Architectural education approach at ASAP is outlined by cultivating sensitive mind-set and enriching conscious inspiration. The pedagogues involve collaborative dialogues structured in accordance with the intended program learning outcomes. Aspects of critical thinking and inquiry, creativity and imagination, investigation and partnership are integral to the learning practices in architecture and planning fields. Teaching methodologies ranging from curriculum planning to classroom techniques are formulated, discussed and reviewed for measurable outcome assessments at regular intervals. Design education being a critical act, the Institution focusses on engaging educators with advanced degree, wider spectrum and substantial experience base. Maintaining optimal teacher-student ratio ensures individual attention to students and tailor-making the studio-based exercises to suit his needs and realize the potential.
The course delivery mechanism stimulates the artistic sensitivity and develops capacity of the students to grow intellectually, conceptualize buildings and public realm and materialize them efficiently in an articulate manner. A rigorous training procedure ensures development of perspective and helps the students to realize their strengths and niche in the core and allied subfields. Traditional form of teaching functioning on a linear format has given way for contemporary forms of learning and alternative thinking, wherein distinct set of ideologies and beliefs are deliberated upon and experimented with regularly, significantly altering decision choices. The renewed set of approach is to TEACH and LEARN simultaneously, with mutual facilitation. In this student-centric model of learning, technology and resources are integrated and function as indispensable tools for inculcating transformative thought processes.
Learning the design process remains incomplete without off-campus trips and fun! Pupils can gain direct personal experience of built environments and become familiar with the spatial syntax and associated vocabulary reflected in the architecture of diverse contexts. A combination of leisure and curricular activities, field trips have a strong interconnection with the articulation of knowledge and their strategic application on the academic practices. Students can improve their visualization skills to a large extent through the inherent process of internalization of various environments and synthesize ideas that best suit the perceived use of space based on monitoring of the behavior of the local people. The three-fold process of ‘how to see’, ‘how to do’ and ‘how to be’ assist the development of cognitive and observation skills, explicitly to see and document the complexity of the landscape. Excursions are a great way to visit unexplored locations and broaden horizons on the natural and socio-cultural values, and take inspiration from a variety of landscapes.