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Arquitectura Avanzada 
QRO - AD2024


Repair the School / School of Repair:
How will we learn spatial practice in the future?



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Concentración de la Escuela de Arquitectura, Arte y Diseño 
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Laboratorio de Arquitectura Avanzada

Arquitectura Avanzada
QRO - AD2024

Assignment 3:
CASE STUDIES

Final Pin-up August 30, 2024

Due on September 1, 2024
“The interplay between its spatial arrangement and pedagogical strategy embeds the school with a specific kind of habitus, which influences the kind of character students take on in future practice.” (Farshid Moussavi)

[Describing a photo of teacher Giancarlo De Carlo debating with a student, surrounded by other protesting students in the street] “The circle of students has become a classroom - a portable, improvised space in which the real teacher is now the streets. The line between urban life and education has dissolved. Protest has become pedagogy.” (Beatriz Colomina, Ignacio Galán, Evangelos Kotioris, Anna-Maria Meister)


To learn about spaces of collective spatial learning, we will closely study various existing or historical ‘schools’ for the relationships between their spatial arrangements, their pedagogies, and their institutional structures. What and how do people learn there? What can we learn from how others learn? As you draw and analyze your case studies, consider your own postures and reflections on architecture schools so far. Are there spatial strategies or approaches that you would critique or take up?

For each case study, please do the following:
  1. Collect information. Write a short ficha + description that includes:
    • years of existence
    • location(s)
    • mission/values
    • founder(s), designer(s), notable actors
    • programs offered
    • ‘type’ as you might categorize it (“school without walls”, “open plan school”, etc.)
    • what (skills, abilities, subjects, values) do students learn here?
  2. Collect key images.
    • Choose 3 that best show what you want to show about this school.
  3. Using found and created drawings, create a set of analytical diagrams as follows:
    • Diagrams using Plans, at least one Section:
      • Diagram distribution of activities: ex. spaces of production, spaces of review/sharing, other spaces of learning.
      • Diagram distribution of departments/disciplines/programs
    • Diagrams at the scale of Site Plan / Campus Plan / City:
      • Diagram relationships to urban/phyical context
      • Diagram relationships to cultural/historical context (this might be more like a timeline and doesnt need to be at any particular scale)
    • Diagrams at the scale of the Room / Stuff / Body:
      • Diagram the choreography of at least one spatial arrangement for learning, including relationships between actors
    • Diagrams without scale
      • Diagram institutional structure / relationship to formal institution
      • Diagram curriculum
      • Diagram learning rhythms over time
      • Diagram the design pedagogy of the school
  4. Where would you place this school along these keyword spectrum, and why? In Wednesday’s class we will begin a collective mapping that includes everyone’s chosen case studies.
    • 1 - fixed/moving - 10
    • 1 - centralized/decentralized - 10
    • 1 - established/new - 10
    • 1 - traditional/experimental  - 10
    • 1 - isolated/integrated with local context - 10
    • What other keywords would you add?
    • Other dimensions to map:
    • Longitude/Geography/Region
    • Scale/Enrollment
    • Duration
    • Accessibility/Cost


Each student will complete two case studies. Please choose one case study from Bin 1 (Built, Formal Institutions) and another case study from Bin 2 (Built, Not Formal; or Unbuilt). If you have trouble finding information about your case study please ask - we have compiled plenty of information about many of these.

Bin 1  (Built, Formal Institutions)
  • Faculty of Architecture and Urbanism, University of São Paulo (FAU-USP) VANE
  • Nantes School of Architecture LUIS
  • Kanagawa Institute of Technology Workshop CHRISTIAN
  • Harvard GSD / Gund Hall
  • Yale YSOA / Rudolph Hall DIEGO
  • Cornell / Milstein Hall ABRAHAM
  • Escuela de Arquitectura Universidad de Talca EMA
  • Escuela Libre de Arquitectura Tijuana  JACQUI
  • Haystack Mountain School of Crafts LAU
  • School of Architecture UNAM
  • Taliesin / The School of Architecture
  • Bauhaus Dessau o Weimar
  • Universidad del Medio Ambiente
  • ETSAB - Barcelona ALE
  • Facultad de Arquitectura Universidad de Oporto
  • TU Delft (old and new)

Bin 2 (Built, Not Formal; or Unbuilt)
  • Floating University LAURA
  • Assembly House 150 LUIS
  • Ciudad Abierta (Ritoque), Valparaíso School ABRAHAM
  • Sweet Water Foundation Communiversity
  • Worlds End School
  • Bard College Architecture JACQUI
  • Dark Matter University DIEGO
  • Swamp School
  • First Aid Spatial Kit, Kharkiv
  • Street Lab Pop-up Stations ALE
  • Climavore: On Tidal Zones
  • Potteries Thinkbelt
  • Loudreaders Trade School
  • African Futures Institute EMA
  • Black Mountain College
  • Devenir Universidad 
  • School for Poetic Computation
  • COOPIA
  • HUNAM Heterotópica Universidad de Nodos Autónomos Móviles
  • Field Meridians Nature School
  • L’Academie du Climat
  • The School of Feral Grounds
  • Labva
  • The After School
  • The School of Impatiences / Le peuple qui manque
  • ABC Architecture Beyond Capitalism School VANE
  • Index Space
  • SESC Pompeiia CHRISTIAN
  • Anything from this channel: https://www.are.na/shannon-mattern/para-extra-institutional-schools

DELIVERABLE

Each individual submits independently.
Please use provided InDesign template.

REFERENCES