Sculptor Robert Meredith, who teaches Dalton's architecture curriculum, has noticed that students are more accepting of ideas about form and space in the context of architecture than when they confront them in a sculpture class. Meredith's beginning course centers on two exercises. The first asks students to design a simple form that can be duplicated and recombined into a modular system. The success of the module's design depends on how well it fits and combines in three dimensions with other identical modules. In the second exercise, the students design a house.
Advanced students work on individual and group projects.
As the projects grow in scale, they also grow in the complexity of technical, historical, and philosophical ideas to be considered, just like exercises in architecture schools. Until a few years ago, students approached all three exercises by first developing their designs on paper, then building models out of chipboard. Inc. As a result of these new methods, the students' designs reflect a better understanding of three-dimensional space. The software also engages his students intensely. In the past, students became bored with working on a single drawing for a long period, Meredith says, yet they were afraid to alter it because of all the time they had invested.