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Foreword
Programme Manager
Thomas Kern
Sometimes when we browse
through a student’s sketchbook,
we are amazed at the quality of its
content; not just the sketches, but
thevibrant creativityandcomplexity
of thought - the sheer potential
of a student. Similarly, design
models, particularly experimental
models, can reveal such energetic
imagination that it inspires fellow
students and tutors alike.
The relationship between students
and tutors is highly symbiotic;
students need engaging and
inspiring tutors with expertise;
however,
tutors
derive
their
inspiration not necessarily from
their excitement about architecture,
but far more from the potential and
talent of students reaching beyond
expectations. Although each year
is different, this year’s students
continued to surprise with inspiring
designs and the quality of their
output.
However, I want to take an honest
stance, admitting that things do
not always turn out as hoped, for
studentsandtutorsalike. Sometimes
students may feel overwhelmed
by the study experience abroad,
challenged not just by the novelty
of a multitude of subject-related
skills and knowledge, but also in
acquiring the skill and confidence to
communicate in a foreign language.
As a teaching team, one of our most
vital responsibilities is to recognise
and empathise with the individual
skill-set and background of each
student, supporting them in their
new environment and facilitating
the discovery and development of
their individual talents.