personal statement architecture part 2

Sample Architecture Personal Statement (admitted to Cambridge, Cornell, Yale)

by Talha Omer, MBA, M.Eng., Harvard & Cornell Grad

In personal statement samples by field.

The following personal statement is written by an applicant who got accepted to top graduate programs in architecture. Variations of this personal statement got accepted at Cambridge, Cornell, and Yale. Read this essay to understand what a top personal statement in architecture should look like.

Here is the personal statement of the Architecure Student.

I am not particularly fond of tea. However, while working in the Northern regions of XYZ, I realized that sharing a cup of tea was considered a symbol of gratitude by its hospitable populace. This simple gesture transcended the commonplace and made our work for the community all the more personal.

For several weeks I shared many cups of the sugary beverage while volunteering with the Heritage Foundation constructing homes for the people of the XYZ. Their entire dwellings had been destroyed by the floods, and it came to us, a group of young architecture students, to revive this once-thriving community.

The process from etching the lines of chalk for the Women’s Community Centre to seeing it constructed into a beautiful bamboo building to be used for gainful employment is one that affected me deeply. The structures we built stand supported throughout the seasons, representing the enduring strength of the people of the XYZ. By helping to re-establish an entire community affected by an unprecedented natural calamity, I became aware of the power of architectural design to incite social change. Also, the focus on sustainable structures made me realize how designers need to focus on the available resources and capacities of the community they are involved in.

This experience was pivotal in realizing the path I wanted to take as an architect. My fascination with creating and manipulating space, seen from an early age by my experimentation with a Wendy Tent, went to the root of my desire to become an architect. Furthermore, the stories I had heard growing up about my ancestral home in XYZ, a city known for its scorching heat; as well as my childhood divided between XYZ, a country oblivious to any form of energy deficiency, and XYZ, a country struggling with shortages in resources have all served to underscore how design needs to adapt and address the social issues of its environment. This instilled within me a desire to work towards making my homeland self-sustaining.

To channel my proclivity, I applied to the country’s top architecture school, and my joy, I was accepted. During my five years at the XYZ, I studied the fundamental nature of the architectural design. I found its intricacies to be a maze that beckoned alluringly to me. Elected as the Vice President of the Architecture Students’ Association, I was in a position to influence how students would perceive architecture. I led the team representing XYZ and XYZ at the National Architectural Student Convention held in XYZ.

My team was honored with the prestigious Citation Prize for the Rubens Trophy. This victory awarded our design from amongst those submitted from more than a hundred universities. It proved to be a tremendous boost to my belief in achieving the career goals that I had set for myself. It also allowed me to develop a global understanding of architectural design. The following year, I volunteered to go to XYZ, an experience that left an indelible mark on my mind.

I returned with vigor to realize architecture’s power in shaping my community and channeled my motivation into my thesis project. I managed to study the overwhelmingly bustling historic urban center of XYZ and analyzed its context, which resulted in providing macro-level sustainable design solutions. A culmination of my efforts and passion, this project was awarded an ‘honors’ in my thesis.

I followed through with my academic goals by seeking employment at a firm that avidly incorporates sustainability in its design practices. After working at SR Design Works, I was reassured of the practical applications of the theoretical knowledge I attained as part of my undergraduate degree. Furthermore, with a conscious desire to be part of responsible design practices, I became associated with upcoming advocates of green building design. However, at the same time, I also grew aware that to achieve my aims, I would need further education.

While working on individual projects which incorporated the principles of sustainable design, I was exposed to the prospective benefits as well as the limitations of those principles. In light of this nexus, it was apparent that I needed further education to explore all its potential advantages.

Another hurdle I had to overcome in a predominantly patriarchal society like XYZ was to hold my own and work on an equal footing with various people, from clients to retailers; colleagues to contractors. This aspect of my character can be attributed to my mother, who raised my brother and me while working full-time as a real estate agent. She taught me to be independent and not to treat my gender as a disability. I have taken her wisdom to heart and have dared to dream of rising to the zenith in my field.

I realize that many architectural designs in XYZ fail to communicate with their environmental and social context, thus creating more hindrances for its inhabitants rather than presenting solutions. My experience in architecture has made me realize the necessity of greater responsibility and sensibility in building structures in XYZ. I greatly believe in XYZ potential and aim for this country to be a forefront practitioner of sustainable architecture.

I aim to practice sustainable architectural design in its true essence and promote green practices that can help build communities, hopefully sharing many more cups of tea in the process.

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10 Tips on Personal Statements (for Architect Students)

Gone are the days when prospective students applying to architecture schools get away with merely submitting an application form and a high school transcript.

Whether you are applying for entry into a pre-professional Bachelor of Science or Art (B.Sc. or B.A.) majoring in architecture, or the professional Bachelor of Architecture or Master of Architecture, chances are submitting a personal statement is necessary alongside your design portfolio.

But you could be apprehensive about the task of writing a personal statement as the requirement does not come with clear guidelines, unfortunately.

It is usually just one piece of A4-size word document, but a mighty powerful one at that – second only to your design portfolio – as it represents your voice in the eyes of the admissions evaluator.

It is essential to impress the school and show off your skills and suitability all in one place.

Here are some useful tips to get you started:

1. Give Yourself Enough Time

Probably one of the most valuable tips that you can get when it comes to personal statements is to start early.

Give yourself enough time to write your statement.

Research examples of architecture personal statements. Use one which you think is suitable as a reference but never copy.

Ask your current teachers or people in your life for feedback. If you are the only person reviewing your statement, you risk not knowing what it is missing.

2. Understand What the Statement is Asking For

There is no shame in asking for someone to read the question for you, which could help you understand it better. It could be as simple as “Tell us why you want to study architecture,” or “What would you gain from your experience at our school?”

Either way, a personal statement from a prospective architecture student is to convince the admissions evaluator that you deserve a place in their program.

Competition for entry is fierce, and you want to stand out by being yourself – no two persons are alike. So again, don’t merely copy one you found online for free; tweak and add your voice to it.

3. Introduce Yourself

No. Don’t start by saying, “I am (name), and I come from (birthplace). These are standard information already stated in your application form.

Give the school an insight into your personality and how you would add value to their community of young, budding architects.

Are you ambitious? Have any hobbies? Artistic? Work well in a team?

It does not matter what it is, as long as it helps you stand out from others. Writing a personal statement is not the time to be shy about the qualities you bring to the table – write to impress!

4. Craft Skills You Learned

You can write about the extra classes you took outside your school syllabus and how they relate to architecture.

Perhaps you’d enrolled in an oil painting or a woodworking class. Great, add it in!

But don’t just state those skills you picked up matter-of-factly. Go into the details of the intricate crafts you learned in making a piece of art or a unique solution you achieve by applying a tweak to a standard method.

Better still, point the evaluator to the piece you have included in your portfolio. Such cross-referencing can help reinforce the engagement between the evaluator and your application.

5. A Memorable Vacation

You have been to places and experienced different cultures.

Pick one that is rich architecturally, and elaborate on how your experience of walking through an ancient city or a modern architectural wonder made you want to be an architect.

6. Any Work Experience You’ve Got Under Your Belt

If you’ve got quite a bit of work experience, it is crucial to only talk about the relevant experiences that will help set you apart from the other applicants.

Write about something that shows no added value, and the evaluator would lose interest quickly. An architectural technician work experience role would be perfect for showing the school you know exactly what you are doing.

7. Talk about the future

Who exactly do you want to be when you leave architecture school?

Touch on why you want to study at a particular school and how the degree will help you with your future career. Let them know that you’ve got a whole plan set out, and you are determined to achieve it.

8. Don’t sound too academic

Remember, while you want your writing to sound professional, you don’t want it to sound like you have swallowed a thesaurus.

Too many students make this mistake while writing their personal statement, and it is very obvious to the person reading.

Authenticity over everything!

9. Check for Grammatical Errors

This tip is oft-repeated for any writing exercise, but it does not hurt to remind yourself how important this is.

Especially if you are an international student and English is not your first language, have a second pair of eyes proofread your statement.

A grammatical error-filled personal statement can be a real turn-off for the admissions evaluator.

10. Be Yourself

It may sound cliché but writing an excellent personal statement for an architecture school application is really about you.

In your absence, the personal statement represents you, and you want to make sure that it is precisely that.

There is no right or wrong in a personal statement; it is about the things that are uniquely you.

After writing the personal statement, you can start to apply to your school of choice using the complete set of architecture school application documents .

Independent Educational Consultants Association

Passion and purpose in the architecture personal statement.

By Evan Forster, MFA, IECA (NY)

No matter what name it goes by—statement of purpose, statement of interest, or plain old personal statement—architecture school statements are challenging. They often want you to cover a whole lot of information in only 500 words. For instance, Columbia University’s prompt last year was: In a statement of approximately 500 words, describe your background, your past work in your intended field of study, and your plans for graduate study and a professional career . All of that in only 500 words or less? No wonder my candidate Kara, an aspiring architect, had called me in a panic.

“So by ‘background’ do they mean my entire life story plus all of my work, school, and internship experiences?” Kara, wired on venti Americanos, asked. “It says ‘personal’—does that mean I should tell them about my parents’ divorce?”

Here’s the thing: It is important that after the admissions committee has read your statement of purpose, they feel that they know who you are. They need to know what you want to do (your goal)—Kara’s was opening her own “green” architecture firm one day—why this is important to you, what you have done thus far in regards to pursuing that goal or taking an interest in the subject matter, and what you still have left to learn and explore. And right there is the outline for your entire 500-word statement of purpose.

The break down:

Paragraph 1: This is where you get personal. No, this doesn’t mean empty the contents of your diary. This means write about the moment you realized you wanted to pursue your goal. In Kara’s case it was when her family moved from a sprawling home in Greenwich, Connecticut, to a 1,200-square-foot apartment in Manhattan. She found herself wishing she could move the walls around and reconfigure the space to be more open. There! She had her “ah-hah!” moment—the moment she realized that architecture would be a part of her life. This is the type of specific moment that all candidates should search for and write about.

Why? Graduate programs want students who are passionate about what they want to do, not students who are just looking to avoid the real world for another few years. This is your opportunity to show the school why you want this.

Paragraph 2: What have you done thus far to pursue your interest in architecture? Did you explore classes in college? Did you take art or art history classes? When you studied abroad, did you take an active interest in the city’s architecture? This is an opportunity to discuss specific classes you have taken as well as experiences—talk about a particular professor you’ve learned from or clubs you started or joined. Discuss internships or observation hours. But, as I told Kara, do not simply list them; you don’t want to regurgitate your resume (remember, they have it!). Tell the school what’s not on your resume. Dig down deep and discuss specific moments within that internship where you’ve learned something significant and how you plan to apply what you learned.

Why? Graduate schools want students who have already been seeking knowledge.

Paragraph 3: Why do you want to go to grad school? What do you still have left to learn? Discuss skills that still need development or improvement. Kara was looking to strengthen her foundation and design skills with a master’s in architecture. She was also interested in expanding her knowledge of technology and how she could use it in the design process in order to achieve greater innovation. So look at your goals, and then ask, “What do I need to get better at in order to improve my chances of achieving my goal?”

Now here’s the part where Kara asks, “But, don’t I want to appear confident? Won’t it make me look weak to admit that I still have stuff to learn?”

No. Schools want students who are self-aware, who know their strongest and weakest areas. Kara needed to show the school that she knows what she needs to work on and what experiences she needs to gather in order to accomplish her goal. This also demonstrates that she actually will benefit from graduate school—and proves to the school even more that she is a serious candidate.

Paragraph 4: The school-specific portion of your essay addresses why Columbia, specifically. Here it is important to be extremely specific to show enthusiasm for a particular school. Do your research on classes, professors, and clubs, and discuss how they will help you accomplish your goal.

Why? The candidate must prove their desire to go to the school. Being specific about the school demonstrates Kara’s ability to research and gain knowledge—good traits for a prospective student. Additionally, when she got that interview—she had lots to discuss.

Final paragraph: Finish with a few short sentences about how Columbia is going to help you achieve your goal—and how you will contribute to Columbia—to change the planet (by using your master’s in architecture).

Kara, who is now at Columbia, called me the other day. She was still drinking a venti Americano, but this time she was excited—not panicked. She had just interviewed for an internship at a prestigious New York “green” architecture firm and wanted to tell me she had nailed it. And she had applied the work we had done together almost a year ago. She researched the firm, was specific about what she could contribute to its office environment, and communicated clearly to the interviewers how gaining experience at their firm was in line with her long term goals.

Evan Forster can be reached at [email protected]

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Architecture Masters Personal Statement Example: Effective Guide

Table of Contents

So you want to pursue a master’s degree in architecture? Congratulations! A career in architecture can be rewarding, both creatively and financially. To begin, you need to write your master’s application. This article provides architecture masters personal statement example to guide you.

Like all personal statements, an architecture master’s personal statement should give the admissions committee a snapshot of who you are as an individual. It should highlight your strengths and interests and explain why pursuing a masters in architecture is your next logical step.

But writing about yourself can be challenging – especially concerning something as subjective as art or design. So how do you craft a strong statement that will stand out from the rest? Read on for our top tips!

What Is An Architecture Masters Personal Statement?

Consider it the opportunity to introduce yourself to the admissions’ committee. It is your chance to discuss your interest in studying architecture and the factors that led to your decision. 

A personal statement typically showcases your motivation and academic and professional achievements . It lets you demonstrate how you hope to use an architectural degree once you graduate. 

The admissions’ committee will look for signs of how you will add value to the program and their community. So put your best foot forward and show them your skills! 

Why Do You Need A Personal Statement?

Having an impressive personal statement is essential when pursuing a masters in architecture. It’s your opportunity to showcase your skills and experiences while highlighting why you’re the perfect candidate for the program. If you’re looking to pursue a master’s degree in architecture, be sure to create a statement that stands out.

An Architecture Master’s personal statement helps admission committees know more about who you are as an individual. They’ll want to know what makes you unique and why studying architecture is essential to you.

Your statement should be well-written and concise, providing enough information without going into too much detail. In addition, make sure that your grammar and spelling are impeccable!

Your Architecture Masters personal statement can help set you apart from other applicants and increase your chances of acceptance.

The Structure of Your Architecture Masters Personal Statement

• Introduce yourself and your interest in architecture.
• Outline your academic and professional achievements.
• Highlight your unique abilities and experiences.
• Showcase your creative and design abilities.
• Explain your motivation for pursuing a master’s in architecture.
• State why you want to study at this particular school.
• Write a captivating closing remark.

Tips for Writing Your Architecture Masters Personal Statement

The architecture masters personal statement can be challenging to write. However, with some practice, you will get the hang of it. Below are general things to always remember when writing your architecture masters personal statement.

• Proofread your statement carefully.
• Use strong and descriptive language
• Be concise and stay on topic
• Avoid clichés and general statements
• Use concrete examples from inside and outside the classroom whenever possible.
• Make sure your statement is unique to you
• Get feedback from others.

Architecture Masters Personal Statement Example

Architecture is my passion. I aspire to be an architect who employs unproven techniques in the field of architecture. For a town planning project during my childhood, our local government requested children to create dream homes. As I threw myself into accomplishing the assignment, the challenge captivated me. This incident is one of the countless incidents demonstrating that my passion is inborn and natural rather than the result of some external influence.

I’ve taken various measures to improve my construction and design skills since discovering them. I began my education at the King sway School of Construction Design for Kids, where I gained an early understanding of architectural applications. This experience broadened my knowledge of and interest in architecture. At this point, I chose to pursue a career as an architect. After deciding on a profession, I felt determined to pursue the career opportunities that architecture provided. My life had now become architecture.

After graduating from high school, I enrolled in Emerson Architecture College to improve my architectural talents on a more professional level. The training there expanded my creative horizons. And I started identifying architectural problems and their remedies wherever I went. Environmental architecture and craftsmanship classes allowed me to combine various existent ideas into new or distinctive outputs.

My level of creativity surpassed my expectations. I also learned digital architecture, three-dimensional modeling, and how to use various architectural programs and technology. I am not nearly as talented as I would like to be as an architect; I have an insatiable thirst for architectural knowledge. My innovativeness and ingenuity are fed by my appetite. This understanding is what allows me to design architectural solutions to the challenges I see around me.

I want to be a restoration architect. This passion began following a vacation trip to Paris. As I explored architecture, I realized it portrays our societies’ heritage and history in a way that helps us think critically about our past.

Observing the works of architectural greats has also encouraged me to seek excellence in my career in architecture. In light of this, I have decided to pursue my master’s degree at a school known for producing excellent architects.

To achieve this level of quality, I would like to apply for admission as a master’s student at your institution. This will greatly help me to broaden my understanding of different unfinished architectural difficulties. My goal is to gain information and put it to good use for the benefit of humanity. This will finally bring my dream of being a sophisticated urban planner to fruition .

There are several key takeaways from this exceptional guide on architecture masters personal statement example . When writing a personal statement, highlight your skills and experiences. You should also explain why you want to pursue a master’s degree in architecture. Lastly, be sure to express your passion for Architecture!

Loved the personal statement you read above? Use Hey INK to generate an outstanding one, that will intrigue the admissions’ committee.

Abir Ghenaiet

Abir is a data analyst and researcher. Among her interests are artificial intelligence, machine learning, and natural language processing. As a humanitarian and educator, she actively supports women in tech and promotes diversity.

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Architecture

Architecture – 2013 ( bath, oxford brookes ).

Architecture combines many disciplines, from physics to art, mathematics to history, it relies on the successful integration of a multitude of skills. I’ve enjoyed art since I was a child.

Architecture – 2013 ( Cambridge Interview, UCL, Bath, Edinburgh, Westminster )

As part of a two week work experience at a London based architectural firm, I was around for the design phase of one of their French projects. The practice ...

Please note UCAS will detect any form of plagiarism. PSE and its contributors do not take any responsibility for the way in which personal statements are used.

The Bartlett School of Architecture

Architecture MArch (ARB/RIBA Part 2)

The Architecture MArch is committed to encouraging an innovative and professional, dedicated and creative approach to a more equitable, diverse, and inclusive understanding of architecture.

One of the leading Part 2 architecture programmes in the UK, this degree allows students to develop a position of deep understanding about what architecture is and what it could be. Students provide content and context to their academic efforts by writing about architecture, by designing architecture, and by scrutinising architecture – as discipline, practice, culture, career choice. They strengthen their core skills in design, technology, history and theory, and professional studies, working closely with world-class tutors, academics and practitioners. 

Our belief is that architecture can make a key contribution to solving some of the most urgent problems of our times, with disciplinary boundaries being broken, alternative socio-political, ecological, material-system driven ideas being proposed, and new technological advances being made to better the built environment and the natural environment we all rely upon.  

Unique to The Bartlett School of Architecture, more than half of the programme is delivered through design modules or groups, known as design units, which run throughout both years. Although distinct from one another, our units deliver a common set of principles with the support of a dedicated practice-based tutor.

• Find out more about the current Architecture MArch design units

Architecture MArch students benefit not only from the unique teaching style and structure at The Bartlett, but also from unrivalled industry networking opportunities, including the largest architecture graduate showcase in the UK, The Bartlett Summer Show .

Highlights 

• Work with world-class tutors, both academic experts and practising architects
• Take speculative risks with your projects and test the boundaries of how architecture and sustainability are defined
• Learn, practise and research within a design unit, with the dedicated support and expertise of a practice-based tutor
• Enjoy the school’s unrivalled reputation and networking opportunities and exhibit in the annual Bartlett Summer Show  

“ The unit system allows close connections to form whilst still maintaining an open and friendly feeling within the programme.

Sam Coulton, Architecture MArch graduate, 2018

I wanted to study Architecture at The Bartlett, because their programmes seemed to open doors to more than one profession. The school is extremely good at supporting and developing the wildest interests of its students, which makes the environment exciting and stimulating.  “This programme at The Bartlett encouraged me to be explorative and define my own intellectual position in relation to my work. I intend to take these ideas forward in the future when I begin to practice architecture professionally. 

Sonia Magdziarz, Architecture MArch graduate, 2018 

Coordinators:  Dr Kostas Grigoriadis  and  Matthew Butcher  

Working within a Design Unit, students experiment with different approaches to design and representation and develop a conceptual and critical approach towards the aesthetic, functional and programmatic dimensions of their projects. Students build on the momentum they have gained from practice on their year (or two years) out.

They develop and resolve an inventive and authoritative architectural proposition, leading to a sophisticated building design, which responds to site, content and brief and critically examines the project’s historic, urban and social context. 

Whilst developing their proposals, students are encouraged to identify areas of research that they will develop further in their final year 5. 

Coordinator: Dr Eva Branscome

Guided by thematic seminar groups and their tutor’s research expertise, students develop critical awareness of the role of history, theory and criticism in architectural discourse. Students use independent learning and research to complete a substantial essay on a topic of their choice.

Coordinators: Pedro Gil and  Stefan Lengen

This module encourages students to consider how buildings are designed, constructed and delivered. Students reflect on the relationship between building design and technology, the environment and the profession through an iterative critical examination of their major building design project developed within their Design Unit. Each unit has a dedicated practiced-based tutor, whose support is fully integrated in the operations of the unit for the majority of the year.

Coordinators: Dr Kostas Grigoriadis  and  Matthew Butcher  

Year 5 is understood as the school's pinnacle in research based architectural education. Underpinned by the comprehensiveness of year 4, this module offers students an entire academic year to develop a complex spatial design proposition in synthesis with their Thesis dissertation.

Working within their Design Unit, students develop an advanced architectural proposition that is driven by rigour, freedom and excellence. Students are encouraged to take speculative risks with their projects in order to test the boundaries of how architecture is defined, understood, practiced and researched. Final projects take many forms, including drawings, models, films, prototypes, digital artefacts or systems, performances or interdisciplinary collaborations.

Coordinators: Oliver Wilton  and Dr Robin Wilson

Students research a specific area of architectural interest that informs their design research, resulting in a thesis. This module supports the development of different research approaches through which students undertake their study, including: humanities-based critical and historical analysis, empirical data collection and analysis, social science methodologies, iterative design research, and technical/scientific applications. 

Key information

Modes/duration.

This programme is taught full-time over a period of two academic years. 

Entry requirements

A minimum of an upper second-class degree in architecture from a UK university or an overseas qualification of an equivalent standard. Corporate membership of the following UK professional institutions: Architects Registration Board (ARB); the Royal Institute of British Architects (RIBA) would also meet the requirement. 

Once your application has been received, you will be asked to submit a portfolio of your design work. Please do not send or upload your work until it has been requested.

Although it is not a requirement, professional work experience taken after completing your undergraduate degree is also expected. 

• Read the full entry requirements for this programme on the UCL Graduate Prospectus 
• Read the full guidance on portfolio preparation  

Application guidance for 2024 entry

Applicants can only apply for a maximum of two postgraduate degree programmes at The Bartlett School of Architecture. 

Application deadline

Applications for 2024 entry will open on 16 October 2023  and close on  23  February 2024 . We strongly advise early application, as our programmes are over subscribed and competition is high. 

It is not possible to defer an offer. If you wish to be considered for the following year then you must reapply in the next admissions cycle.

Tier 4 Student visa holders

Tier 4 Student visa holders are required to meet the English language proficiency with sufficient time to allow them to obtain a CAS number and visa.

Accepting your offer

To accept your offer, you must pay the non-refundable fee deposit and decline any other offers for programmes at The Bartlett School of Architecture. If you do not respond within the given time indicated on your UCL offer letter, then your offer will be withdrawn.

Fees and funding

• Tuition fee information can be found on the  UCL Graduate Prospectus.
• For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the  Scholarships and Funding  section of the UCL website.
• Matthew Butcher
• Dr Kostas Grigoriadis
• Azadeh Asgharzadeh Zaferani
• Dr Eva Branscome (Module coordinator)
• Pedro Gil (Module coordinator)
• Stefan Lengen (Module coordinator)
• Dr Robin Wilson
• Oliver Wilton

Accreditation

Architecture MArch is accredited by the Royal Institute of British Architects (RIBA) and the Architects Registration Board (ARB). Students who successfully complete it are exempted from Part 2 of the ARB/RIBA examinations. 

The school’s graduates have an excellent record of employment and destinations vary from internationally renowned offices to small-scale specialist practices. Other career destinations include film-making, website design and furniture design. 

• Programme Directors:   Matthew Butcher   and  Dr Kostas Grigoriadis
• Departmental Tutor:  Azadeh Asgharzadeh Zaferani
• Postgraduate admission tutor:  Dr Shaun Murray
• Programme administrators: Kelly Van Hecke
• Programme admissions enquiries: Complete the contact form

Design Units

Please find summaries of the briefs our design units will be working to in 2022-23 below, alongside links to unit blogs and social channels. Current Architecture MArch students will receive full briefs at the start of term via Moodle. 

Super Wicked

Laura Allen and Mark Smout

Climate change is a 'Super-Wicked' dilemma, nested within problems and interactions between natural, designed and social systems. According to Ritter and Webber’s definition, its wicked circularities, uncertainties and conflicts are never solved, “at best they are only re-solved—over and over again.” Flows of materials and energy intricately link architecture with the causes of climate change and its potential remedies so rethinking what and why we build is a critical task. 

Unit 11 will focus on the enigmatic mosaic of natural and built environments in the Thames Gateway regeneration zone which, although marked for development since the 1990s, has never managed to achieve the ambitions of successive governments. 

This year students will design innovative architectures, strategies and counter-programmes for the Gateway’s ‘Esturaine Exhurbs’ connecting past, present, and future issues, whilst balancing social, ecological, and commercial needs with environmental demands. Students will anticipate hybrid typologies, civic environments for yet-to-emerge cultures, technological adaptations, innovative material use and novel designs, that prioritize the environment and local communities. Unit 11 will travel to Barcelona where climate stress is having obvious impacts on the city and its rural regions.

• Visit Mark Smout and Laura Allen's website
• Visit PG11's Instagram page

Image:  ‘A Ballardian air’ … empty buildings at the Chinese developer Advanced Business Parks’ development at Royal Albert Dock. London. The Guardian, July 2022. Photograph: Oliver Wainwright

Continuous Construction

Jonathan Hill  and  Elizabeth Dow

The climate has stimulated the architectural, artistic, and literary imaginations for centuries. In response to climate change and the need to creatively reuse scarce material resources, The Unit 12 premise this year is that buildings are always in continuous construction. Building sites often appear ruinous, and demolition is essential to construction. Buildings are most fascinating when they are building sites, offering material, social, environmental, aesthetic, and poetic potential. Rather than occurring in sequence, design, construction, maintenance, repair, ruin, and demolition can occur simultaneously while a building is in use.

The Unit 12 trip this year is to Venice. Coupling decolonisation with decarbonisation as ‘The Laboratory of the Future’, the 18th Venice Architecture Biennale is curated by Lesley Lokko, who is a graduate of U12, and a former tutor also. Connecting the past, present, and future, students will design a building that is in continuous construction. The building’s purpose is to provide its location with a new future, or, even, new evolving futures. 

Image:  Silvia Galofaro, The Mud Dredger and the Dredging Flotilla, MArch U12, 2023.

Crafted Horizons

Dirk Krolikowski  and Jakub Klaska

At the center of Unit 14’s academic exploration lies Buckminster Fuller’s ideal of the ‘The Comprehensive Designer’, a master-builder that follows Renaissance principles and a holistic approach. Fuller referred to this ideal of the designer as somebody who is capable of comprehending the ‘integrateable significance’ of specialised findings and is able to realise and coordinate the commonwealth potentials of these discoveries while not disappearing into a career of expertise. 

Like Fuller, Unit 14 are opportunists in search of new ideas and their benefits via architectural synthesis. As such the Unit is a test bed for exploration and innovation, examining the role of the architect in an environment of continuous change. The propositions are ultimately made through the design of buildings and through the in-depth consideration of structural formation and tectonics. This, coupled with a strong research ethos, will generate new and unprecedented, one day viable and spectacular proposals. They will be beautiful because of their intelligence - extraordinary findings and the artful integration of those into architecture. 

The focus of this year’s work evolves around the notion of ‘Crafted Horizons’. The term aims to highlight the architect’s fundamental agency and core competency of the profession to anticipate the future as the result of the highest degree of synthesis of the observed underlying principles. Constructional logic, spatial innovation, typological organisation, environmental and structural performance are all negotiated in a highly iterative process driven by intense architectural investigation.

• Visit PG14's Instagram

Image:  ‘Crafted Horizons’ copyright UNIT 14@Midjourney

Entanglements

Enriqueta llabres-Valls  and Egmontas Geras 

“Gradually, the observer realizes that these organisms are connected to each other, not linearly but in a net-like, entangled fabric.” - Alexander von Humboldt

Unit 15 will embark on a comprehensive inquiry into the evolution of ecology as an academic framework. We will explore the myriad of interpretations and narratives that have infused this discipline, providing designers with a rich source of inspiration for research and design innovation. Inspired by Humboldt's concept of entangled fabric, we will craft work that resonates empathetically with its surroundings, embodying the ability to comprehend and share the experiences of others. To work towards an architecture with an expanded capacity to entwine, connect and evolve over time; an architecture that acknowledges the edges of what we know, articulates forms of learning and communicates these limitations.

In current ecological discourse there is a curious assumption of variations of strands as a primary descriptor for thought structures, enabling the capacity for logic to be prospectively woven or entangled. Strands are apt terms, they suggest relations, simple/complex and flexible behaviours, they make ties. To paraphrase John Ashberry’s kite analogy: the architect must be willing to release the string, at least partly, so as to give their invented “kite” the opportunity to float freely. Architecture’s strands are encouraged to go visiting, to search out possibilities. Unit 15 will engage their poetic sensibilities and enable entanglements.

Unit 15 will travel to Naples, to experience timelessness and the delicate state of urban memory - a journey through various anthropocentric decisions exemplified by material and abandonment. 

• Egmontas Geras Instagram
• Enriqueta Llabres Valls Instagram
• llabrestabonyarchitects.com

Image:  Searching a tree for stories. Known for at least 53 years, this tree lives on the outskirts of Anciškis, Lithuania (a town with a registered population of 43 people), (photograph by Egmontas Geras, 2018).

For things to remain the same, everything must change

Yeoryia Manolopoulou , Tamsin Hanker and Nasios Varnavas

This year Unit 17 will create radical, relevant and poetic projects that are based on a deep understanding of the architectural opportunity engaged with the world beneath our feet; the doing and undoing of civilizations, the remains of inhabitation across generations, the foundations of buildings, the cycles of construction and deconstruction, and ultimately of the responsibility we have as our creations perpetually form strata for the future. Human edifices are fossils-to-be. 

The architect of the future is hybrid and will work dialogically in an emergent culture. You will develop collaborations with adjacent fields and engage with the wisdom of experts and communities. You will create a way of practicing rather than only a finished end-product.

Unit 17 will travel to Sicily, where students will be inspired by splendid architecture, entanglements of migration and urban settlements, and a magnificent natural world: Mount Etna, lava landscapes, citrus trees, land and water ecologies. Unearthed, grafted and grown upon, your architecture will address both local and planetary concerns.

• Follow PG17 on Instagram

Image:  Dam, Toshio Shibata. Image Credit: Tucson, Arizona: Nazraeli Press, 2004

East/West DEVIATIONS

Ricardo de Ostos and Isaie Bloch

What is the role of the new in historic cities? In architecture that key philosophical question shifts to how we best live together. Most cities are usually divided in how to live in or between historic and modern urban settings; where to place tradition and innovation, where to invest in socio-cultural & economic transformation and where conservation is regenerative. The concept of East and West offers unique proxy ground to study the meeting of deviations. This year Unit 18 will investigate deviation through the radical architectural reconstruction of objects in Istanbul.

Istanbul is a unique modern metropole, located in Europe as well as Asia. Both ancient and modern Istanbul is home to a plethora of cultures sharing public space and ritual times. However, contemporary challenges are very prevalent. A deliberate lack of public spaces, ambiguous forms and functions and a lack of connectivity between East and West are a concern for most in the city. 

Following Unit 18`s core interest on tectonics, material and culture studies; students will design syncretic architectures. Experimenting between the digital and physical. Here chunks of existing architectures will be used as starting points for formal and spatial exploration in conjunction with fabrication processes. In parallel students will utilize mixed media to study and experiment with Istanbul from afar.

• Follow PG18 on Instagram

Image:  UNIT 18 - Jack Moreton, written by Accra.

NEO-AGILITY (Neo-Aestetics and [Post-Fragility)

Marjan Colletti , Javier Ruiz and Tony Le

This academic year Unit 20 will embark on a design journey centred around ‘Neo-Aesthetics’ and ‘Post-Fragility’. The philosophy emphasises time-based design processes, enabling dynamic envisioning of forms, spaces, behaviours, and events – programmable, interactive, and intelligent, accessible without prior expertise. Architecture is seen as a series of interconnected time-based systems, yielding 4D scenarios through advanced computational tools and cinematic techniques. The goal is to foster critical discourse and fresh perspectives on architecture's purpose.

Design Brief 1 (Term 1) delves into 'Neo' in architecture, breaking free from traditional styles influenced by the 19th-century War of Styles. In the 20th century, diverse architectural styles reflected evolving values and innovations, while the 21st century sees a shift towards sustainability and social justice, blurring traditional style boundaries.

Design Brief 2 (Terms 2 and 3) explores architectural concepts merging adaptability with nature-inspired design ‘post’-fragile principles. Architectural agility is a focal point, allowing structures to evolve with their surroundings, informed by nature's resilience.

This research project encourages students to explore, blend, remix, and innovate without the burden of 20th-century ‘authorship’ perceptions. Deliverables include 2D drawings, but mostly 3D models and 4D animations, simulations and interactive immersive environments.

Abigail Ashton, Tom Holberton and Andrew Porter

Sequential processes are present in many analogue and digital systems. From chatGPT to our perception, physical making to film making, there are ways of thinking that operate as a string of successive transformations and decisions.

This year Unit 21 students will be making throughout the year.  This could be physically or digitally, between the analogue and the digital, but the process must be a continuous chain of consequences.  Students will be asked to develop their own evolving method that creates, fixes, and reacts to itself. The work should embrace operating in the moment, without necessarily knowing the end, or remembering the beginning.

Unit 21 will travel to Catalonia and Barcelona, to visit a continuously changing city, and explore various projects by Gaudi, Miralles, Bofill and RCR. The Unit operates a vertical studio culture that combines all years, from Year 2 to Year 5, supporting each student to develop their own unique design approach, and placing a value on the process throughout the whole year.

Image:  Satellite Images of urban blocks in Eixample, Barcelona. No. 2 and 6 reconfigured by a Markov Chain.

The Rites of Passage

Izaskun Chinchilla Moreno  and  Daniel Ovalle Costal

Common recollections tend to refer to the provision of shelter as the origin of architecture. However, a more nuanced and interdisciplinary approach, incorporating knowledge gathered by anthropologists and archaeologists, points towards the accommodation of rituals as another reason for humans to have started building.

Rites of passage are defined as ceremonies, rituals, or events marking an important stage in someone's life, especially birth, the transition from childhood to adulthood, marriage, the birth of descendants and death. Key rites of passage have historically been collective, but in recent decades in the west they have evolved into individual and more private affairs. Find two evocative examples above to stimulate your imagination.

This year Unit 22 students will be invited to design both urban and architectural spaces that facilitate the communal and collective celebration of rites of passage, re-empowering their social dimension. The Unit will also invite students to recognise through design changes in people’s life that have been traditionally hidden, and that would benefit from greater visibility.

For the fieldtrip students will travel to Sicily to explore collective rituals and customs still alive across the island and reflect on their impact in public and interior spaces.

Image:  Bojagi Lounge, Anynag, South Korea. By Izaskun Chinchilla Architects, 2023.

It’s Bound to Fail

Farlie Reynolds and Ben Spong

"There is no failure, only feedback."  –  Peter Buchanan

Interested in material, structural, and spatial experimentation at a range of scales, PG23 champions innovative architectural strategies that boldly address the environmental challenges of our time. Flying in the face of predictability and determinism, this year the unit will explore measures of failure as a driver for our creative practice.

Failure operates precariously close to success. It holds the capacity for contingent breakthrough and absolute disaster in equal proportion. In a bid to mitigate against failure the architectural profession has developed layers of regulation and conventional practices that too often go unchallenged. We will ask ourselves where failure resides in Architecture, and how architects might operate at its fringes to progress the profession beyond that which is already proven. 

The hostile climate and isolated geography of Sweden and Finland will provide antagonistic testing-grounds for experimentation and discovery. Chasing the paradoxically productive forces of failure, we will address critical and provocative questions of architecture: of its identity, authenticity, convention and adaptability, of the provenance of materials and the skills and people that make it. 

To try is to fail and to fail is to discover. This is where we will begin.

Image:  Noémie Goudal, ‘Project Pressure’ (2017). A photograph of the Rhone Glacier, photographed on the glacier, as photograph and glacier degrade together.

Penelope Haralambidou  and Michael Tite

Unit 24 are a group of architectural storytellers employing film, animation, VR/AR and physical modelling techniques to explore architecture’s relationship with time. The Unit is in search of bold new narratives to help make sense of the complexity of today’s world.    Adaptation is a term with a multiplicity of meanings. In architecture, it has gained prominence in the growing need for adaptive reuse of existing buildings, as a combination of urgent crises makes building anew a thing of the past. A key term in evolutionary theory, biological adaptation describes mutations necessary for creatures to adapt to their environment, while our slow speed of adaptation to the climate emergency is a controversial topic. Adaptation in the arts has a long tradition of converting one type of work to another, from a novel to a film screenplay. Furthermore, developments in digital technology and AI demand a post-human, lightning-speed adaptation to a new hybrid physical/digital spatial order.   This year Unit 24 will make adaptation its primary focus. The Unit will travel to France to explore the material, philosophical and socio-political dimensions of adaptive reuse. Students will graft new designs into the long history of older buildings by employing the story-telling potential of all types of adaptation in architectural design. 

• PG24 Instagram

Image:  Anthony Tai, Kowloon Reimagined: Bridging Hong Kong’s Past and Future, 2023

Wild at Heart and Weird on Top

Ifigeneia Liangi , Ivan Chan, and Dan Wilkinson

Unit 25 works with a foot in the magical and a hand in the practical. The focus lies in the exploration of innovative, hybrid approaches to architectural practice, drawing inspiration from diverse disciplines and infusing them with architectural sensibilities. Examples of this might include painter-architects, geographer-architects, actor-architects and everything in between. The nature of these hybridisations will be determined by the Unit’s students’ and the interests they bring to the table. The Unit explores autobiographical ways of working while also speaking to civic concerns, developing poetic and critical proposals that add to the available stock of reality.

Not so long ago, it was expected for an architect to be as familiar with the designing of outfits, theatre sets, pyrotechnics and even snacks, alongside the designing of buildings. As well as being a military expert, artist, theatre designer, engineer and architect, Bernardo Buontalenti also invented ice cream in the 16th century. During this era these activities were considered inseparable. This year, projects from Unit 25 will reflect on this history from our current moment. As such, students will look at how the slowness of building might be informed by quicker disciplines such as entertainment and fashion.

The field trip will be to Greece, where students will travel between Athens and Thessaloniki, and consider architecture in relation to civic storytelling. 

• PG25 Instagram

Image: By Night Kitchen Studio; A magical domestic landscape featuring everyday elements and otherworldly characters.

Image carousel:  2021 work by Hiu Junn Kam (PG10), Ellisavet Manou (PG24), Niall O'Hara (PG18), Tony Le (PG20), Arinjoy Sen (PG12), Michelle Hoe (PG21) and Peter Davies (PG11)

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Architecture Personal Statement

From a young age, I knew that I would pursue a career in design. Whether it was creating and designing my flawless dream car or producing my own handcrafted mechanical paper guns; scissors, a roll of cello-tape, and a set of colouring pencils were the main tools that never left my hands. However, it was only until recently that I decided to guide my career path in the direction of Architecture .

Having completed a work experience placement at McCready Architects, one of Northern Ireland's leading architectural practices, I acquired vital knowledge and experience of what its really like to work as a professional Architect . In the office, I was given the opportunity to use ArchiCAD, a specialist CAD package used to produce 3-dimensional sketches of structures and buildings. This was the highlight of my work experience as I was able to apply the CAD skills I gained from my A-Level Technology and Design course, and put them into practice. I learnt that there is a lot more to being an Architect than just design. Overall, this was a great opportunity as it highlighted to me the practical side, as well as the technical side of the profession, and gave me an insight into the life of an Architect.

My interest in Architecture became focused last year when I went on a weekend trip to London. Here, I was given to chance to observe and appreciate the outstanding, beautiful structures and buildings that the city had to offer. Canary Wharf, was the most thrilling part of the trip for me. Its modern, futuristic style opened my eyes to the skill and craftsmanship behind the jaw-dropping structures and buildings the area had to offer.

The modern side of Architecture especially appeals to me, however, this trip also gave me a chance to admire many of the historical monuments and landmarks such as Big Ben and St Paul's Cathedral. Seeing the difference between the styles in the various parts of the city sparked something within me, a desire to pursue a career in Architecture. As well as studying for my A-levels, it is important to me to have a good balance between working hard in school and other extra-curricular activities. One of my favourite things to do in my spare time would definitely be playing the drums.

As well as playing along to my favourite bands, I am presently working towards gaining my grade 8 qualification. I have had the opportunity to play at many recitals for the Lisburn School of Music, and an Open Day for my school. Playing in a band with other members is quite a challenge but helps me display my coordination skills and work effectively with other band members to put on a top performance. I would also consider myself quite an active person as I play hockey for my school's 1st XI. Playing hockey not only keeps me fit, but has also helped me gain and improve my communication and team-working skills which are important attributes needed on and off the pitch. Being in the sixth form and realising that it is important to set a good example, I put myself forward and was elected as a school Prefect. This gives me the responsibility to look out for the younger pupils so they can see me as a figure they can look up to. These are key qualities that would serve me well for this course.

I would love to pursue a career in Architecture because it will allow me to bring together all of my strengths; determination and a growth mindset, enthusiasm and a positive attitude, creativity and a fascination for the field of art. Studying Architecture is a prospect that I am looking forward to and I am very excited for the wide array of career opportunities that this course will offer me. My dream is to be behind a structure or design that people will one day stop to admire.

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Architecture personal statement example 5.

I have always had a considerable interest in architecture, ever since studying it briefly during my art GCSE course. Since then I've looked at architecture in detail through my work in as-level art, and in as-level technology; where I spent 4 months on an architecture related project, and gathered a huge amount of architectural knowledge.

I think my versatility in coming up with solutions for proposals of any sort, and my articulate manner of communicating these solutions would suggest I would be well suited to the job of an architect. I believe it would be a very interesting career to pursue and could be very rewarding for a, hard working, creative, intellectual person such as myself. I also think my enthusiasm towards the subject would make the transition from 6th form to university much easier

During my time at school I have gathered many key skills and have absorbed a great deal of knowledge. Out of everything I had been taught through my secondary education, my 'creative' and 'problem solving' skills were the most influential and had become my greatest assets. The subjects I chose to study for my AS-levels helped further my technical ability within these two areas.

While mathematics and computing have enhanced my problem solving skills, 'design and technology' and art have enriched my artistic and creative capabilities. When researching architecture during my as-level technology course I learnt how to produce a wide range of imaginative research and while looking at my two favorite architects; Frank Loyd Wright and Eero Saarinen, I was greatly inspired and developed modern design strategies and imaginative ideas. From all the books I've read, the Internet sites I view, and the programs I watch, I've gathered a clear understanding of architecture

I worked at the Imax cinema in Waterloo and then in Merton council for my work experience. In Merton council I was able to use my design and computing skills and I gathered a variety of other useful attributes while working there. In the human resources department I helped design a 20-page booklet about the dangers of smoking, and I was also given tutorial lessons on how to use a computer-aided design (CAD) system in the technology department. I now work part time on a flexible schedule for a catering business, and have worked at many high profile events, including 'party in the park' for the prince's trust

I take pride in the fact that I readily contribute and take part in school charities, including a charity football tournament where I captained my team to the semi-finals. I was a class prefect and spent time after school organizing activities for younger students, including a chess tournament.

I now regularly help out with after school activities, including guiding for prospective applicants on open days and providing general assistance. I was asked to take part in a gifted and talented enrichment program along with several other promising students during my secondary education. I have now accumulated several awards and certificates, my most significant being my 'supreme award', which I received for my academic achievements and my contribution as a student to the school.

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Related Personal Statements

Fri, 19/10/2007 - 11:38

i think the above person should give this person a bit more credit . . wish i did that much :)

not enough knowledge about

Tue, 06/11/2007 - 12:37

not enough knowledge about architecture

Thu, 06/03/2008 - 00:58

well^^^^I think this is ok~~~but^^neet ot improve

i agree with others that

Fri, 04/04/2008 - 09:31

i agree with others that there are areas to improve based on increasing more about the subject. however i think it is realy good that she has written about extra curricular activites. this shows that she can bring stuff to the uni, and contribute more, than say someone who solitary talked about architecture.

Sun, 16/11/2008 - 20:19

theyre so up themselves

it made them sound like a

Tue, 15/09/2009 - 10:47

it made them sound like a bellend and a lot of what they talked about was unrelated to architecture, and what was, was linked through obvious and almost pointlessly stated conections.

Not so great

Tue, 15/09/2009 - 10:48

this was good but is't a bit

Mon, 21/09/2009 - 16:28

this was good but is't a bit long i thought ur only allowed 400 word not 521? she goes on abit and doesn't really say anything about how all her attributes relate to how it will help her in the degree of future job.

too long, unrelated, I feel

Mon, 12/10/2009 - 09:16

too long, unrelated, I feel sorry for the admissions tutor having to read it.

Sat, 07/11/2009 - 22:53

u lot are all idiots this is

Sat, 04/09/2010 - 15:10

u lot are all idiots this is only ment to statement be an example of a student

Commented on

Tue, 03/07/2012 - 09:56

I rather enjoy that people feel the need to criticise this work when they, themselves are incapable of proper English. The statement itself is, in areas, rather irrelevant and needs controlling around the topic of interest.

Fri, 02/08/2013 - 15:41

Wow, great article post.Much thanks again.

Needs improvement

Sun, 11/08/2013 - 16:59

The final sentence in the second paragraph looks too vague and modest. It needs more explanation and evidence to why they are interested in Architecture.

The personal statement sounds

Wed, 18/09/2013 - 10:27

The personal statement sounds too cliché. However, he should explain why he should do it rather than talking about the course. Still not bad, it sounds better than mine.

ew joking m8

Thu, 14/11/2013 - 16:05

you mus b avin a laugh boi, dis is der stupidist personel statmente ive eva seen wif my own eyez. fking mongo.

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