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After the six conferences for artistic and architectural research CA²RE+ has contributed substantially to the fact that design-driven research today is a widely established and scientifically accepted research method on most European countries and the number of involved universities is an indicator for a rapidly growing community in the field of practice-based research. This big effort has meant an interchange of knowledge and at the same time the construction of an international net with very valuable connections. We have created a collective learning environment where we have developed a multidisciplinary approach to a design-driven methodology on scientific research along six steps: observation, sharing, comparison, reflection, reformulation and recommendation, that arrive now to an end, or at least to a preliminary evaluation after this three-year journey. In this final book we collect and share the results of the last two events (Ljubljana and Delft) and the recommendations and conclusions from all partners participating in the whole process. Nach den sechs Konferenzen zu Themen der künstlerischen und architektonischen Forschung hat CA²RE+ wesentlich dazu beigetragen, dass Design Driven Research heute eine weithin etablierte und wissenschaftlich akzeptierte Forschungsmethode in den meisten europäischen Ländern ist. Die Zahl der beteiligten Universitäten ist ein Indikator für eine schnell wachsende Gemeinschaft im Bereich der praxisorientierten Forschung. Diese Anstrengung hat einen Wissensaustausch und gleichzeitig den Aufbau eines internationalen Netzwerkes mit wertvollen Verbindungen hervorgebracht. Wir haben ein kollektives Lernumfeld geschaffen, in dem wir einen multidisziplinären Ansatz für eine gestaltungsorientierte Methodik der wissenschaftlichen Forschung in sechs Schritten entwickelt haben: Beobachtung, Austausch, Vergleich, Reflexion, Neuformulierung und Empfehlung. Diese Entwicklung kommt nun, nach drei Jahren, zu einem Ende oder zumindest zu einer vorläufigen Bewertung. In diesem abschließenden Buch werden die Ergebnisse der letzten beiden Veranstaltungen (Ljubljana und Delft) sowie die Empfehlungen und Schlussfolgerungen aller am gesamten Prozess beteiligten Partner zusammengefasst.
The fourth CA²RE, the Conference for Artistic and Architectural (Doctoral) Research has been hosted in September 2018 at the Institute for Architecture of the Technische Universität Berlin, in association with the Architectural Research European Network Association (ARENA), the European Association for Architectural Education (EAAE) and the European League of Institutes of the Arts (ELIA). CA²RE intends to bring together senior staff and early-career researchers to improve research quality through an intensive peer review at key intermediate stages. It contributes to the diverse fields of architectural and artistic research such as environmental design, sustainable development, interior design, landscape architecture, urban design/ urbanism, music, performing arts, visual arts, product design, social design, interaction design, etc., gathering different kind of approaches. Die vierte CA²RE (Conference for Artistic and Architectural (Doctoral) Research) wurde im September 2018 in Zusammenarbeit mit der Architectural Research European Network Association (ARENA), der European Association for Architectural Education (EAAE) und der European League of Institutes of the Arts (ELIA) am Institut für Architektur der TU Berlin ausgerichtet. Die CA²RE bringt erfahrene Experten und Nachwuchsforscher zusammen um die Qualität derer Forschungsarbeiten durch die intensiven Peer-Reviews, zum Zeitpunkt entscheidender Zwischenstände der Arbeiten, zu optimieren und zu verbessern. Die Konferenz wendet sich an diverse Gebiete der architektonischen und künstlerischen Forschung, darunter Umweltdesign, Nachhaltige Entwicklung, Innenarchitektur, Landschaftsarchitektur, Urban Design/Städtebau, Musik, darstellende Kunst, bildende Kunst, Produktdesign, soziale Gestaltung, Interaktionsdesign, etc. und versammelt so die verschiedensten Arten von Ansätzen.
The average lifespan of a house is somewhere around 100 years. During that time it will see many mutations in household composition and related spatial rituals. Designers are therefore faced with the task of giving form to something that is constantly subject to change. Many studies into flexibility focus on the changeable, on movable partitions and variation in the internal layout. The present study takes not the changeable but the permanent as its departure-point. The permanent--i.e. the more durable component of the house or building--constitutes the frame within which change can take place, while the frame defines the generic space, the space in which change can occur.
Along with plan and elevation, section is one of the essential representational techniques of architectural design; among architects and educators, debates about a project's section are common and often intense. Until now, however, there has been no framework to describe or evaluate it. Manual of Section fills this void. Paul Lewis, Marc Tsurumaki, and David J. Lewis have developed seven categories of section, revealed in structures ranging from simple one-story buildings to complex structures featuring stacked forms, fantastical shapes, internal holes, inclines, sheared planes, nested forms, or combinations thereof. To illustrate these categories, the authors construct sixty-three intricately detailed cross-section perspective drawings of built projects—many of the most significant structures in international architecture from the last one hundred years—based on extensive archival research. Manual of Section also includes smart and accessible essays on the history and uses of section.
Landscape architecture and architecture are two fields that exist in close proximity to one another. Some have argued that the two are, in fact, one field. Others maintain that the disciplines are distinct. These designations are a subject of continual debate by theorists and practitioners alike. Here, David Leatherbarrow offers an entirely new way of thinking of architecture and landscape architecture. Moving beyond partisan arguments, he shows how the two disciplines rely upon one another to form a single framework of cultural meaning. Leatherbarrow redefines landscape architecture and architecture as topographical arts, the shared task of which is to accommodate and express the patterns of our lives. Topography, in his view, incorporates terrain, built and unbuilt, but also traces of practical affairs, by means of which culture preserves and renews its typical situations and institutions. This rigorous argument is supported by nearly 100 illustrations, as well as examples of topography from the sixteenth, eighteenth, and nineteenth centuries, through the heroic period of early modernism, to more recent offerings. A number of these studies revise existing accounts of decisive moments in the history of these disciplines, particularly the birth of the informal garden, the emergence of continuous space in the landscapes and architecture of the modern period, and the new significance of landform or earthwork in contemporary architecture. For readers not directly involved with either of these professions, this book shows how over the centuries our lives have been shaped and enriched by landscape and architecture. Topographical Stories provides a new paradigm for theorizing and practicing landscape and architecture.
As a typology conceived in the twentieth century, the office building is often the architectural manifestation-- not only of global capital, but also of technological might and mass production. But when we think of these buildings, we often think more of objects than of space; more of appearance than of atmosphere. In A-Typical Plan, Jeannette Kuo offers a reversal of the experience, starting from the inside out, and prioritizing space over symbol. In particular, the book reconsiders the deep plan within the European context for a discussion on density, economy and, not least, sustainability. Featuring buildings by architects such as Frank Lloyd Wright, Kenzo Tange, Giuseppe Terragni, Le Corbusier, SANAA, Herzog & de Meuron, Toyo Ito, Christian Kerez, and many others, A-Typical Plan presents a collection of projects through history that have attempted to bring character to the deep plan as a spatial experience for the workspace. The work features essays by renowned authors, including Iñaki Ábalos, Pier Vittorio Aureli, Andrea Bassi, Florian Idenburg, Jeannette Kuo, Freek Persyn, and Antoine Picon. A conversation with Inès Lamunière and a graphic essay by Jimenez Lai round out the diverse perspectives. A final chapter presents the work of students at the EPFL, with whom this research began. Succinct and beautifully illustrated, A-Typical Plan is a reminder that even buildings created for quotidian uses can be spatially and experientially rich.
There is greater interest than ever before in higher education: more money is being spent on it, more students are registered and more courses are being taught. And yet the matter that is arguably at the heart of higher education, the curriculum, is noticeable for its absence in public debate and in the literature on higher education. This book begins to redress the balance. Even though the term ‘curriculum’ may be missing from debates on higher education, curricula are changing rapidly and in significant ways. What we are seeing, therefore, is curriculum change by stealth, in which curricula are being reframed to enable students to acquire skills that have market value. In turn, curricula are running the risk of fragmenting as knowledge and skills exert their separate claims. Such a fragmented curriculum is falling well short of the challenges of the twenty-first century. A complex and uncertain world requires curricula in which students as human beings are placed at their centre: what is called for are curricula that offer no less than the prospect of encouraging the formation of human being and becoming. A curriculum of this kind has to be understood as the imaginative design of spaces where creative things can happen as students become engaged. Based upon a study of curricula in UK universities, Engaging the Curriculum in Higher Education offers an uncompromising thesis about the development of higher education and is essential reading for those who care about its future.