建筑分析-良好設(shè)計(jì)的前奏【建筑策劃經(jīng)典文稿(附英文原文)】

------------------------------------------------------------------------建筑分析——良好設(shè)計(jì)的前奏【建筑策劃經(jīng)典文稿(附英文原文)】建筑策劃經(jīng)典文稿（附英文原文）：*建筑分析——良好設(shè)計(jì)的前奏byWilliamM.PenaandWilliamW.Caudill-CaudillRowlettandScott,Architects醫(yī)生不可能按照病人的要求開藥。如果遮陽(yáng)某些情況他要被關(guān)進(jìn)監(jiān)獄。建筑實(shí)踐也是如此，其關(guān)鍵就在于辨識(shí)想要和需要。我們?cè)O(shè)計(jì)了一些學(xué)校。我們并沒有特別的天分或者經(jīng)驗(yàn)來(lái)使我們可以拿著鉛筆和寫字板去學(xué)校董事會(huì)的成員說(shuō)：你們要多少教室？你們的咖啡廳要多大？你們要多少廁所？是否有個(gè)助理校長(zhǎng)辦公室？要多大？噢對(duì)了，你有沒有想讓我們?cè)O(shè)計(jì)到學(xué)校里面的特殊房間？”相信我，沒有一個(gè)成功的學(xué)校是這樣設(shè)計(jì)出來(lái)的。一個(gè)簡(jiǎn)單的房間列表無(wú)法提供建筑實(shí)踐中需要解決的問(wèn)題。就算表格把業(yè)主得要求和需求表達(dá)得無(wú)比精確，它仍然無(wú)法使水平高超的設(shè)計(jì)師從中獲得靈感。當(dāng)然我們必須承認(rèn)這樣的列表已經(jīng)作了好多年了，但列表者沒有引發(fā)業(yè)主去思索。列表者沒有創(chuàng)建問(wèn)題。我們?cè)趯W(xué)校那里拿到的“策劃”只是一張房間列表。也許這里存在者建筑學(xué)院最大的缺陷——太多的策劃卻沒有足夠深度的策劃。那么策劃是什么？難道不是確定需求的階段？可是我們?nèi)绾畏謩e想要和需求？這里是訓(xùn)練和經(jīng)驗(yàn)必須發(fā)揮作用的地方。而且我們認(rèn)為特殊的天分也應(yīng)該在這里派上用場(chǎng)。明顯具有分析能力的建筑師能做更好的策劃。本質(zhì)上講，他是一個(gè)建筑分析師。我們經(jīng)常疑惑為什么我們的建筑學(xué)校不給在團(tuán)隊(duì)工作中表現(xiàn)了卓越的分析能力的學(xué)生頒布一個(gè)特殊的學(xué)位。在策劃過(guò)程中我們?cè)跄芊智逅麄兿胍暮退麄儗?shí)際需要的區(qū)別呢？我們沒有神奇方程式。所以必須仰仗分析能力配合良好判斷。但我們確實(shí)基于我們的經(jīng)驗(yàn)，有一個(gè)方法綱要來(lái)進(jìn)行建筑策劃。在表述這個(gè)綱要之前，我現(xiàn)提交這些框架的前提條件。策劃開發(fā)了問(wèn)題解決的解決途徑，因?yàn)槭遣邉澱业搅藛?wèn)題所在。本質(zhì)上，建筑分析是好設(shè)計(jì)的前提。真正的分析途徑，必須與創(chuàng)造途徑來(lái)共同組成用以產(chǎn)生良好的設(shè)計(jì)成果。僅由建筑分析無(wú)做到。創(chuàng)造活動(dòng)本身也無(wú)法創(chuàng)造一個(gè)好建筑。兩者都是必要的。建筑分析過(guò)程對(duì)所有建筑類型都是必要的。因此，我們相信，專業(yè)的建筑分析師必須具備分析能力、吸收能力和創(chuàng)造能力。我們同樣相信不管項(xiàng)目規(guī)模大小一個(gè)謹(jǐn)慎的建筑分析是非常必要的。當(dāng)然，功能越復(fù)雜，分析越復(fù)雜。下面是建筑分析師所用的方法，有許多種，但這些看來(lái)最有意義：讓你的業(yè)主成為規(guī)劃組的一部分并并從群體戶動(dòng)中吸收優(yōu)點(diǎn)。例如，在德州的泰勒，我們?cè)诓邉澮粋€(gè)高中時(shí)從這種思路獲得莫大好處。那是我們組織了一個(gè)會(huì)議，許多來(lái)自學(xué)校教職員工參加了這個(gè)會(huì)議，會(huì)議的目的是解決一個(gè)體育館的問(wèn)題。開始時(shí)我們聽到都是負(fù)面的批評(píng)：不要造成我們?cè)饶菢?，里面太熱了。它很臭，燈光太差了，誰(shuí)愿意在一個(gè)桶里打籃球。所有我們聽到的意見都是建議我們不要做什么，然而隨著會(huì)議繼續(xù)，群體互動(dòng)的好處開始體現(xiàn)，一個(gè)老師開了頭：如果我們有一個(gè)與室外球場(chǎng)一樣的室內(nèi)的球場(chǎng)不挺好嗎？這引發(fā)了我們建設(shè)了我們認(rèn)為可能是全美第一個(gè)全玻璃的體育館。獲得背景。通過(guò)文獻(xiàn)調(diào)查和參加研究會(huì)，大會(huì)、吹風(fēng)會(huì)、閱讀、交談、傾聽建立一個(gè)背景。我們形成了一個(gè)包括我們的業(yè)主、居民，各式各樣的人的診所。這幫助參與其中的人們建立友善關(guān)系。學(xué)校診所在Angelo，Texas，坐在Roanoke，Virginia，是公眾參與的案例。發(fā)展詢問(wèn)藝術(shù)你不必一定給你的客戶一張?zhí)梢危械脑捀?。分辨需要和想要是非常困難的。我們承認(rèn)我們對(duì)于質(zhì)問(wèn)知道得非常少。我們已經(jīng)試圖摘一些心理學(xué)家中得梨子，我們學(xué)到得唯一一樣?xùn)|西是如何忍受不安全感并時(shí)時(shí)自重。他們沒有告訴我們?nèi)绾稳淌懿⑴c想要摘取月亮得業(yè)主共同生活。關(guān)于我們需要提供得唯一東西是我們巨量得經(jīng)驗(yàn)。從中我們相信與甲方開的會(huì)議越多越好在早期我們只談問(wèn)題不談解決辦法非常重要的是嘗試一切努力，通過(guò)詢問(wèn)目標(biāo)和程序的辦法去尋求規(guī)劃概念——不管項(xiàng)目是制造業(yè)，醫(yī)療服務(wù)，兒童教育，宗教信仰或者是一個(gè)簡(jiǎn)單的家居。通過(guò)提問(wèn)盡早確立一些大的概念——類似一個(gè)工廠規(guī)劃中有關(guān)產(chǎn)業(yè)建筑的機(jī)動(dòng)靈活性，或者在學(xué)校規(guī)劃中教育建筑的分散組織性，后面出現(xiàn)的大量有意義的細(xì)節(jié)才不至于掩埋掉規(guī)劃中的真正問(wèn)題。重要的是詢問(wèn)與人的需求及設(shè)計(jì)成果相關(guān)的問(wèn)題而不是進(jìn)行規(guī)劃類型與建筑材料的選擇意愿的民意測(cè)驗(yàn)。從頭到腳地研究客戶只詢問(wèn)業(yè)主最高層會(huì)得到問(wèn)題地片面觀點(diǎn)，工廠經(jīng)理未必清楚工人操作的要求，我們需要對(duì)業(yè)主公司整個(gè)架構(gòu)中各層次的人進(jìn)行全面的調(diào)查以取得全面的圖景。單個(gè)層次沒必要調(diào)查太多人，以免重復(fù)勞動(dòng)。例如，最近設(shè)計(jì)的一個(gè)工場(chǎng)中，管理層讓建筑師考慮一個(gè)全面的無(wú)陰影的照明系統(tǒng)。產(chǎn)業(yè)工人沒有詢問(wèn)到，他們也許會(huì)解釋在仔細(xì)檢查產(chǎn)品是否有裂縫時(shí)陰影是必要的。我們?cè)O(shè)計(jì)在一個(gè)高中設(shè)計(jì)了分散式的食堂，原因是我們了解到學(xué)生為什么不喜歡大型的學(xué)校餐廳。不管建筑師就哪一類建筑已經(jīng)積累了多少經(jīng)驗(yàn)，參觀和研究同類建筑總是明智的做法，當(dāng)我們?cè)诓邉澋轮菀粋€(gè)鄉(xiāng)村教堂時(shí)，我們的合伙人參觀了美國(guó)十來(lái)個(gè)類似的教堂我們的首要興趣十找到問(wèn)題，而不是解決方法。舊建筑比新建筑更好研究，它們不會(huì)那樣禁錮思維。尋找到舊建筑如何在經(jīng)年累月的使用中適應(yīng)功能變遷給我們巨大教益。這是將是一個(gè)功能變遷研究的組成部分。在我們策劃第一個(gè)學(xué)校之前我們對(duì)30年歷史的Classen高中（在奧克拉荷馬州）和40年歷史的奧林匹亞高中進(jìn)行了一個(gè)認(rèn)真的研究。對(duì)這兩個(gè)老建筑的研究使轉(zhuǎn)而強(qiáng)調(diào)靈活性的概念，因?yàn)槲覀兛吹揭粋€(gè)無(wú)法靈活使用的建筑物需要多么昂貴的花銷。這是一個(gè)例證為何我們禁止我們的每個(gè)職員參觀新學(xué)校。我們不想讓僅有的想象力被扼殺掉。照抄外殼會(huì)使我們步入困境。提高客戶的建筑鑒賞力如果在進(jìn)行策劃后，業(yè)主沒有提高對(duì)建筑的理解能力和鑒賞力，那么這個(gè)建筑策劃可以被認(rèn)為是不成功的。這樣認(rèn)為是因?yàn)樗岢龅慕ㄖ拍顩]有超過(guò)業(yè)主的認(rèn)同和對(duì)建筑理解力。一個(gè)“受教益的業(yè)主”是最好的結(jié)果?？墒悄阍跄芙逃粋€(gè)業(yè)主？通過(guò)參考材料，參觀和討論讓他接觸好建筑。我們認(rèn)為好建筑能提高業(yè)主的建筑鑒賞水平。測(cè)試條件研究基地，環(huán)境及其氣候。我們學(xué)習(xí)Bettes大廈的招牌做法，因?yàn)槠渲邪嶅X的涵義?？纯礃I(yè)主的錢包。說(shuō)得足夠充分了，研究當(dāng)?shù)亟Y(jié)構(gòu)方法和材料。（在蒙特雷，墨西哥，我們找到了一種對(duì)我們很重要的生態(tài)建筑形式）將概念，需求和想法的考慮記在紙上。我們都堅(jiān)信通過(guò)書寫或繪畫進(jìn)行記錄。經(jīng)驗(yàn)告訴我們通過(guò)記錄你會(huì)將一個(gè)模糊的思路澄清。我們同時(shí)也相信通過(guò)運(yùn)用簡(jiǎn)單清晰的詞匯記錄我們的思想可以提高我們的設(shè)計(jì)能力。它做到以下事情：它讓我，作為一個(gè)建筑師，更加清晰業(yè)主的問(wèn)題。它讓我們的業(yè)主了解到我們?nèi)绾嗡伎紗?wèn)題。它產(chǎn)生了一個(gè)文件，通過(guò)這個(gè)文件業(yè)主能對(duì)項(xiàng)目如何成功作出必要的評(píng)價(jià)。我們也許可以加上第四點(diǎn)。書面報(bào)告使我們的團(tuán)隊(duì)能夠與其他的設(shè)計(jì)師分項(xiàng)我們的經(jīng)驗(yàn)。只有通過(guò)交流想法和互相批評(píng)我們才有希望在建筑學(xué)方面真正專業(yè)化。概念草圖是另外一個(gè)必須工作，例如流程表，幫助業(yè)主和建筑師達(dá)到進(jìn)程中所遇到問(wèn)題的理解?？臻g關(guān)系表將所需要的空間之間的復(fù)雜關(guān)系用簡(jiǎn)單的線條描繪清楚。一張業(yè)主活動(dòng)的方式和目的的插畫好過(guò)一堆解決不存在問(wèn)題的草圖。建筑實(shí)踐是解決問(wèn)題的過(guò)程。這個(gè)過(guò)程中分析的部分就是找到問(wèn)題的所在。圖式語(yǔ)言有助于找到并認(rèn)清他們。象你會(huì)做概念規(guī)劃那樣做建筑分析。當(dāng)你感覺你完成了建筑分析，我們相信你會(huì)給業(yè)主一份高屋建瓴、激情洋溢及全面詳細(xì)的概念規(guī)劃。事實(shí)上包裝漂亮是很重要的。這里證明了確是一個(gè)專業(yè)的全能建筑診斷師。我們團(tuán)隊(duì)花了很多努力去讓我們的設(shè)計(jì)分析形象鮮明，同時(shí)讓業(yè)主明白我們認(rèn)為他的問(wèn)題是什么以及如何解決這一問(wèn)題。當(dāng)我們開始我們的工作時(shí)我們使用常用的“雪卡”作為我們報(bào)告的圖紙。每張卡15英寸x17英寸，將包含對(duì)問(wèn)題的簡(jiǎn)單描述，或者一個(gè)流程表，或者一個(gè)投資考慮的分析圖，或者一個(gè)日照分析，或者一些解決問(wèn)題的圖。然后，當(dāng)業(yè)主更多的頭頭過(guò)來(lái)找我們時(shí)，我們就使用“雪卷”讓所有的頭頭都能看到我們的附圖。我們將大卷的棕色圖紙?zhí)麧M會(huì)議室來(lái)表達(dá)我們的想法。我們現(xiàn)在已經(jīng)超過(guò)了“雪卷”的階段了。我們將每個(gè)概念分析畫了一整面墻，這些草圖都被畫在5x8英寸的卡上，然后用光學(xué)投影儀投到屏幕上。這些卡我們?nèi)チ艘粋€(gè)并不太有想象力但有一點(diǎn)驕傲的名稱叫“分析卡”。在基本的規(guī)劃開始前，將一個(gè)建筑的細(xì)則要求寫出來(lái)。我們都很熟悉建筑要求細(xì)則，盡管寫這些條文的藝術(shù)已經(jīng)很重要，但其重要性仍在不斷提升。建筑的細(xì)則條文是什么？讓我們看看能否用這種方式來(lái)解釋：設(shè)計(jì)師，不管他有沒有經(jīng)過(guò)分析的階段（我們認(rèn)為當(dāng)然），對(duì)于一張空間要求策劃表，基本上不收到什么指導(dǎo)或者最重要的不會(huì)有任何靈感。他的工作是創(chuàng)造一個(gè)場(chǎng)所環(huán)境，美麗而好用——而不是到處堆著超大號(hào)的多米諾骨牌。人們?cè)诙嗝字Z骨牌里工作和生活。設(shè)計(jì)者因此必須堆空間的數(shù)量和質(zhì)量饒有興趣。寫建筑細(xì)則要求是在紙上寫明有質(zhì)量的空間的要求。我們經(jīng)常疑惑為什么這些在建筑學(xué)校沒有放到課程里去。人防工程沒有被考慮到建筑里去直到人的價(jià)值被認(rèn)真考慮后。這是建筑設(shè)計(jì)必須關(guān)注的外加因素。這個(gè)外加因素是寫出建筑的規(guī)定。讓我們把上述進(jìn)行一個(gè)總結(jié)：一個(gè)全面的建筑分析是好設(shè)計(jì)的前奏。最重要的是分清業(yè)主的要求和真正需求。找到真正的要求，建筑師必須學(xué)會(huì)詢問(wèn)。建筑分析包括建筑的數(shù)量和質(zhì)量。要達(dá)到這樣建筑分析師必須學(xué)會(huì)寫建筑細(xì)則的藝術(shù)。附原文：ARCHITECTURALANALYSIS-PRELUDETOGOODDESIGNbyWilliamM.PenaandWilliamW.Caudill-CaudillRowlettandScott,ArchitectsFirstpublishedinARCHITECTURALRECORD,May1959Adoctordoesn'tnecessarilygivehisclientswhattheywant.Insomecaseshecouldbejailedforthat,Adoctorgiveshisclientswhathethinkstheyneed.Soitshouldbewiththepracticeofarchitecture,Butthetrickistodistinguishbetweenwantsandneeds.Wedesignalotofschools.Ittakesnospecialtalentsorgreatexperienceforustotakepencilandtabletinhandandgotoaschoolboardclient(theseven-headedkind)andsay,"Howmanyclassroomsdoyouwant?Andhowlargedoyouwantyourcafeteriatobe?Andhowmanytoiletsdoyouwant?Willtherebeanassistantprincipal'soffice?Howlargeshoulditbe?Ohyes,doyouhaveanyspecialplaceyouwouldlikeustolocatethebuildingonthesite?"Believeus,noschoolplantworthitssalthaseverbeenproducedthisway.Amerelistofspaceshaslittletoofferintheproblemsolvingapproachtoarchitecturalpractice.Evenifthelistrepresentsapproximatelywhattheclientneedsaswellaswhathewantsitisaverypoorsourceforcompetentdesignerstogotoforinspiration.Ofcoursewemustadmitthateachofushasbeenlisting(justwhatitimplies)foryears.Butalisterdoesnotprovoketheclienttothink.Listersarenotcreativequestioners.The"program"wegotinschoolwasgenerallymerelistingofspaces.Perhapshereliesthegreatestweaknessofourarchitecturalschools--toomuchprogramandnotenoughprogramming.Whatisprogramming?Isn'tittheprocessofdeterminingneeds?Buthowcanwedistinguishbetweenwantsandneeds?Here'swheretrainingandexperiencedocomeintoplay.Andwethinkspecialtalents,too.Obviouslythearchitectwiththeanalyticalmindcandothebestjobofprogramming.Inessence,heisanarchitecturalanalyst.Weoftenwonderwhyourarchitecturalschoolsdonothavedegreestowardsaspecializationinarchitecturalanalysisinthisageofarchitecturalteamwork.Howcanwedistinguishduringthisprogrammingprocessbetweenwhatourclientsthinktheywantandwhattheirtrueneedsare?Wehavenomagicformula.Somuchdependsontheabilitytoanalyzecombinedwithgoodjudgment.Butwedohavehereanoutlineofthemethodsbasedonourownexperience,whichwehopemaygivegreatersignificanceandbreadthtotheprogrammingprocess.Beforepresentingtheoutline,wesubmittoyouthesepremisesonwhichtheyarebased:

(a)Programminginitiatestheproblem-solvingapproachbecauseactuallyitisfindingoutwhattheproblemis.Inessence,architecturalanalysis(wethinkthisisabetterterm)isthepreludetogooddesign.

(b)Thepureanalyticalapproach,however,mustbecomplementedwiththecreativeapproachbeforeareallygoodarchitectureisproduced.Architecturalanalysisalonecan'tdoit.Norcancreativityaloneproduceagreatbuilding.Ittakesboth.

(c)Theprocessofarchitecturalanalysisisthesameforanybuildingtype.Itisourbelief,therefore,thattheproficientarchitecturalanalystmusthaveamindthatisanalytical,assimilative,andcreative.Itisalsoourbeliefthatregardlessofthesizeoftheprojectacarefularchitecturalanalysisisessential.Ofcourse,themorecomplexthefunctionthemorecomprehensivetheanalysismustbe.Nowforthemethodsusedbythearchitecturalanalyst.Therearemany,buttheseseemtohaveprimesignificance:Makeyourclientspartoftheplanningteamandreapthebenefitsofgroupinteraction.

AnexampleofthispayingoffcameaboutwhenwewereprogrammingtheneedsofajuniorhighschoolinTyler,Texas.Atthattimewehadsetupconferenceswithvariouspeopleoftheteachingstafftotrytopindowntheproblemsofagymnasium.Atfirstaboutallwegotwerenegativecriticisms."Don'tmakeitliketheonewehave;it'stoohot.""Anditsmells.""Thelightingisterrible.""Andwhowantstoplaybasketballinthebottomofabarrel?"Aboutallweweregettingoutofthisbunchweresomesuggestionsonwhatnottodo.However,asourconferencescontinued,thebenefitofgroupinteractionwasbroughtaboutwhenoneteachersaid,"Wouldn'titbeniceifwecouldhaveaninsidecourtnearlyasgoodasanoutsideone,"ThistriggeredwhatwebelievetobethefirstallglassgymnasiumintheU.S.Obtainabackground.

Developabackgroundthroughlibraryresearchandbyattendingseminars,conventions,andconferences,read,talk,andlisten.Wehaveconductedclinicsinvolvingourclients,townspeople,everybodyintheplanningteam.Thishelpsinestablishingrapportbetweenthemanypeopleinvolved.SchoolclinicsatSanAngelo,Texas,andatRoanoke,Virginia,werecasesofapublicfunction.Developtheartofinterrogation.

Youdon'thavetohaveacouchforyourclient,butitmighthelp.Itisaverydifficultjobtodeterminethedifferencebetweenwantsandneeds.Weconfessweknowverylittleabouttheartofinterrogation.We'vetriedtopickupafewpearlsfromthepsychiatrists,buttheonlythingwelearnedwashowtotolerateinsecurityandlivewithourselves.Theydidnottellushowtotolerateandlivewithclientswhowantthemoon.Abouttheonlythingwehavetoofferistheresultofourmeagerexperience.Fromthiswebelieve:

(a)themoreconferenceswiththeclientthebetter;

(b)intheearlystagesitisbestnevertotalkaboutsolutions-onlyproblems;

(c)anditisstillmoreimportanttotrytoseekoutthebigplanningconceptsbyaskingquestionsabouttheaimsandmethodsoftheprocess--whetheritismanufacturing,medicaltreatment,educatingchildren,worshipping,orsimplyfamilyliving;

(d)byaskingquestionsearlyinthegametoestablishsomebigconcepts--suchasinfactoryplanningtheindustrial-architecturalconceptofflexibility,orinschoolplanningtheeducational-architecturalconceptofdecentralization--thefloodofinsignificantdetailslatertocomewillnotcoverupwhatisrealinplanning;

(e)questionsrelatingtopeopleandproductsaremuchmorerelevantthananopinionpollonthedesirabilityofcertainplantypesorbuildingmaterials.Studytheclientfrombottomtotop.

Interrogatingonlythetoppeopleinanorganizationmayleadtoanincompleteviewoftheproblems.Aplantmanagerisnotalwaysawareoftheworkers'functionalrequirements.Astudythroughinterviewsofaverticalsectionofpeopleisnecessarytogetthecompletepicture.Youdon'thavetoincludelargenumbersofpeopleatanyonelevelifthisleadstoduplicationofefforts.Forexample,inthedesignofarecentfactory,managementledthearchitecttospecifyanover-allshadowlessilluminationsystem.Productionpeoplewerenotconsulted;theycouldhaveexplainedthatshadowswerenecessaryinthecloseinspectionforflawsintheirproduct.Wearrivedatasystemofdecentralizeddininginajuniorhighschoolafterfindingoutfromstudentswhytheydidnotpatronizethelargeschoolcafeteria.Makevisitationstoseeplantswithsimilarfunction.Regardlessofhowmanyprojectsofanyspecificbuildingtypeanarchitecthasdone,itisalwayswiseforhimtovisitandstudythefunctionsofsimilartypes.WhenwewereprogrammingtheneedsoftheBrazesCountyCourthouseincentralTexas,ourpartnersvisitedadozenorsocourthousesthroughouttheU.S.Ourprimeinterestwastoseekoutproblems,notsolutions.Oldbuildingsaremuchbettertostudythannewonesbecausethetemptationtocribisminimized.Agreatlessoncanbelearnedinfindingouthowtheseoldbuildingshaverespondedtochangingfunctionthroughouttheyears.Thiscanbepartofastudyofthetrendsinfunction.Beforewedidourfirsthighschoolwemadeaseriousstudyofthe30-year-oldClassenHighSchoolinOklahomaandthe40-year-oldhighschoolinOlympia)Washington.Thestudyofthesetwooldtimersconvertedustotheconceptofflexibility,becausewesawhowexpensiveinthelongrunanonflexiblebuildingcanget.Herewasacasewhereweforbadeanyofourplanningstafftovisitnewschools.Wedidn'twantwhatlittleimaginationwehadtobesnuffedout.Youcangetintotroublewithcribbingtheshell.Raisethearchitecturalappreciationlevelofyourclient.If,afterprogramming,theclientdoesnothaveabetterunderstandingandappreciationofarchitecture,thisphaseofaspecificarchitecturalprojectmightwellbeconsideredunsuccessful.Thiswebelieve,becauseabuildingconceptioncannotbemuchbetterthantheclient'ssympathyandunderstandingofarchitecture.An"educatedclient"makesthebestkind.Buthowcanyoueducateaclient?Exposehimtogoodarchitecturethroughreferencematerial,visitation,anddiscussions.Weknowforafactthatgoodarchitectsraisethearchitecturalappreciationleveloftheirclients.Examinethefacts.Studythesite,itssurroundsanditsclimate.FortheBettesBuildingwestudiedthesignboardapproachbecauseofitsmoney-makingimplications.Lookintotheclient'spocketbook.Enoughsaid.Investigatelocalconstructionmethodsandmaterials.(AtMonterey,Mexico,wefoundtheecologyofformtobeveryimportanttous.)Putconcepts,needs,andideasforconsiderationdownonpaper.Bothofusarefirmbelieversinputtingthingsdownonpaper,eithergraphicallyorinwords.Ithasbeenourexperiencethatyougetthefuzzoffofafuzzyideaifyouwriteaboutit.Wealsobelievethatourdesignabilityimproveswhenwelearntoorganizeourthoughtsinsimple,clearwords.Thereforeweconsiderthatitisimperativethatthearchitecturalanalysisbeputdownonpaper.Thisdoesthesethings:

itmakesus,asarchitects,becomemorearticulateconcerningourclient'sproblems;

itletsourclientknowhowwearethinking;

itprovidesadocumentbywhichourclientcanmakethenecessaryevaluationsrequiredforasuccessfulproject.Wemightaddafourth.Thewrittenreportallowsourfirmtoshareourexperienceswithotherarchitects.Onlythroughaninterchangeofideasandcriticismscanwehopetohaveatrueprofessioninarchitecture.Thegraphicoutlineisanothernecessity.Theflowchart,forexample,helpsbothclientandarchitecttoarriveatanunderstandingoftheproblemofmovement.Thespacerelationdiagrampicturesinafewsimplelinesthecomplicatedrelationshipsofneededspaces.Anillustrationofpurposesandmethodsoftheclient'sactivitiesoftendoesmoregoodthanabushelofmeaninglesssketchesofsolutionsofnonexistingproblems.Architecturalpracticeisproblemsolving.Theanalysisportionofthispracticeissimplyfindingoutwhattheproblemsare.Thegraphiclanguagehelpstolocateandidentifythem.Presentthearchitecturalanalysisasyouwouldpreliminaryplans.

Onceyoufeelthatyouhavecompletedthearchitecturalanalysis,webelieveitshouldbepresentedtoyourclientwiththesamefanfare,enthusiasm,andthoroughnessthatyouhaveinpresentationofpreliminaryplans.Infact,thepackageshouldbewrappedupprettier.Here'swhereyouhaveprovenyourselftobearealprofessional--thecompleteArchitecturalDiagnostician.Ourfirmgoestoalotofefforttomaketheanalysisanimpressiveoneaswellastogiveourclientsathoroughunderstandingofwhatweconsidertheirrealproblemsandhowwehopetosolvethem.Whenwefirststartedourpracticeweusedwhatwefondlycalledour"snowcards"aspartofourgraphicpresentation.Eachcard,about15in.by30in.,wouldcontainasimplifiedstatementoftheproblem,oraflowchart,orgraphicanalysisofcostconsiderations,orasunanalysis,orsomeothergraphicbreakdownofsomeproblem.Then,asclientshavingmanymoreheadsbegantocometous,wewenttothe"snowroll"soallheadscouldseeourvisualaids.Wewallpaperedmanyconferenceroomswithlargegraphicillustrationswhichspelledouttheproblemsonrollsofbrownwrappingpaper.Wearenowgoingbeyondthe"snowroll."Wemakeeachgraphicanalysisthesizeofawall.Thisisdonebymakingthesketcheson5in.by8in.cards,thenprojectingthemonascreenwithanopaqueprojector.Thesecardsweidentifybythemuchlessimaginativebutslightlymoredigni