be labeled as architecture. One goal of the education is that we will gradually learn to take on future societal challenges in terms of the built environment, and during the learning process we form contacts, communities and friendships for life.
At the Industrial Design program, we learn to go from a problem or idea to a solution and finished product. A path that can be long and varied, which requires a wide range of tools. We are trained in analogue and digital sketching, making prototypes in the workshop and 3D modeling to better convey our ideas.
An ever-recurring phrase in industrial design is "form follows function". The expression means that the shape of the product is a direct consequence of its use and context. Hence it becomes necessary for us aspiring designers to be able to familiarize ourselves with and understand new contexts and users. Therefore, we develop the ability to work across borders, take on new fields of science and not be intimidated by the unknown. It could be ergonomics when manufacturing a driver's seat in a car, food handling when it comes to packaging, or developmental psychology when it comes to playground design. The same applies to the choice of materials and manufacturing; we must constantly make choices based on aesthetic, technical, manufacturable, economic, ethical and sustainable decisions. The choices require broad knowledge and it helps to be curious!
Furthermore, we are trained to document, present and discuss what we do; receive and give constructive criticism. We work individually, in groups, with the guidance of teachers and in contact with external actors; technical and artistic. Over time, the right and left brain hemispheres become best friends. "Kilen" which is the space where we have our studios, coffee-breaks, lunch is a perfect place to be inspired, brainstorm and get help from each other. The number of exchange students and international teachers means that the exchange of experience becomes even greater and the workplace more exciting and connected to reality.