playtime

hi!

for those of us in 435 this morning... what a great lecture! for those of you not enrolled or missed, here is what Garth lectured on this morning (and 1 minute into the afternoon).

the major topic of the lecture was deconstructivism. he didn't approach the lecture as many other guest have by reciting architects, their buildings and the relevance (although that did come a bit at the end) but instead explored the theories and ideologies behind de-construction itself.
(items in quotations are from Garth's lecture/slides)

'how can intellectual or physical processes that take things apart, liberate (or improve) putting them together?'

'is discarding tradition and standards of excellence (i.e. repression) necessary to find freedom and innovation?... or are boundaries necessary to navigate, discover and verify where, what and how these freedoms provide value?

do guidelines and parameters provide guidance and serve as the gutter-guards to our architectural explorations? or do they limit the dimensions of our educational foundation? by encouraging certain ways of thinking or doing, are other ways, by default, discouraged?

additionally, do rules and standards prevent anywhere from being populated by any building designed by anyone? would a strict set of guidelines guarantee success in design?

he ended the lecture by interrogating our traditional idea of 'play'. i've thought about the value of play in regards to primary education, but never had applied the concept to our architectural education.

'the art, humor, adventure and comedic dimensions of deconstructivist work is inherently critical, proactive and trans formative... without knowing for what purpose or end'

would our studio projects and exercises be more beneficial if we weren't aware of the NAAB standards that we were fulfilling? what is the point of fully exploring a thought if the primary purpose of the exercise is to have stellar line weights? a foundation of basic skills is beneficial, however could the student or professional with the worst line weights benefit from misinterpreting their drawings and finding new layers of understanding?

'does canonizing (industrializing) deconstruction, ironically discard or diminish the promise of play'

by giving 'play', architectural or otherwise, a name, does it pervert the initial purpose of the act? freedom of outcome is one of the beauties of play.

i know that my thoughts have been mostly in question form, but i am hoping to not only extract and dicuss thoughts from you guys, but also from myself.

Since we didn't get to meet up yesterday, I think we have to be certain that we will meet next friday so that we do not let this get away from us. With that said, I have an idea about what our "theme" of the night could be. I think that it would be great if everyone read an article or two of the published modules and write/think/formulate a critique to it. I think this will address a bunch of issues, a few are: make us more familiar with module, understand what type of articles are publish-worthy, how they address their audience, see what articles are pretentious- if so why, etc.

I've read a few good articles in there that I overlooked before that I think could help us also get the ball rolling on where we want to take this.

Let me know what you guys think.

dave

fresh update...

marg and i found the pilot issue. check dave o's desk for copies.

Beer and Poetry Notes

The first of Beer and Poetry, again. Sorry this is such a long post, but it includes notes from two meetings. Happy musing!

• ideas for module content generation
  
• interventions
• haiku reviews of architecture lectures
• whatever we can get submissions, if people like it we'll bring it back
• quotes
• for discussions
• possible focus points for discussions prepared before or after
• also could gain ideas from discussion and research and generate later
• audience?
• publicize something to get attention for it
• however - this is for getting our ideas out and matured on paper for us
• represent readings
• core group for content and reader generated submissions if available
• We are not writing for someone
• get issue done before buzz
• Open source architecture/ Architecture for Humanity Cameron Sinclair
• a network for people to submit designs for third world countries
• can be anything even mundane
• openly submit design ideas, test them and see if they work
• once design is built it can't be copywrighted by anyone else, but anyone in any third world country can download it and built it
• collaborations
• architecture school
• tension of architecture
• trying to design "good" architecture conservatively in school, versus breaking boundaries
• new expeiences based on architectural thougts
• architecture school experience
• insiteful writing on issues of bein involved in architecture culture
• environment for learning
• challengeing your environment what means what and how
• disecting a wink
• Procrastination- self-reflection
• Biggest issue= wrap around Ambrose
• "If you love it, clone it"
• Dont be pretentious- no elevated vocab, dont want to fart above our assholes, meaningful, well-informed words.
• Studio culture= isolated from campus, want an issue in Diamondback
• Module= Diamondback for architecture school, relationship to university-get other people involved
  
• Slip them in the Diamondback
• Better way to teach architecture?? Could we learn architecture without being in studio? Better to be submerged or to step back and think about it? Where is the balance?
• Is there a happy architecture student? Is it appropriate for a university campus? Should we be in a firm as a mentor?
• Should we be designing retreats? What should we be learning?
  
• Different teachers are better for different people
• Problem= dissconnect with critic and student
• Explain, analyze problems and then have a 'so what', what do we do about it?
• ALWAYS GOING TO BE MORE, need a stopping point- Is there ever an end?
• Can design the same project their whole life and never be done, fundamentals of design is always evolving. If time allows evolution of design- will always be more/new design
• Quotes- how we are introduced to things
• Possible theme= word, can be organic but also think critically. Can interpret a word in so many ways, good idea for theme
  
• We are isolated- how do you connect to the world? Talk to other majors?
• Quad conference- generate other things, generate buzz
• Restraint vs editing- fell free to edit, but dont restrain each other. This needs to be a free space.
• Write something, put your thoughts after it- the exquisite corpse
• Inviting excessability- dont do too much text/content/graphics
• Website- post cool sites, visit it, get inspired.
• Digital vs something tangible, better reading it out of the magazine or online?
  
• Attending Beer and Poetry Night is mandatory for any influence on direction
• definitions of architecture
• architecture is shit
• is the creation of shelt by a group of individuals
• is what does it matter to define
  
• primitive hut
• architecture is such an ambiguous topic, imore vague then other careers
• constant issue in the field of architecture
• in architecture - you CAN do more than be architect
• architecture is a "pretty" way in which we can define our discipline
• where does design want to manifest itself. Can't it manifest itse;f in other interventions
• Do you still beat your wife?
• Be organic!

meeting 4/10/09

• meetings => contribute to discussions
• never really settled on theme, but led to discussion of lots of themes
• we'll talk about this for 30 min and you talk about this for 30 minutes
• not an organization - cloud of changing people
• intended audience - other school from architecture
• ways to get around the edge of getting money
• fundraising - sell it to firms
• macnturff
• steve parker
• money through egb and sga
• faculty members maybe be willing to pitch in research money
• school of architecture
• don't let professors publish
• don't let alumni write in it
  
• keep it student => don't let it become an organization -> no members no dues
• secret santa for ideas
• other people read your ideas - starter for development of ideas
• decide audience - no critique of any faculty members or projects specifically
• turn it into an archetype that could apply to many different settings
• may use this semester to brainstorm and get ideas started and raise awareness - fundraise all summer and bang it out in september

Module

Hey guys! Here are the notes i scribbled down during our discussion last Friday. Some of them make sense to me and some of them don't.. so i can only imagine what they will mean to you.

- articles based on buzz

-interventions

- reading

- quotes

-travel journals

- series of quick thoughts

- informal vs formal conversations

- basing off of a quote and then allowing web to form

- reviews of class readings with thoughts

- generating thought (and material) through architectural experiences

- experience vs inexperience

- extension of thought

- what do we get out of extension of experience

- breaking the rules = superfluous

- challenging environments

- what feels natural and right... why? self analyzing

- honesty- not overextending our intellectual means

- well informed, accessible

- disconnect and self contained

- perspective students- reveal

- subversion and removal

- education

- how to build on architectural knowledge

- disconnect between methodologies

- synthesize

- there is always more

- when do things really end?

- fundamentals of design

- times changes design

- insights within studio

- relevancy of.....

- force vs

- Liz Diller

- doesn't have to be a criticism, but just to be

- isolation vs connection

contact vs details

- don't get caught up

- ' let's just have something'

- date of April 14: have material

- before graduation: have product

- perception

- theme without authority

- restraint vs. editing

- module = free space

- edit grammar/spelling

- exquisite corps

- inviting

- accessibility

- images- same thought as articles: fun and free

- 'talking is poetry'

- blog-form generator

- refine the 'meat'

- limiting access to blog

- physical vs digital

- forum

- blog access

- developing confidence and understanding

- motivator

- viral and guerrilla advertising

- 'my life is a mess of majestic proportions'

- requirement: 'whoever can make it to beer and poetry night'

- attendance = influence

- walls are not the force which defines architecture or space

- definition, placing meaning

- cop out question vs cop out answer

- what do we get out of it

- designer's leading

- be mindful of egobation

- questions, concerns, fears?

- only do it when excited.

can't wait to see what comes from this......

First post: Studio

I guess I'll do the honors for the first post for the group.

I was clicking through the school blogs section of Archinect and I found an article that is eerily similar to what we are trying to do with module.

Here is the link for the article.

http://www.archinect.com/schoolblog/entry.php?id=87228_0_39_0_C

and

http://cornell-convivium.blogspot.com/

Basically, he and a group of students are analyzing the learning environment they are in. Pedagogy, time management, academic structure all come in to play. I know that Marisa has commented on the subject of re-thinking the academic structure for architecture. I think it is a valuable discussion, especially after reading the comments the blogger was suggestion.

Personally, I feel that the difficulties from studio are inevitable. Therefore, I need to adapt myself to the environment I'm rather than change the environment. However, that may not be the best approach. Maybe there does need to be a reassessment of our learning environment. I think it is safe to say that studio is not a healthy environment to grow in. The suggestions that Kyle, the blogger said, were directed towards the other classes we have to take. What if we removed those classes and could focus solely on studio? It might extend the schooling but may be their is worth to it.

I am starting to realize how important it is to be aware of the non-architecture related things we are learning from studio. What bad habits are we picking up that are worked so deeply in our subconscious that it may require another environment as intense as studio to work out? I fear sounding dramatic, however, I have concerns. Maybe this is a good place to get the dialogue flowing. I feel that I tend to repress my frustrations towards studio in order to not complain but maybe its time to cross the threshold, and take an objective stance on our learning environment and let it out.