Encountering the pedagogy of live and interactive architectural projects

Pretty, Annabel; McPherson, Peter

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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
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