Architecture

of the relationships involved. Did the region include the Great Lakes and the Ottawa River, from where much floodwater and pollution came? It was a dispute of authority and legitimacy between federal agencies, provincial and local as well as owners of capital and seekers of profits, citizens and civil society groups. The finely balanced and contested nature of Canadian constitutional arrangements added force to such disputes. Although the relationships of the urban with water is at one level a very material one, a strength of this book is a continual awareness of the discourses involved and the agency of such discourse in directing the possibilities, legitimacies and spatial focus of action. This is a study that not only adds to an understanding of Montréal but extends the scope of environmental urban history.

of the relationships involved. Did the region include the Great Lakes and the Ottawa River, from where much floodwater and pollution came? It was a dispute of authority and legitimacy between federal agencies, provincial and local as well as owners of capital and seekers of profits, citizens and civil society groups. The finely balanced and contested nature of Canadian constitutional arrangements added force to such disputes. Although the relationships of the urban with water is at one level a very material one, a strength of this book is a continual awareness of the discourses involved and the agency of such discourse in directing the possibilities, legitimacies and spatial focus of action. This is a study that not only adds to an understanding of Montréal but extends the scope of environmental urban history.

Abstract I consider the decision to construct two phases of Chicago Public Housing as a Capitalist response to the Crisis of Housing in America during the 30's and the 50's in context of the intellectual, Scientific, and Active thought of the Pragmatic Reformers from ...

Formalised knowledge systems, including universities and research institutes, are important for contemporary
societies. They are, however, also arguably failing humanity when their impact is measured against the level of
progress being made in stimulating the societal changes needed to address challenges like climate change. In this
research we used a novel futures-oriented and participatory approach that asked what future envisioned
knowledge systems might need to look like and how we might get there. Findings suggest that envisioned future
systems will need to be much more collaborative, open, diverse, egalitarian, and able to work with values and
systemic issues. They will also need to go beyond producing knowledge about our world to generating wisdom
about how to act within it. To get to envisioned systems we will need to rapidly scale methodological innovations,
connect innovators, and creatively accelerate learning about working with intractable challenges. We will
also need to create new funding schemes, a global knowledge commons, and challenge deeply held assumptions.
To genuinely be a creative force in supporting longevity of human and non-human life on our planet, the shift in
knowledge systems will probably need to be at the scale of the enlightenment and speed of the scientific and
technological revolution accompanying the second World War. This will require bold and strategic action from
governments, scientists, civic society and sustained transformational intent.

In the past ten years over 25,000 housing units were demolished as part of the Chicago Housing Authority[the CHA] “The Plan for Transformation: CHAnge.” This latest surge is demolition of CHA housing that CHA built from 1934 replacing earlier chaos and blight. This is ...

I consider the decision to construct two phases of Chicago Public Housing as a Capitalist response to the Crisis of Housing in America during the 30's and the 50's in context of the intellectual, Scientific, and Active thought of the Pragmatic Reformers from ...

An increased public and academic interest in drawing and sketching, both traditional and digital, has allowed drawing research to emerge recently as a discipline in its own right. In light of this development, Writing on Drawing presents a collection of essays by leading artists ...

Architectural Design explains the mysterious and little-discussed process of designing architectural projects. Through discussion and case studies, it allows the reader to develop a personal approach to architectural design, based on their own values, skills and preoccupations. This book sets architectural design education within its context by describing the design studio and explaining the activities that take place there. The realities of the design process, and the relationship between education and practice, are explored in detail. The book describes each stage of development, from concept through to completion, and includes interviews with leading architectural practices. The architectural design process is as diverse as the people who practise it; every architect follows their own individual design process. The book introduces a number of different processes through examples and case studies. This allows a reader to identify with certain methods that they could develop to respond to their own work, and enables them to develop their own unique approach.

This paper explores a proposal for a new form of ‘architectural agency’ as a means to undertake live projects in education. This has been tested by the authors in a programme of live projects named OB1 LIVE begun in 2008. These projects are commissioned by community-based clients and created by year one students at Oxford Brookes School of Architecture. Live projects are often understood as ‘building’ projects happening outside the studio, as if in opposition to design studio projects. OB1 LIVE seeks to take theoretical ideas into the city and bring the real world into the studio.

The paper tests and extends pedagogic theories raised by John Hejduk’s, Education of an Architect and explores the realisation of his theoretical projects into built works by reflecting on Writing the City, his student-built project in Stockholm in 1998. Live projects expose the social, cultural and political processes of both design and construction. We outline our pedagogical strategy to use live projects to situate the learning of students in a place that is relevant to their expectations of both architectural education and practice.

This creates a shift in teaching method from the contemporary student/tutor relationship. The ‘architectural agency’ requires tutors to negotiate with a client willing to give time and flexibility of expectation in return for the energy and originality of student designers. The tutor-as-agent is critical to the dynamic of this relationship, their skills being essential to support learning and creativity and meet the expectations of all participants.

Keywords:
Agency
Architectural Education
Architectural Practice
Collaborative Projects
Community Groups
Live Projects
Pedagogy

Abstract: This paper discusses ways that health and safety issues can be considered creatively at both project planning and also project design and construction phases of a live project by use of a case study: a year one live project at Mount Place, Oxford. The nature of the involvement of tutors, students and clients with health and safety matters and in different phases of the project is explained and the paper describes ways that were established by the authors for each party to engage with them and increase their understanding of them.