Architectural Education Through Materiality
Pedagogies of 20th Century Design
- Available for pre-order. Item will ship after November 26, 2021
What kind of architectural knowledge was cultivated through drawings, models, design-build experimental houses and learning environments in the 20th century? And, did new teaching techniques and tools foster pedagogical, institutional and even cultural renewal? Architectural Education Through Materiality: Pedagogies of 20th Century Design brings together a collection of illustrated essays dedicated to exploring the complex processes that transformed architecture’s pedagogies in the 20th century.
The last decade has seen a substantial increase in interest in the history of architectural education. This book widens the geographical scope beyond local school histories and sets out to discover the very distinct materialities and technologies of schooling as active agents in the making of architectural schools. Architectural Education Through Materiality argues that knowledge transmission cannot be reduced to ‘software’, the relatively easily detectable ideas in course notes and handbooks, but also has to be studied in close relation to the ‘hardware’ of, for instance, wall pictures, textiles, campus designs, slide projectors and even bodies.
Presenting illustrated case studies of works by architects, educators and theorists including Dalibor Vesely, Dom Hans van der Laan, Alessandro Mendini, Heinrich Wölfflin, Alfons Hoppenbrouwers, Joseph Rykwert, Pancho Guedes and Robert Cummings, and, focusing on student-led educational initiatives in Europe, the UK, North America and Australia, the book will inspire students, educators and professionals with an interest in the many ways architectural knowledge is produced and taught.
Table of Contents
Introduction: a passage to material hermeneutics
Elke Couchez & Rajesh Heynickx
Section 1: Objects on Display: Learning Through Looking
Chapter 1: From wooden blocks to Scottish tartans. Dom Hans van der Laan’s reconciliation of rational patterns and spatial experience.
Chaper 2: A Walking exhibit. Alfons Hoppenbrouwers’s visual pedagogy
Chapter 3: Clashing perspectives: Joseph Rykwert’s object lesson at Ulm School of Design.
Chapter 4: Pancho’s passages: framing transitional objects for decolonial education in 1980s South Africa
Hannah le Roux
Section 2: Hands-on: Learning Through Manual Work
Chapter 5: Planning problems: data graphics in the education of architects and planners at the Harvard Graduate School of Design, the 1940s.
Chapter 6: The Cambridge collage: Dalibor Vesely, phenomenology, and architectural design method
Chapter 7: Little living labs: 1970s student design-build projects and the objects of experimental lifestyles
Section 3: Bodies in Space: Synesthetic Learning
Chapter 8: The body as an ultimate form of architecture. Global Tools Body Workshops
Chapter 9: Parallel narratives of disciplinary disruption. The bush campus as design and pedagogical concept.
Chapter 10: Environmental learning revisited: cities, issues, bodies.
Section 4: Learning by Technologies: Audio-Visual Transmissions
Chapter 11: In the eye of the projector. Wölfflin, slides and architecture in postwar America
Chapter 12: Wireless architecture: Robert Cummings’ early radio broadcasts
John Macarthur and Deborah van der Plaat
Chapter 13: The captive lecturer
James Benedict Brown
Elke Couchez explores the intersections between intellectual history of architecture and urban design, visual studies and pedagogy. In 2018 and 2019, she worked as a post-doctoral fellow on the project "Is Architecture Art?" at the University of Queensland’s Centre for Architecture, Theory, Criticism and History. As a postdoctoral researcher at UHasselt, she teaches art and architecture history and is currently working on a research project entitled Pedagogical Tools and Design Strategies for Urban Regeneration. International Laboratory for Architecture & Urban Design (1976-2015).
Rajesh Heynickx is a Professor in architectural theory and intellectual history at the KU Leuven (Faculty of Architecture) in Belgium. He has published in Modern Intellectual History, Modernist Cultures, Environment and History and co-edited special issues of Interiors: Design/Architecture/Culture and The European Legacy. In 2018 he acted, together with Stéphane Symons, as co-editor of So What’s New About Scholasticism? How Neo-Thomism Helped Shape the Twentieth Century. Current research topics are: 20th century architectural theory and art philosophy; architectural pedagogy and knowledge transfer. Recent volumes he co-edited in 2020-2021: Architecture Thinking across Boundaries. Epistemological Transfers in the Postwar World (1965-1995) and The Figure of Knowledge. Conditioning Architectural Theory, 1960s-1990s.
"This is a remarkable collection of essays that demonstrate for both teachers and students that pedagogy is a dynamic process - one that must constantly evolve its methods, aims and media."
Ines Weizman, Head of PhD Programme, School of Architecture, Royal College of Art
"Methodologically speaking, Architectural Education Through Materiality has emerged as any powerful pedagogic prototype is inclined to do: through discussion, exchange, collaboration, transposition, provocation, iteration, reflection, and proposition. This deeply reflective endeavour offers the epistemological archaeology work needed to ensure architectural pedagogies can evolve equitably and inclusively."
Harriet Harriss, Dean of the School of Architecture, Pratt Institute, New York
"Now, as we find ourselves in a world that begs for reconsidering the way we build, we may want to review the way we educate architects too. Hence, a book that looks back at 20th-century architectural education in a fresh and insightful manner—shifting attention from the ends to the means—seems to be timely indeed. By presenting many episodes worth studying and re-evaluating, this book not only shows how architecture was taught — it also offers a plethora of new insights and ideas for how it could be taught. In short: there is much to be learned from this book."
Jasper Cepl, Bauhaus-Universität Weimar
"This welcome addition to the library on architectural education elevates the stuff of the studio, the lecture hall, the seminar, and the site visit. The question of what one could see, hear, or touch is in these pages traded for that of how students and teachers encountered and activated images, ideas, models and experiences. More than a meditation on pedagogy, this book captures a series of views on what architecture is, at precise moments, as something to impress upon its students."
Andrew Leach, University of Sydney