The main purpose of this paper is to study and outline the behavior of college architectural students. Through this, the relationship that exists between the different forms of architecture and their subcultures will be thoroughly explored (Borden, 16). In essence, the students in the college do a lot of things for various reasons. This motivated me to try to learn and appreciate whatever they do in order to understand it better. It is so difficult to appreciate the endeavors that somebody may engage himself or herself in without having a close examination of the reasons, which lead them to do so. As such, I seek to understand why they behave in a certain manner through research, interactions and interviewing some of them.
I wake up in a very cold morning from my house, which is a few miles from the school compound. After having a shower, I head to college like any other normal student. However, my main aim is to study how students behave when they are in the library. Being architectural students, a course that is very demanding in terms of the effort that is employed, a lot is expected from them (Ruskin et al. 30). In most cases, the library presents the perfect opportunity for the students to learn. This is because of the cold environment that is accorded to them unlike when they are in the classrooms. The library is also a very quiet place, since in most of the time, the rules dictate that silence ought to be maintained at all costs. It would therefore be uncommon to see people having their discussions I the library. Due to this reason, the library attracts a large number of users of all ages.
The library is located towards the far end of the school compound, next to the administration block. Its large area means that it has a sitting capacity that can comfortably accommodate a number of students. However, at times, the seats are not enough for the students. This is often the case when the exams are nearing and the students want to thoroughly revise. I enter the school compound few minutes past eight. At this time, it is important to note that most students have not arrived in school. Life therefore seems to be going slowly and movement of students from one place to another is smooth.
In the library, there are several sections where the students may settle, depending on their motives and arrangements for the day (Fletcher et al. 43). Next to the entrance is the place where the magazines and the newspapers are located. In this section, the students are concerned with having a look at the newspapers to know what is happening in the current affairs. In these early hours of the day, the section is almost full. This, according to John, a second year architecture student, is because the minds of the students have not been adjusted to learning and they need something to refresh them. At this time, classes have not actually started and as such, the students engage themselves in knowing what is happening in the world.
The reading area is perhaps the most silent section of the library. Everybody seems to be busy reading as they intend to grasp what they have been taught in class. In this section, it is not uncommon to see signs indicating that people should uphold silence. Because it is still early in the morning and not many people have reported into school, the number of students is fairly low. It would not be wrong to conclude that they are completing the assignments they had been given in the previous day in order to catch up with the rest. From the research, I conduct out by interviewing John: The library is the most preferred place in the school because of many reasons. For instance, it offers a cool environment for the students to learn in (Doiron et al. 54). The fact that silence is prohibited and high level discipline is uphold, serious students find it essential to be in the library when compared to the other places in the school compound.
Carrying and eating foodstuffs in the library is prohibited. The only drink allowed in the library is water. This is because of a number of reasons too. As I speak to William, the librarian, he gives me a number of reasons for this: ‘Eating or drinking in the library is considered disruptive. This is why the university banned carrying of foodstuffs and drinks into the library in order to avoid disrupting others. As such, everybody can concentrate on their studies with minimum disturbance.’ This, as I thought, makes a lot of sense. Imagining a student having a meal from the library while others are learning can be very challenging (Hertzberger et al, 56). Perhaps the other reason for this is to maintain the cleanliness in the library.
Works Cited
Borden, Iain. Skateboarding, Space and the City: Architecture and the Body. Oxford [England: Berg, 2001. Print.
Doiron, Ray, Judy Davies, and Ken Haycock. Partners in Learning: Students, Teachers, and the School Library. Englewood, Colo: Libraries Unlimited, 1998. Print.
Fletcher, Banister. A History of Architecture on the Comparative Method: For Students, Craftsmen & Amateurs. London: Batsford, 1954. Print.
Hertzberger, Herman. Lessons for Students in Architecture. Rotterdam: Uitgeverij 010 Publishers, 1991. Print.
Juodis, Egidijus, and Vida Asanavičenė. Energy Efficient Building: Study Material for Architecture Students. Vilnius: Technika, 2009. Print.
Ruskin, John. The Seven Lamps of Architecture. New York: Dover Publications, 1989. Print.
