Archispeak Podcast #348 – Witnessing the Birth of Passion

Hosts: Evan Troxel & Cormac Phalen
Date: September 23, 2024

Episode Overview

In this episode, Evan and Cormac dive into the realities of teaching architecture, real-life project constraints, and what it feels like to ignite passion in the next generation of architects. They cover their own pop-culture influences, their takes on architecture in cinema, and the collaborative, sometimes messy, process of studio teaching. Central to the discussion is Cormac’s firsthand experience co-teaching an integrated studio focused on an adaptive reuse project in Flint, Michigan. The episode is an authentic and lively conversation about mentorship, architectural education, and maintaining a spark for the field.

Key Discussion Points & Insights

1. Architecture in Pop Culture and Cinema

• The episode begins with a playful discussion around movies and depictions of architects in Hollywood.
• The hosts consider the portrayal of architects in films like The Lake House and Inception, poking fun at both accuracy and dramatic license.
• Upcoming movies such as The Brutalist with Adrien Brody pique their interest, sparking a tangent on brutalist architecture and the amalgamation of real-life inspiration for fictional architects.
  • [05:06] Cormac: "Which makes it sound like he's a brutalist. What is the most architectural sounding name we can make?"
  • [02:49] Cormac: "Yeah, I know. Because you know that Hollywood portrays architects perfectly. Like Keanu."
• Light-hearted banter about drawing skills and games like Pictionary transitions the conversation toward creativity and perception in architectural practice.

2. Teaching Studio: Real-World Constraints, Real Passion

• Cormac discusses his experience co-teaching "ID5 – Integrated Design Level 5," a studio built around a real site and client in Flint, Michigan.
• The program emphasizes integration of concurrent coursework (structures, code, urban design) directly into the studio's active project, mirroring actual architectural practice.
• Innovations were introduced by shuffling team compositions to ensure each design team has members with different areas of expertise from earlier research, aiming to mirror real project collaboration dynamics.
  • [18:11] Coffee Boy: “Who's the new guy? They're like looking around, who's the new guy here?”
  • [21:18] Cormac: “Well yeah, but in practice we do it all the time. I mean every time our group… even a sole practitioner does a group project. Because if you have engineers, if you have contractors… you're going to be working with someone else…”

Pedagogical Approach

• Assignments include precedent studies (focused on grassroots architecture for nonprofits), urban and code analysis, and adaptive reuse plans.
  • [19:52] Coffee Boy: “When you say Flint, I just want the listeners to understand that you're located in. In Michigan.”
• Real-client involvement from the International Center of Greater Flint, led by a local director, includes direct Q&A sessions for students.
• The curriculum structure gives students a clear roadmap of interconnected assignments and encourages narrative continuity.
  • [23:57] Cormac: "…it's basically like a syllabus, but it's broken up projects and they get to actually see what's coming. So they know why they're doing this step."

Noteworthy Teaching Moments

• The importance of fieldwork: students are encouraged to perform on-site analysis, not just rely on online resources.
  • [37:46] Cormac: “…I told the story about having to write a precedent study and then I decided to… drive to that precedent study so I could see it and like really talk about it… If Google Earth and Google Maps existed and Street View existed back then, yeah. I wouldn't have made that drive. Yeah, maybe I probably would have.”
• Encouraging critical perspectives in research and the identification of bias in data collection.
  • [24:16] Coffee Boy (Evan): "I want… to pass a link along to one of my podcast episodes called Design Equity and Data… talking about how data that has even been collected potentially has a bias attached to it."

3. Navigating Constraints and Fostering Creativity

• Discussion on constraints (codes, programs, site realities) as enablers rather than killers of creativity.
  • [39:08] Cormac: "I tried to explain to them, 'constraints do not kill creativity.'"
• Adaptive reuse is discussed as a particularly rich challenge, blending old and new, and demanding both technical solutions and imaginative thinking.
  • [29:37] Cormac: “…I've been doing a lot of them, doing adaptive reuse projects. I find the whole thing this exciting challenge."
• Debate among instructors is openly shared with students, modeling discourse and the reality that design is rarely a straightforward process.

4. The Heart of Teaching: Witnessing the Spark

• Cormac reflects on the unique energy and “birth of passion” he observes in his students.
  • [43:16] Cormac: “What it has done for me is… it's kind of exciting to like be around this doe-eyed energy.”
  • [43:36] Cormac: "…to see the birth of these people's passion into why they want to do this. And… it kind of reminds me, 'why did I want to do it way back when?'"
• They acknowledge students are on different journeys—some immediately passionate, others just beginning to find their spark.

Memorable Quotes & Moments

• [05:06] Cormac on “Brutalist” architect names:
  “What is the most architectural sounding name we can make?”

• [21:18] Cormac on project collaboration:
  "Even a sole practitioner does a group project. If you have engineers, if you have contractors… you're going to be working with someone else…”

• [24:16] Evan (Coffee Boy) on research:
  “I want… to pass a link along to one of my podcast episodes called Design Equity and Data… talking about how data that has even been collected potentially has a bias attached to it.”

• [39:08] Cormac on constraints:
  "I tried to explain to them, 'constraints do not kill creativity.'"

• [43:16 & 43:36] Cormac on teaching:
  “It's kind of exciting to like be around this doe-eyed energy… to see the birth of these people's passion… it kind of reminds me, 'why did I want to do it way back when?'”

• [28:57] Coffee Boy on adaptive reuse:
  “It is extremely challenging. But I would also say, like, super inspiring to see those projects that are successful… It’s also extremely rewarding… not every great architectural project needs to be a new building.”

Timestamps for Important Segments

• 00:14-06:13: Intro banter, movies and architects in pop culture
• 06:13-12:48: Drawing, creativity, games, and teaching family creativity
• 14:47-26:01: Cormac’s teaching experience, integration of coursework, team structure, and real-world projects
• 26:01-28:48: Group work, data-driven assignments, and value of research (and bias)
• 28:48-34:17: Adaptive reuse, code vs. creativity, balancing constraints
• 34:17-43:16: Client involvement, community engagement, site research, and student learning journeys
• 43:16–End: Reflection on passion for architecture, teaching rewards, and encouragement for future updates

Tone & Final Thoughts

The tone is collegial, self-deprecating, and filled with the sorts of quick asides and friendly banter that make the process of architecture—and teaching—both challenging and fun. The hosts share their vulnerabilities and hopes, reflecting honestly on the challenges and rewards of mentoring future architects. The genuine passion for both the field and for teaching stands out—as does the invitation for listeners to think more broadly about creativity, learning, and how architects are shaped by both constraints and inspiration.

For more episodes, information about the hosts, or to join the conversation, visit: archispeakpodcast.com