Mention of a "Design Quality Indicator" brought to mind the following scene from a memorable film:
INT. KEATING'S CLASSROOM - DAY
Keating sits at his desk at the front of the classroom and opens up one of his books.
KEATING
Gentlemen, open your text to page
twenty-one of the introduction. Mr.
Perry, will you read the opening
paragraph of the preface, entitled
"Understanding Poetry"?
NEIL
Understanding Poetry, by Dr. J. Evans
Pritchard, Ph.D. To fully understand
poetry, we must first be fluent with
its meter, rhyme, and figures of speech.
Then ask two questions: One, how artfully
has the objective of the poem been
rendered, and two, how important is that
objective. Question one rates the poem's
perfection, question two rates its
importance. And once these questions have
been answered, determining a poem's
greatest becomes a relatively simple
matter.
Keating gets up from his desk and prepares to draw on the chalk board.
NEIL
If the poem's score for perfection is
plotted along the horizontal of a graph,
and its importance is plotted on the
vertical, then calculating the total
area of the poem yields the measure of
its greatness.
Keating draws a corresponding graph on the board and the students dutifully copy it down.
NEIL
A sonnet by Byron may score high on the
vertical, but only average on the
horizontal. A Shakespearean sonnet, on
the other hand, would score high both
horizontally and vertically, yielding a
massive total area, thereby revealing the
poem to be truly great. As you proceed
through the poetry in this book, practice
this rating method. As your ability to
evaluate poems in this matter grows, so
will - so will your enjoyment and
understanding of poetry.
Neil sets the book down and takes off his glasses. The student sitting across from him is discretely trying to eat. Keating turns away from the chalkboard with a smile.
KEATING
Excrement. That's what I think of Mr. J.
Evans Pritchard. We're not laying pipe,
we're talking about poetry.
Cameron looks down at the graph he copied into his notes and quickly scribbles it out.
KEATING
I mean, how can you describe poetry like
American Bandstand? I like Byron, I give
him a 42, but I can't dance to it.
Charlie suddenly appear to become interested in the class.
KEATING
Now I want you to rip out that page.
The students look at Keating as if he has just gone mad.
KEATING
Go on, rip out the entire page. You heard
me, rip it out. Rip it out!
I wonder: Would a system for measuring design quality ever inspire an architect or help an architect to develop the ability to design well? How does risk-taking figure into design excellence and how is it affected by design quality measurement? Would measurement of every project in a given setting tend to lift or stifle? Has any "system" of measuring or achieving design quality ever achieved its objectives? How about the Beaux Arts School? Would a system of design quality measurement be the architectural equivalent of "No Child Left Behind" (elevating the worst but bringing down the best to achieve uniform mediocrity)?
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Sean Catherall, AIA
Herriman, UT
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