Architecture Live Projects provides a persuasive, evidence-based advocacy for moving a particular kind of architectural learning, known as Live Projects, towards a holistic integration into current and future architectural curricula.
Live Projects are work completed in the borderlands between architectural education and built environment practice; they include design/build work, community-based design, urban advocacy consulting and a host of other forms and models described by the book’s international group of authors. Because of their position, Live Projects as vehicle for simultaneously providing teaching and service has the potential to recalibrate the contesting claims that both academia and profession make to architecture.
This collection of essays and case studies consolidates current discussions on theory and learning ambitions, academic best practices, negotiation with licensure and accreditation, and considerations of architectural integrity. It is an invaluable resource to current and future Live Projects advocates – whether they aim to move from pedagogy into practice or practice into pedagogy.
Table of Contents
Foreword Ruth Morrow Preface Mimi Zeiger Introduction Harriet Harris and Lynnette Widder 1. Theories and Models Chapter 1.1 Propositional taxonomies & flexible criterias Jane Anderson & Colin Priest Chapter 1.2 Learning theories for Live Projects James Benedict Brown Chapter 1.3 ENGAGE at California College of the Arts Megan Clark Chapter 1.4 What belongs to architecture Lynnette Widder Chapter 1.5 Co-authoring a live project manifesto Harriet Harriss 2. The Question of Assessment Chapter 2.1 Working the margins? David Gloster Chapter 2.2 The NAAB Live Project Paradigm Christine Theodoropoulos Chapter 2.3 Building is also a Verb Alan Chandler Chapter 2.4 Live Projects at Mid-Century: A Prehistory Nils Gore 3. From Education into Practice Chapter 3.1 New formats for construction education outside the academy Alex McClaren Chapter 3.2 The G.R.A.D programme: live project peer enablement Sebastian Messer Chapter 3.3 A different kind of Community Design Center Beverly Sandalack Chapter 3.4 Gap filler: live project responses to a natural disaster Barnaby Bennett & Dr Ryan Reynolds Chapter 3.5 Configuring architectural education beyond an academic context Christian Volkmann 4. Case Studies Chapter 4.1 Constructing a contingent pedagogy Michael Hughes Chapter 4.2 The Hyalite Pavilion, Montana, USA Bruce Wrightsman Chapter 4.3 Live Projects as dual qualifications Ann Markey Chapter 4.4 SLAB: Student Led Architecture Build, New York, USA Frank Mruk Chapter 4.5 Vizhuntha Mavadi after the Tsunami, India Sofia Davies Chapter 4.6 The Fareshare Project Simon Warren Chapter 4.7 The Littlemore Project, East Oxford UK Natasha Lofthouse & Charlie Fisher Chapter 4.8 Motivating for Live Projects Christopher Livingston & Shauntel Nelson Chapter 4.9 Between citizens and the state Pedagogy into practice or Practice into pedagogy? Prue Chiles Pedagogy into practice or Practice into pedagogy? Daisy Froud & Alfred Zollinger Afterword Dr Mel Dodd
Harriet Harriss is a chartered architect and a senior lecturer in Architecture at Oxford Brookes University, and the founding director of ‘Live Lab’: a university-situated incubator for architecture business start-ups committed to social innovation. Harriet’s teaching and research publications explore how architects can enable people to live better lives and whether the public or ‘end users’ should be given a more active role in shaping the spaces and communities in which they live and work.
Lynnette Widder teaches at Columbia University and practices architectural design with aardvarchitecture in New York. From 2006 to12, she was Head of the Department of Architecture at the Rhode Island School of Design, and from 1994 to 98 was an editor of the bilingual quarterly Daidalos. She coauthored Ira Rakatansky: As Modern as Tomorrow (2010).
‘In this collection Live Projects are situated not as marginal activities that are nice to do, but as central to the reformulation of the values and methods of mainstream architectural education. At a time when the orthodoxies of professional education are being questioned, the essays here provide very useful pointers towards new ways of thinking, working and behaving.’ - Professor Jeremy Till, Head of Central Saint Martins, Pro Vice-Chancellor, University of the Arts London