ARCHITECTURE 'LIVE PROJECTS' PEDAGOGY
INTERNATIONAL SYMPOSIUM 2012
Critical reflections on Live Projects with a view to co-creating a pedagogic best practice framework
Thursday 24th - Saturday 26th May 2012
Oxford Brookes University, Headington Hill Campus.
A three-day international symposium by and for live project educators, live-project community participants, live project students, practice architects involved in community co-design, University management involved in community partnership projects, and live project practitioners and participants from associated fields and disciplines.
Problem-based learning, community-engaged scholarship, co-design, peer-based learning, tacit knowledge, threshold concepts, practice-ready skills, professionalism and ethics, diversity, critical citizenship, education futures, deep and surface learning, live project methodologies and paradigms, architecture curriculum, assessment and validation.
Overview: Why do we need critical live architecture project pedagogy?
Benefits to clients
The recent economic downturn and ongoing restructuring of both the professional training and design practice management, signifies a tipping point in the way we currently teach and practice architecture. As a profession, architects are by definition tasked with serving the interests of the public. Yet many architects would argue that delivering upon this requirement is not without difficulty given the constraints of a sector focused triptych that prioritises time, quality and cost over human factors.
Benefits to the profession
Architecture practices have often voiced concerns that schools of architecture do not provide students with the right set of skills needed in practice. Schools often defend their teaching by emphasising the role of Universities in developing creative and aesthetic capabilities that will produce good designers and ultimately good buildings and spaces. This kind of teaching is usually delivered within a studio environment that presents students with fictional rather than 'real time' challenges considered to be more likely to produce visionary and creative design output.
Benefits to students
The majority of UK architecture students have no contact with clients or with the consultation process until after they graduate. 'Live studio' projects not only address this but they also enable students to gain practice-ready professional experience such as job running, as well as develop a sense of civic social engagement and gain an education that is aimed at nurturing tomorrow's citizens for lives of consequence.
Benefits to Universities
As well as Universities, public sector organisations and charities are facing financial pressure upon their ability to deliver to their clients effectively. Although this presents huge challenges in terms of resources, this is also an opportunity to establish partnerships that provide enduring benefits by mobilising students, faculty, and neighbourhood organizations to work together to solve urban problems that revitalize the economy, generate jobs, and rebuild communities. In the USA, these partnerships are far more prevalent than in the UK. Known as Community University Partnerships, these 'resource units' that are often located on and off campus, provide effective, community-engaged scholarship for students from a range of disciplines. Based upon the success rate of these kinds of learning environments, UK Universities clearly have some catching up to do.
The knowledge gap
The principle aim of this symposium is to critically examine the learning value of live projects to students of architecture and to consider how they are attained and what their value is, particularly in terms of the students professional development and to the shaping of the profession as a whole.
During the symposium, live project 'best practice' will be critically defined in the interests of educators, students and schools alike. Subsequently, delegates will co-author a Live Project Pedagogy Charter, aimed at enabling Live Projects to be validated, academically accredited and formally integrated into mainstream architecture curriculum.
Format of Presentations
Paper sessions will consist of four presenters within each 90-minute session. Each session will be chaired. The session time will be divided equally between the presenters. Workshop presentations will be given a full 90-minute session. Panel sessions will provide an opportunity for three or more presenters to speak in a more open and conversational setting with conference attendees.
Two-Week International Live Project Summer School 2012: Montana State University & Oxford Brookes
The symposium will include visits to and presentations by community and student participants to an Oxford-based Live Project Summer School - partnered with Oxford City Council – and involving students from graduate architecture programs at Montana State University & Oxford Brookes University. The Live Project Summer School will be directed by Prof Chris Livingston from Montana State University.
Symposium outputs and publications:
There will be three published outputs associated with this conference:
- All contributions will be published as part of the conference proceedings which will be made available at registration.
- A Live Project Pedagogy Charter will be published after the event.
- A selection of contributions will be submitted to a leading international peer-reviewed journal, to feature as a special issue.
Parallel Sessions Schedule
Thursday 24th May
Live Project Pedagogy Symposium Launch & Exhibition
|Room BG10||CRITICAL CITIZENSHIP|
Chair: Lynetter Widdler, RSD, USA
|9.30||Jane Anderson Developing a Live Projects Network and Flexible Methodology for Live Projects. Oxford Brookes University, UK|
|9.45||Megan Clark Engage at CCA. CCA, USA|
|10.00||Kishnaphol Wattanawanyoo Learning from Informal Communities in Bangkok KMUTT, Thailand|
|10.15||Elizabeth Danze Building as Hope. The University of Texas, USA|
|10.30||Yatmo Yando Understanding the Structure of Community and the Nature of Intervention University of Indonesia|
|Room BG11||COMMUNITY ENGAGED SCHOLARSHIP|
Chair: Chris Rust, OCSLD, Oxford Brookes, UK
|9.30||Chris Livingston In People's Interest Montana State University , USA|
|9.45||Tonia Carless Open School Oxford Brookes, UK|
|10.00||Umair Hyder Shelter for Community University of East London, UK|
|10.15||Dr Sigrun Prahl Community Engaged Learning & Designing in New Orleans University of the Arts Berlin, Germany|
|10.30||Alan Chandler Building is also a verb University of East London, UK|
|Room BG10||METHODOLOGIES & PARADIGMS|
Chair: Jane Anderson, Oxford Brookes University, UK
|11.15||Lynnette Widder What Belongs to Architecture: Teaching the Interplay of Labour and Material as Value. RSD, USA|
|11.30||Shibboleth Shechter Co-designing Speakers Corner University of the Arts London, UK|
|11.45||Kristina Koltov LT Ranch Project Space University of the Creative Arts Canterbury, UK|
|12.00||Beverly Sandalack The Urban Lab University of Calgary, Canada|
|12.15||Michael Hughes Cross-disciplinary pedagogy American University of Sharjah, UAE|
|Room BG11||PRACTICE READY CAPABILITIES|
Chair: Mike Martin, UC Berkeley, USA
|11.15||Bruno Silvestre Reality as Inspiration Oxford Brookes University, UK|
|11.30||Anna Grichting The Fredrick Douglas Peace Garden Qatar University, UAE|
|11.45||Sebastian Messer The Northern Architecture Grad Program Northumbria University, UK|
|12.00||Bruce Wrightsman Hyalite Pavilion Montana State University, USA|
|12.15||Christina Volkmann How to Define Yourself as a Competent Architect CCNY, USA|
|Room BG01||STUDENT PERSPECTIVES|
Chair: Helen Walkington, Oxford Brookes, UK
|11.15||Charlie Fisher & Natasha Lofthouse Fiction and Nonfiction: Writing the Scalable Brief Oxford Brookes University, UK|
|11.30||Gareth Leech Professional Readiness and Live Projects Oxford Brookes University, UK.|
|11.45||Ben Powell Whose Experience Counts? Oxford Brookes University, UK|
|12.00||Sophie Morley PLA Live Oxford Brookes University, UK|
|12.15||Sofia Davies Revisiting Communities after the Tsunami Oxford Brookes University, UK|
|Room BG10||SITUATED KNOWLEDGES|
Chair: Ruth Morrow, Queens University Belfast, Ireland
|13.45||James Brown Situated Knowledges Queens University Belfast, Ireland|
|14.00||Frank Mruk NYIT LAB NYIT, USA|
|14.15||Richard Klopp Community as Classroom Vanier College Montreal, Canada|
|14.30||Alex Megelas Autonomous Learning: DIY Communities of Practice in Montreal's South West Concordia University of Montreal, Canada|
|14.45||Barnaby Bennett Spatial Crises & Pedagogical Opportunity in Christchurch UTS Sydney, Australia|
|Room BG11||LIVE PRACTICE|
Chair: Suzi Winstanley, Penoyre & Prasad Architects, UK
|13.45||Vincent Lacovara Me and Croydon AOC, UK|
|14.00||Cristina Monteiro Live in Venice MUF, UK|
|14.15||Jamie Wakeford Voluntary Design & Build 'Romania' vD&B, UK|
|Room BG01||ENGAGEMENT NARRATIVES|
Chair: Susan Piedmont-Palladino Virginia Tech, USA
|13.45||Mike Martin Building Stories UC Berkeley, USA.|
|14.00||Dr Yung-Teen Who's 29? National Taiwan University of Education, China.|
|14.15||Paramita Atmodiwirjo Working with Children: Building Vocabulary for Architectural Practice University of Indonesia.|
|14.30||Suruchi Ranadive & Geetanjali Patil, Traditional Wisdom Pune University, India|
|Room BG10||VALIDATION & ACCREDITATION|
Chairs: David Gloster, Director of Education RIBA, UK
|15.30||Andrew Brown Interdisciplinary Live Project Studio Robert Gordon University, Scotland|
|15.45||Sandra Denicke-Polcher & Torange Khonsari Architecture of Multiple Authorship London Met, UK|
|16.00||David Owen Embedding Public Engagement in the Curriculum NCCPE, UK|
|16.15||Simon Warren, The Fareshare Project, Leeds Met, UK|
|16.30||Alex Maclaren Teambuild: New Formats for Delivery Of Learning & Construction University of Edinburgh, Scotland|
|16.45||Anne Markey RIBA Part I & II Experience London Metropolitan University, UK|
|17.00||Concluding comments - Saturday CHARTER briefing|
Professor David Gloster, Director of Education, RIBA
Jane Anderson, Principal Lecturer & Program Leader BA Architecture, Oxford Brookes University
Suzi Winstanley, Architect and Associate at Penyore & Prasad Architects, London, UK
Chris Rust, Head of OCSLD, Oxford Brookes, UK
Susan Piedmont-Palladino, Virginia Tech, USA
Charlie Fisher, Natasha Lofthouse & Helen Walkington (student-led session) Oxford Brookes University, UK
Professor Mike Martin, Professor Emeritus of Architecture; Faculty in Environmental Design, Berkeley, USA
Associate Professor Lynette Widder, Rhode Island School of Design, USA
Harriet Harriss, Senior Lecturer in Architecture, Oxford Brookes Associate Teaching Fellow (2010-12), Winston Churchill Trust Fellow (2011) Oxford Brookes University