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    Encountering the pedagogy of live and interactive architectural projects

    Pretty, Annabel; McPherson, Peter

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    Pretty & McPherson 2017 FINAL.pdf (665.7Kb)
    Date
    2017
    Citation:
    Pretty, A.C., & McPherson, P. (2017). Encountering the Pedagogy of Live and Interactive Architectural Projects. The Journal of Public Space, (Special Issue) Critical Thresholds: Traversing Architectural Pedagogy, Research, and Practice. 2 (3), pp.63-66
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/4243
    Abstract
    The use of the word “live” as a prefix for a project, is a thought-provoking, and perplexing concept; does one assume that all other projects are dead? Or is it that "(a)live," in the studio build paradigm, is about the currency and value of the moment? Or is it that one is operating outside of normative architectural academia, and is therefore (a)live? Untangling the meta meaning of the verb “live” and then juxtaposing it with the word “interactive” could draw the reader to the conclusion that we are talking about a nonmomentary or continuous two-way transfer of information – often as not between the student, the lecturing staff and external agencies (in many cases real clients). It is this existence between the borderland of academia and practice that this chapter hopes to unpack and clarify.
    Keywords:
    live build projects, studio praxis, design thinking, collaborative projects, architecture education, design process, iterative
    ANZSRC Field of Research:
    130299 Curriculum and Pedagogy not elsewhere classified, 120199 Architecture not elsewhere classified
    Copyright Holder:
    © Queensland University of Technology
    Copyright Notice:
    The Journal of Public Space is licensed under a Creative Commons AttributionNonCommercial 4.0 International License. It provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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