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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.
List of contents
Foreword Preface Editorial 1. Theories & Models Chapter 1.1 Propositional taxonomies & flexible criterias Chapter 1.2 Learning theories for Live Projects Chapter 1.3 ENGAGE at California College of the Arts Chapter 1.4 What belongs to architecture Chapter 1.5 Co-authoring a live project manifesto 2. The Question of Assessment Chapter 2.1 Working the margins? Chapter 2.2 The NAAB Live Project Paradigm Chapter 2.3 Building is also a Verb Chapter 2.4 Live Projects at Mid-Century: A Prehistory 3. From Education into Practice Chapter 3.1 New formats for construction education outside the academy Chapter 3.2 The G.R.A.D programme: live project peer enablement Chapter 3.3 A different kind of Community Design Center Chapter 3.4 Gap filler: live project responses to a natural disaster Chapter 3.5 Configuring architectural education beyond an academic context 4. Case Studies Chapter 4.1 Constructing a contingent pedagogy Chapter 4.2 The Hyalite Pavilion, Montana, USA Chapter 4.3 Live Projects as dual qualifications Chapter 4.4 SLAB: Student Led Architecture Build, New York, USA Chapter 4.5 Vizhuntha Mavadi after the Tsunami, India Chapter 4.6 The Fareshare Project Chapter 4.7 The Littlemore Project, East Oxford UK Chapter 4.8 Motivating for Live Projects Chapter 4.9 Between citizens and the state Pedagogy into practice or Practice into pedagogy? Afterword
About the author
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).
Summary
Live projects develop practice-ready skills which students cannot gain in a design studio. The authors offer practical advice on designing and implementing live projects for educators keen to use these as part of their programs.
