This article deals with the hypothesis that the artificial project developed by a student in a learning framework has crucial interactions with his design environment, just as the project designed by an architect does in a professional one. Instead of fading, it seems that the nature of these interactions is changing. In this study, we observe how a competitive learning system tends to redefine the project’s exercises. Therefore, we analyse two projects’ teaching units, which take place at the Architectural Association School (AA) in London during the seventies and eighties. During this period the school adopts a pedagogical grid based on the competition between units. The analysis of the first two cases of units reveals the consequences of their non-educational interactions with the school: the first one gradually adopts a common line of subjects and theoreical and architectural references, even though its teachers refused to do so in order to avoid any form of mimicry. The second is dealing with the criteria of representation in the school: it is confronted with the attractiveness of the graphic documents when it relies mainly on the writing medium. This double observation leads us to consider a third case study. Unlike the two previous ones it willingly folds the educational and communicative ambitions of the school to build itself. This last unit corresponds to a hybrid form of teaching where they served (architecture) and servant (communication) elements merge.To read the abstract of the article in French, click on the link below :
The architectural teaching in competition. The project as a communicational material.