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Daycare in Bartlett, TN for Ages 6 weeks to 12 years

KinderCare has partnered with Bartlett families for more than 50 years to provide award-winning early education programs and high-quality childcare in Bartlett, TN.

Whether you are looking for a preschool in Bartlett, a trusted part-time or full-time daycare provider, or educational before- or after-school programs, KinderCare offers fun and learning at an affordable price.

1. Bartlett KinderCare

   Phone:
   (901) 373-9184

   6000 Bartlett Center Dr
   Bartlett
   TN
   38134

   Distance from address: 0.60 miles

   Ages: 6 weeks to 5 years
   Open: 6:00 AM to 6:00 PM, M-F

   Tuition & Openings

2. Cordova KinderCare

   Phone:
   (901) 755-3210

   8150 Country Village Dr
   Cordova
   TN
   38016

   Distance from address: 5. 64 miles

   Ages: 6 weeks to 12 years
   Open: 6:00 AM to 6:00 PM, M-F

   Tuition & Openings

3. Countrywood KinderCare

   Phone:
   (901) 379-1516

   9434 US Highway 64
   Lakeland
   TN
   38002

   Distance from address: 7.17 miles

   Ages: 6 weeks to 12 years
   Open: 6:30 AM to 6:00 PM, M-F

   Tuition & Openings

4. Ridgeway KinderCare

   Phone:
   (901) 795-6350

   2941 Ridgeway Rd
   Memphis
   TN
   38115

   Distance from address: 9. 47 miles

   Ages: 6 weeks to 12 years
   Open: 6:00 AM to 6:00 PM, M-F

   Tuition & Openings

5. Raines Road KinderCare

   Phone:
   (901) 795-7417

   6424 E Raines Rd
   Memphis
   TN
   38115

   Distance from address: 11.77 miles

   Ages: 6 weeks to 12 years
   Open: 6:30 AM to 6:30 PM, M-F

   Tuition & Openings

6. Christian Kids KinderCare

   Phone:
   (901) 751-2222

   3038 Johnson Rd
   Germantown
   TN
   38139

   Distance from address: 11. 87 miles

   Ages: 6 weeks to 12 years
   Open: 6:30 AM to 6:30 PM, M-F

   Tuition & Openings

7. South Shea KinderCare

   Phone:
   (901) 861-6543

   1649 S Shea Rd
   Collierville
   TN
   38017

   Distance from address: 14.87 miles

   Ages: 6 weeks to 12 years
   Open: 6:00 AM to 6:00 PM, M-F

   Tuition & Openings

8. Crescent Drive KinderCare

   Phone:
   (901) 861-6098

   105 Crescent Dr
   Collierville
   TN
   38017

   Distance from address: 14. 99 miles

   Ages: 6 weeks to 12 years
   Open: 6:00 AM to 6:00 PM, M-F

   Tuition & Openings

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“Our family loves Miss Jill! She provides a loving and fun, yet structured and safe environment. She’s the best!”
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How many KinderCare centers are there in Bartlett?

There are 1 KinderCare centers in Bartlett, based on CareLuLu data. This includes 0 home-based programs and 1 centers.

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The cost of daycare in Bartlett is $910 per month. This is the average price for full-time, based on CareLuLu data, including homes and centers.

How many KinderCare centers accept infants in Bartlett?

Based on CareLuLu data, 1 KinderCare centers care for infants (as well as toddlers). This includes 0 home-based programs and 1 centers.

How many KinderCare centers offer part-time care or drop-in care in Bartlett?

Based on CareLuLu data, 1 KinderCare centers offer part-time care or drop-in care in Bartlett.

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KinderCare Education Bartlett, IL Jobs October, 2022 (Hiring Now!)

• 4. 4

  Teachers at Brewster Creek KinderCare

  Kindercare Education

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  Primary Location : Bartlett, Illinois, United States

  Junior Level

  Offers Benefits

  Bachelors Required

  $34k-44k yearly est.

  14d ago

  14d ago

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• 4.4

  Teachers at Brewster Creek KinderCare – Will Train

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  Primary Location : Bartlett, Illinois, United States

  Junior Level

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  Bachelors Required

  $23k-28k yearly est.

  14d ago

  14d ago

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• 4.4

  Teachers at Batavia KinderCare

  Kindercare Education

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  Primary Location : Batavia, Illinois, United States

  Junior Level

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  $34k-44k yearly est.

  7d ago

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  Teachers at Wildflower Lane KinderCare – Will Train

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  Teacher-In-Training Job in Schaumburg, IL

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  Primary Location : Schaumburg, Illinois, United States

  Junior Level

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  Bachelors Required

  $23k-28k yearly est.

  7d ago

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• 4.4

  Teachers at Batavia KinderCare – Will Train

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  Teacher-In-Training Job in Batavia, IL

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  Primary Location : Batavia, Illinois, United States

  Junior Level

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  Bachelors Required

  $23k-28k yearly est.

  7d ago

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• 4.4

  Teachers at St. Charles KinderCare – Will Train

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  Teacher-In-Training Job in Saint Charles, IL

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  Primary Location : Saint Charles, Illinois, United States

  Junior Level

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  Bachelors Required

  $23k-28k yearly est.

  14d ago

  14d ago

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• 4.4

  Teachers at Jones Road KinderCare

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  Primary Location : Hoffman Estates, Illinois, United States

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  $34k-44k yearly est.

  14d ago

  14d ago

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• 4.4

  Teachers at West Carol Stream KinderCare – Will Train

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  #CareerEducator Primary Location : Carol Stream, Illinois, United States

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  $23k-28k yearly est.

  7d ago

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• 4.4

  Teachers at St. Charles KinderCare

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  Primary Location : Saint Charles, Illinois, United States

  Junior Level

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  $34k-44k yearly est.

  14d ago

  14d ago

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• 4.4

  Teachers at Main Lane KinderCare

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  Primary Location : Elgin, Illinois, United States

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  $34k-44k yearly est.

  35d ago

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• 4.4

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  Primary Location : Glendale Heights, Illinois, United States

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  $34k-44k yearly est.

  21d ago

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  Teachers at Bloomingdale KinderCare

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  $34k-44k yearly est.

  21d ago

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  Primary Location : Sleepy Hollow, Illinois, United States

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  28d ago

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Bartlett Frederick Charles



Two fortresses: Bartlett and MARHI

0

Archi. ru:
– Why did you decide to study abroad and what did you expect to get from a foreign education?

Anna:
– I have long dreamed of living in different countries, I was interested in foreign languages ​​and geography. In her third year at the Moscow Architectural Institute, she even wanted to go to Japan to wash skyscrapers and admire the sea, or work as a nanny in California. By the end of my studies, I came up with a more rational plan – to go to Europe and learn more. I first went to Portugal with friends to study the Portuguese language and culture with the intention of moving on to architecture. After talking with colleagues from different countries, I abandoned the idea of ​​studying in Portugal in favor of the UK. In addition, London has always seemed to me a kind of center of Europe, opening up great opportunities.

Natalia:
– I have always wanted to study in the West, ever since I was on an exchange program in the US in the 10th grade, and we were given an excursion to one of the local universities. I remember that I was struck by the friendly attitude of teachers to students, the general atmosphere and a huge modern library. After graduating from the Moscow Institute of Architecture, some of my friends left to continue their studies at various European universities, and it always seemed to me that the best education for architects is given in the UK. No wonder such “stars” as Rem Koolhaas, Zaha Hadid, Peter Cook and others studied there.

– Why did you end up choosing Bartlett, what other higher education institutions did you consider?

Anna:
– Initially I considered Bartlett, London Metropolitan University, the University of Westminster and the University of West London. Among others, I liked Bartlett for its creative atmosphere and high ratings, but most of all I remember interesting student works on the walls.

Anna Boldina. Work on the layout: chipboard, laser, gouache, paper.

Natalia:
– Since education was beyond my means, I decided that a grant would be a suitable option. Having come a long way to the coveted scholarship, I considered the programs of two of London’s leading schools of architecture – the Architectural Association and Bartlett. The most interesting for me was the Urban Design course at the Bartlett School of Architecture, which, in turn, is part of the University College London. AA programs are no less interesting, but are more focused on parametric architecture, which, in my opinion, is a bit utopian and not entirely applicable in Russian realities.

Natalia Remizova with the AA brochure for 2010.

– What difficulties did you face during admission?

Anna:
– Firstly, with everyday difficulties, so I highly recommend arriving early and settling the issues of housing, bank account, SIM cards and other things before the start of studies: then there will be no time. In my experience, living in a university dormitory is more profitable, since renting an apartment in September is very difficult due to the huge influx of students. It is also necessary to stand in line for registration at the police (it took me as much as 8 hours, although now, they say, the line is shorter).

Secondly, language difficulties – in the first month (or even longer) it is difficult to understand various accents, especially Irish and Indian, in the first place – when talking on the phone.

In addition, my package of documents for admission was lost at some point. The process of searching for documents was further complicated by the fact that university employees with strong accents answered me on the phone. With the help of my English friend, the documents were nevertheless found, and at the very last moment I was enrolled in the course. Unfortunately, I did not get a place in the hostel, which pretty much spoiled my life in the first London months.

– Tell us more about the documents required when applying, and about the conditions for admission. What do you know about scholarships and grants available to Bartlett students?

Natalia:
– The conditions for applying for admission to the master’s course in all architecture schools in the UK are similar: a diploma of passing English proficiency exams, preferably IELTS (only the passing score differs in different institutions), a portfolio in paper form, a letter of motivation, recommendations from former teachers and, since the course is postgraduate, a diploma of higher education. In our course, most of the students had an architectural background, but there were also photographers, biologists, graphic designers. There are a large number of grants that fully or partially pay for tuition, and for myself I chose the most interesting grant issued by the British government – Chevening. This scholarship, in addition to tuition, includes airfare and living expenses for the period of study, and also provides access to the extensive Chevening network around the world. The grant is not focused on architects, but is designed for all priority professional areas.

Anna:
– Mmm… Everything was ambiguous with my recommendations. Some teachers were willing to verbally give a recommendation for me to write it down and give it to them for verification. Others were less willing to make recommendations. But, for example, one of my girlfriends (not from the Moscow Architectural Institute) was refused by the teacher because of the unpatriotic nature of her decision to go to study abroad.

In general, from my experience of filing documents, I can say that not all requirements should be taken literally. Often, institutions on their websites require a lot of unnecessary information, and subsequently they accept students without a complete package of documents. We had several people on the course who were accepted without IELTS, taking the word of honor from the students that the exam would be passed later. It seems to me that some of these guys never passed the exam and spoke English quite badly.

– Did the MARCHI diploma somehow make it easier for you to enter? As far as I know, MARCHI positions itself as an institution whose diploma is accepted everywhere.

Anna:
– This is not entirely true, the MARCHI diploma is counted for admission to the university (like any other higher education diploma) and for employment as an assistant architect. However, to register as an architect in the UK, you need to confirm your education: pass an interview, pay about 4,000 pounds and submit two portfolios. In addition, it is necessary to complete a “part 3” type of training course, which takes 1-2 years [architectural education in the UK is divided into three parts-stages – approx. ed.]

– Tell us more about the study process and the program of your chosen course in Urban Design for the Master of Architecture degree.

Anna:
– The course was intensive but poorly structured. Once, at the border control at the entrance to England, I was asked what subjects were on my course. I had to come up with something on the go. It lasts 12 months and is based on the development of one or two projects.

Natalia:
– That’s right. After the first introductory week, which for the most part consists of various excursions around the huge university (University College London has 17 libraries and several museums, including the famous Petrie Museum of Egyptian Archeology) and “exhibitions-fairs” of university clubs, dense training begins.

Anna:
– After two weeks, we were examined a bit and divided into 6 groups, each with two teachers. Classes were held twice a week: one lecture day and one tutorial day with a teacher. The rest of the time it was recommended to work in the institute’s studio and, in my opinion, it was a very productive job, I learned a lot from my colleagues.

Natalia Remizova. Photo by MArch Urban Design course studio.

Natalia Remizova. Photo by MArch Urban Design course studio.

The lecture program was formed in the process of learning, obviously, it depended on which of the teacher’s friends was ready to come and give a lecture. Lectures were led by architects, some of them talked about some of their projects or about the theory of urban planning. The lectures were different: some were abstract, and some were incomprehensible due to the lecturer’s low level of English.

Natalia Remizova. Photo by MArch Urban Design course studio.

Natalia Remizova. Photo by MArch Urban Design course studio.

For each student the tutorial lasts 30 minutes, but it was possible to stay and listen to your colleagues, which was very useful for developing your own project.

Natalia:
– As Anna said, in the first month students do projects in groups and on their own. Subsequently, they choose one teacher for themselves, with whom they further work on their main project and write a written work – thesis, that is, a dissertation, a thesis.

During the whole year, students do two projects as part of group work, one independent and main project, an analogue of the thesis in the last year of the Moscow Architectural Institute. Students also write two written works – an essay on a chosen topic.

Natalia Remizova. Photo of the workflow in the MArch Urban Design course studio.

The final “thesis” is a book that students form from their graphic works and invented story. In parallel with these projects, it is necessary to submit to teachers and classmates twice a paper version of the portfolio of works completed within the framework of the course, as well as to prepare a final exhibition of works jointly with other students.

Anna Boldina. Project of a settlement above the railway, linking three previously divided areas of London.

Anna Boldina. One of the presentations of the project in West London.

– What practical exercises do you remember?

Natalia:
– In the first half of the course, the whole group goes on a study tour to study the area of ​​the future project. In my case, it was an excursion to Istanbul. In addition to design work, there were various lectures and several workshops with the involvement of practicing architects. Most of all I remember the workshop, which was held by the Space Syntax team. We have studied an interesting program that helps to simulate transport and pedestrian traffic for a particular design solution.

Anna:
– We had several practical classes on urban planning analysis of London, when it was necessary to study how, and most importantly, why this or that area of ​​the city developed.

Anna Boldina. Photo tour of London over the river hidden in the collector.

Our trip was to Amsterdam. By the way, the cost of this trip was included in the price of the course. What I enjoyed the most was the boat tour of all the iconic places in Amsterdam, including visiting offshore platforms and several factories converted into housing.

Anna Boldina. Photo of a student trip to Amsterdam.

– How effective is English education more or less effective than Russian?

Anna:
– Now I am studying at the fourth university (MARCHI in Russia, the University of Coimbra in Portugal, Bartlett and the University of Westminster in London) and the difference between approaches to learning is very noticeable – for example, the requirements for the content of an essay. In Russia, when you need to write an essay, it is usually downloaded from the Internet. In the UK, this trick does not work, since all works are checked for plagiarism, that is, you must definitely come up with something of your own. Everything that a student writes must be read, evaluated and commented on by someone. Accordingly, the quality of the work produced is not determined only by the amount of written text.

In an exam in Russia, if you answer the question “how many legs does a cow have”, you, casually mentioning a cow, tell in detail what you know about other animals – this is not bad. In the UK, the question would be “tell me about the cow” and the answer should contain a detailed description of its shape, and nothing more. Or, for example, in the UK, it never occurs to anyone to check attendance. Because skipping classes is like buying a tram ticket (very expensive!) And not going anywhere. Although, for example, attendance was checked in Portugal.

In summary, in the UK, students are treated like adults. They are given more freedom: they are encouraged to research topics of interest to them, they are advised to go to libraries, and in every possible way they facilitate the exchange of experience between students. It is quite obvious that students are no longer babies, and are able to find the necessary information themselves, and the teacher simply suggests what information may be useful and where to look for it.

– What are the most noticeable differences in the organization of the educational process between Moscow Architectural Institute and Bartlett?

Natalia:
– In addition to what Anna said, I want to note that the learning process at Bartlett is somewhat different from the Moscow Architectural Institute. Personally, it took me a while to get used to it. Firstly, communication with the teacher was built exclusively from conversations and, what surprised me most of all, there was never even a shadow of mentoring in them. When I presented options for my design solutions, the teacher never insisted on any one, but, on the contrary, in each of them he emphasized the pros and cons. Asking me questions, the teacher led me not to solutions, but only to useful thoughts.

Anna:
– Education at Bartlett, in my opinion, is more connected to today, while education at the Moscow Architectural Institute was not much different from my parents’ studies there. Although many areas of the work of an architect have changed a lot over the past 30 years, for example, building materials, this did not affect their studies: at the Moscow Architectural Institute they did not tell us anything about modern materials.

In my opinion, the forms of submitting a project are different, both at the institute and at work. At the Moscow Architectural Institute and in Russia as a whole, it is common to present only the project itself. And in Bartlett and in English architectural practice, in my personal experience, it is important, in addition to the project, to also show how you came to this decision, other options that you tried, and you need to explain why they did not fit, tell who else in the world did something on this subject and what worked and what didn’t.

Another difference is that, in Bartlett, the designs don’t have to be realistic at all – the objects could be under water or on the Moon; in this case, a bathyscaphe or teleportation could be included in the 30 necessary elements of the project, for example, as a vehicle.

Anna Boldina. Photo of the presentation of the Patchwork City layout, where each author made a piece of the city, not paying attention to the environment (as often happens in real cities). Anna assembled her green foam mock-up on multi-colored tailor’s needles.

Natalia Remizova. Patchwork City project photo

Natalia Remizova. Patchwork City project photo

Natalia Remizova. Patchwork City project photo

Anna Boldina. Photo of a model of a 3D inhabited park above the railway with “tentacles” going into development.

Anna Boldina. Photo of a model of a 3D inhabited park above the railway with “tentacles” going into development.

There were many subjects at the Moscow Architectural Institute that are not taught in principle at Bartlett, for example: art history, architectural history or philosophy. The ability to draw by hand is not taught to architects here, so even an average-level drawing by a student from the Moscow Architectural Institute in Bartlett is a success. I have already won several architectural competitions in the UK due to drawings that would not impress anyone at the Moscow Architectural Institute. Or, for example, the knowledge that I received on the subject of “Designs” at the Moscow Architectural Institute still gives me an impressive advantage over my British colleagues.

– Did you have public presentations of projects (crit sessions)? Moscow Architectural Institute students often complain that they lacked such experience.

Natalia:
– Yes, of course. Every two months, students present their projects not only to their teachers, but also to teachers from other groups, as well as to invited urban planners (who most often turned out to be friends of teachers). Often, economists and sociologists were invited to the screenings as critics, who looked at the project from a completely non-standard point of view. This process takes about two days, when each of the students shows and talks about their work, and also answers questions from those present. This is a rather difficult emotional process, but it helps in the future to confidently carry on a conversation and defend your project.

Natalia Remizova. Photo crit sessions.

Natalia Remizova. Photo crit sessions.

Anna:
– I would add that the main purpose of the “crits” is the development of the project, not evaluation. Sometimes questions from educators, practicing urban planners, or even fellow students help point out omissions that can be corrected. Or, conversely, highlight some interesting solutions. By the way, in addition to being part of the educational process, we can say that “crit” also plays the role of “bride”, and one of the third-party “critics” can invite a student they like to work. For the final assessment of the work, both the portfolio – an album about the project, and the final “crit” were important. I myself am going to be a guest critic in the near future to view student papers with my friend Professor Pablo.

– What do you remember and like most about Bartlett?

Natalia:
– Of course, a wonderful model workshop where you can constantly experiment. The space of the workshop occupied the entire basement floor, there were tools and machines for working with metal and wood, a 3D printer and a laser machine. Just a dream workshop!

Natalia Remizova. Photo layouts.

Natalia Remizova. Photo layouts.

Anna:
– I absolutely agree with Natalia: although the faculty also had an excellent library and a computer class, the model workshop left no one indifferent. The head of the workshop and I became very friendly and my friend and I lived with him for a month when we were evicted from the hostel. He turned out to be a quarter Russian, his father (the son of a Russian ballerina) designed the British Embassy in Moscow.

Anna Boldina. Photo of a mock-up workshop: a hall for working with wood.

– The Bartlett School is a very renowned, innovative school. Is its fame deserved, or is it to some extent a “brand”?

Natalia:
– The originality of studying at Bartlett lies in the constant opportunity to educate yourself. All interested students had free access to all ongoing events, including weekly lectures by international architects and lectures of parallel courses. Within the framework of the university, various seminars and symposiums were held, which we freely attended. I also went to free courses, where they taught the art of presentation, interviewing, as well as the ability to correctly present their work.

Anna:
– The courage to experiment is definitely one of the main aspects of education at Bartlett. As for the increased requirements, then, despite the high requirements for ideas and texts, the accuracy of the execution of layouts, for example, was not appreciated at all. Much more important was the concept and creativity of the project. Therefore, I found myself in an advantageous position – my layouts, which caused bewilderment at the Moscow Architectural Institute, were often praised for the first time in my life.

– Who studied with you? And who taught the course?

Anna:
– The students on our course were from all over the world. And I think that was the main idea of ​​Colin Fournier (Colin Fournier; our course leader) – to bring together students with a wide variety of knowledge and work experience, so that they inspire and teach each other. Of course, many of us were architects, urban planners and planners, but there were graphic designers or even musicians. For example, the girl Fiona from Ireland, who used to study music. By the way, she had a very memorable final project – based on the scenario of the disclosure of space during movement, but not visual, but sound. That is, she was not worried about how the spaces would look, but how they would sound. I wouldn’t have thought of that!

Natalia:
– The instructors on the course are either reputable urban planning theorists, or practicing architects with their own firms, or simply working professionals. The advantages of such teachers are in the presence of vast experience, which they were happy to share, and the disadvantages are in a very busy work schedule. They are all busy people, and it was not uncommon for students to go to the tutorial at their bureau or at the coffee shop near those bureaus.

Anna:
– It’s true, the tutorial was often postponed or conducted via Skype due to teachers being busy. But in spite of everything, I personally was lucky with the teachers – they were Jonathan Kendall (Jonathan Kendall) and Yuri Gerrits (Yuri Gerrits), two talented, established urban architects working on projects in England and Belgium. Both with very different, but complementary approaches – both to urban planning and to design in general. In the case of my inhabited mountain project, they did not force me to develop the project in a certain way, but simply asked leading questions. For example, how to deliver building materials in the context of my project, what the mountain will look like during construction, how I will regulate building rules, why similar ideas have not worked in the past, and how I propose to implement them in my project.

Anna Boldina. Photo of a picnic at Hempstead Heath with classmates.

Natalia Remizova. Photo of students of the course.

Natalia Remizova. Photo of students of the course.

– What was the most memorable aspect of student life at Bartlett?

Anna:
– I remember most of all the amazing feeling of unity that reigned in our group. In a foreign country, we were the closest people to each other, and this brought us very close, we were practically one family. If everyone was going to go to the museum together on Saturday, no one refused at the last minute, because “mom needs to bring a refrigerator,” “the girl didn’t let me in,” or “a classmate invited me to visit. ” Despite all the difficulties, the year of study for me was remembered as a very happy time with an abundance of new impressions for the rest of my life.

Natalia:
– And I especially remember the number of new friends around the world that I made during my studies.

– Where do you work now, and how has your studies at Bartlett helped or not?

Anna:
– Five years after graduating from Bartlett, I worked for various London firms and designed everything from hotels to cities for overseas clients. For the last two years I have been increasingly involved in projects in London. This activity is necessary for me for “part 3” and registration in the UK as an architect. At the same time, I am completing a Part 3 course at the University of Westminster. Recently passed exams on contracts and management of an architectural workshop. In my free time from work and study, I travel to cities that are interesting from an urban planning point of view and participate in architectural competitions. In the near future, I plan to move on to more creative projects.

Natalia:
– At the moment I am designing residential areas and neighborhoods in Moscow. An important element in designing a quality living environment is the creation of well-designed public spaces, where the experience of studying and living in London certainly helps. Magnificent parks, cozy squares, city squares – this is what distinguishes London from many other cities. Of course, I miss that life and in my residential projects I try to create quality spaces.

At Bartlett, great emphasis was placed on the ability to present ideas quickly and beautifully. A huge advantage of the training was the free courses organized by the institute on the study of new computer programs, such as Rhino, Grasshopper, depthmapX, InDesign and others. In my current practice, this greatly simplifies the solution of various non-standard tasks related to the need to quickly and convincingly present the material.

All the skills I acquired during my studies at Bartlett helped me to take on very different projects. Immediately after returning from the UK, I got into a consulting company that organized an international competition for the development of the territory of the ZIL plant, where our task was not only to work with designers, but also to organize panel discussions with experts in various fields about possible scenarios for the development of the territory.

Bartlett Sher biography, filmography. Director

Bartlett Sher biography, filmography and biography. Producer

Director’s biography

Bartlett Sher

Home Filmography

Date of birth27.03.1959 (63 years old)

Place of birth of Sasan-Francisco (USA)

films 11

Oblast-head of the Holy Cross, Preparatory College of St. Ignatius

Best Bartletta Shera 9000

Hoffmann fairy tale

2014, Opera

Seville Barpsy

, Opera 2014.