Architecture Live Projects

Harriet Harriss is a chartered architect and a senior lecturer in Architecture at Oxford Brookes University, and the founding director of ‘Live Lab’: a university-situated incubator for architecture business start-ups committed to social innovation. Harriet’s teaching and research publications explore how architects can enable people to live better lives and whether the public or ‘end users’ should be given a more active role in shaping the spaces and communities in which they live and work.Lynnette Widder teaches at Columbia University and practices architectural design with aardvarchitecture in New York. From 2006 to12, she was Head of the Department of Architecture at the Rhode Island School of Design, and from 1994 to 98 was an editor of the bilingual quarterly Daidalos. She coauthored Ira Rakatansky: As Modern as Tomorrow (2010).

‘In this collection Live Projects are situated not as marginal activities that are nice to do, but as central to the reformulation of the values and methods of mainstream architectural education. At a time when the orthodoxies of professional education are being questioned, the essays here provide very useful pointers towards new ways of thinking, working and behaving.’ - Professor Jeremy Till, Head of Central Saint Martins, Pro Vice-Chancellor, University of the Arts London

• Foreword Preface Editorial 1. Theories & Models Chapter 1.1 Propositional taxonomies & flexible criterias Chapter 1.2 Learning theories for Live Projects Chapter 1.3 ENGAGE at California College of the Arts Chapter 1.4 What belongs to architecture Chapter 1.5 Co-authoring a live project manifesto 2. The Question of Assessment Chapter 2.1 Working the margins? Chapter 2.2 The NAAB Live Project Paradigm Chapter 2.3 Building is also a Verb Chapter 2.4 Live Projects at Mid-Century: A Prehistory 3. From Education into Practice Chapter 3.1 New formats for construction education outside the academy Chapter 3.2 The G.R.A.D programme: live project peer enablement Chapter 3.3 A different kind of Community Design Center Chapter 3.4 Gap filler: live project responses to a natural disaster Chapter 3.5 Configuring architectural education beyond an academic context 4. Case Studies Chapter 4.1 Constructing a contingent pedagogy Chapter 4.2 The Hyalite Pavilion, Montana, USA Chapter 4.3 Live Projects as dual qualifications Chapter 4.4 SLAB: Student Led Architecture Build, New York, USA Chapter 4.5 Vizhuntha Mavadi after the Tsunami, India Chapter 4.6 The Fareshare Project Chapter 4.7 The Littlemore Project, East Oxford UK Chapter 4.8 Motivating for Live Projects Chapter 4.9 Between citizens and the state Pedagogy into practice or Practice into pedagogy? Afterword