The Greenwich Design District is the next phase in London's largest single regeneration project - a new creative hub providing affordable workspaces and studios. Eight up and coming architecture practices have 'blindly' designed two buildings each, independently from one and other. The result is an amalgamation of 'architectural anarchy' and a 'neighborhood of playful contrasts.'
Urban developers Knight Dragon are coordinating the entire development of Greenwich Peninsula, celebrating the diversity of art, design, technology, music, and food industries that this innovative district will be the home of. The mix of architecture stays true to the ideals of the district, presenting a provocative front of 'unexpected contrasts' brought together by the same natural paving throughout the pedestrianized quarter designed by Schulze+Grassov to encourage communication and interaction between the public.
As urban environments become denser, more expensive and, on occasion, less desirable, creative minds are creating novel ways to escape the hustle, bustle, and tumult of the city. Fernando Abellanas, a designer based in Valencia, has gone to new extremes in his search for solitude. Positioned beneath a traffic bridge somewhere in the Spanish city, a hidden studio comprises a shelf, a chair, and a small desk – all anchored to the concrete undercarriage of the bridge by means of rails and rollers. Movable, the "room" becomes both impenetrable and isolated by the turn of a hand crank.
Tutors (or professors, depending on where you live). Everyone has horror stories about their tutors, just as everyone has stories about a teacherr they truly adored. Ultimately, your tutors are likely to be the single most important element of your architectural education; no matter how much effort you put into learning through other means, these people will probably become formative figures in not only your education, but your life in general.
It's easy to forget, though, that they are just that: people, with all the flaws and foibles that being a person entails. Some you will love to learn from, while others may be a little more difficult—but like Dickens' Christmas Carol ghosts, each type of tutor has their own lesson to impart. Here are the five different types of tutor you'll deal with in your architectural education, and what you should learn from each of them.
Washington’s Brookland neighborhood gained a jolt of artistic energy with the renovation of Dance Place studio and construction of Brookland Artspace Lofts. Dance Place incorporates a theater, office space, and an expanded dance studio. Brookland Artspace Lofts, a 78,000-square-foot residential development, provides 40 affordable live/work studios for working artists. Yolanda Cole, AIA, IIDA, LEED AP; Holly Lennihan, RA, LEED AP; and Starr Ashcraft, LEED AP BD+C with Hickok Cole Architects lead a tour of the buildings and explains how the programmatic needs unique to artists impacted their final designs. 1.5 LU HSW
In a recent article in which ArchDaily reached out to our readers for comments about all-nighter culture, one comment that seemed to strike a chord with many people was kopmis' assertion that, thanks to the tendency for professors to "rip apart" projects in a final review, "there is no field of study that offers so much humiliation as architecture." But what causes this tendency? In this article, originally published by Section Cut as "The Final Review: Negaters Gonna Negate," Mark Stanley - an Adjunct Professor at Woodbury University School of Architecture - discusses the challenges facing the reviewers themselves, offering an explanation of why they often lapse into such negative tactics - and how they can avoid them.
Nearly three weeks ago, the editors at ArchDaily reached out to our readers to help us investigate one of the most difficult challenges of architecture education: what do students and teachers think of the 24-hour studio culture that has come to pervade the architecture profession? As we mentioned in our original post, the idea that all-nighters are simply an unavoidable part of an education in architecture has come under fire recently, with some schools attempting to combat them by closing their studios overnight. Is this the right approach to reducing the hours that students are (over)working? If not, what should be done instead? Perhaps there are some people that still think a 24-hour culture can be beneficial to young architects?
The response we got to our question was astonishing, with 141 comments on the article itself and over 100 more on our Facebook post. From this discussion, two overriding themes emerged: firstly, many commenters seemed to believe that architecture students have too much work in the first place; secondly, there was almost complete consensus that closing the studios achieves nothing but moving the problem of all-nighters from the studio to students' homes. For the sake of brevity we've chosen not to include the many responses that mention these themes ideas in this post, but for anyone interested in seeing the evidence of these opinions, we encourage you to visit the original article.
As for the remainder of the comments, we've rounded up some of the most interesting contributions. Find out what 15 commenters had to say about the 24-hour studio culture - taking in arguments for and against it as well as discussing its wider consequences and ways to avoid it - after the break.
In a posthumous 1990 essay “A Black Box: The Secret Profession of Architecture”, Reyner Banham warned of architecture’s corrosive trend toward insulating itself from discussions outside of the discipline. Decades later, architecture finds itself in an even more dire state of affairs. Despite a transformed global context, the same paternalistic model of studio culture that has existed since the Beaux Arts remains in place. “Studio culture”, as currently practiced, promotes an outdated and parochial understanding of how design knowledge is produced, valuing expertise over synthesis and image over process and practice.
It also affects the health and wellness of students. Over ten years ago, the AIAS (American Institute of Architecture Students) and NAAB (National Architectural Accrediting Board) created a new requirement for accreditation, requiring all schools to address these precise concerns through a written policy on studio and learning culture. However, many schools of architecture across the country still do not educate students about this policy nor seem to follow it.
While there are certainly creative strengths and a generalized camaraderie fostered by traditional studio models, they do not adequately prepare students for navigating the global present. We believe there is an urgent need to reconfigure the institution of studio in order to address the pressing academic and professional issues of our time. We are putting forth what we feel are the guiding principles which must inform a progressive studio culture: agency, balance, flexibility, diversity, interactivity, interdisciplinarity, and sustainability. It is our hope these principles spur debate and much needed action for fundamentally transforming studio culture.
http://www.archdaily.com/515146/7-ways-to-transform-studio-culture-and-bring-it-into-the-21st-centuryLori Brown & Joseph Godlewski