Assignment 6:
PROJECT. School of ______
Weekly Progress Desk Crits
Midreview Oct 4
Crit Day Oct 18
Final Review Oct 25
Final Submission Oct 27
PROJECT. School of ______
Weekly Progress Desk Crits
Midreview Oct 4
Crit Day Oct 18
Final Review Oct 25
Final Submission Oct 27
“Repair fills in the moment of hope and fear in which bridges from old worlds to new worlds are built, and the continuity of order, value, and meaning gets woven, one tenuous thread at a time” (Steven Jackson)
“When most people think about design, most people think it is about problem solving… There are other possibilities for design: one is to use design as a means for speculating how things could be…” (Anthony Dunne y Fiona Raby)
“Every crisis, actual or impending, needs to be viewed as an opportunity to bring about profound changes in society. Going beyond protest organizing, visionary organizing begins by creating images and stories of the future that help us imagine and create alternatives to the existing system.” (Grace Lee Boggs)
“A building project resembles much more a complex ecology than a static object in Euclidean space.” (Bruno Latour and Albena Yaneva)
“Maintenance at any particular site, or on any particular body or object, requires the maintenance of an entire ecology: attending to supply chains, instruments, protocols, social infrastructures, and environmental conditions.” (Shannon Mattern)
“The mess of labor, money, site conditions, ecological collisions, political squabbling, and occupancy appear at the end of the process as things to be accommodated. What if the mess were the starting point? What if ideas, drawings, buildings emerged through a feedback loop that involves social engagement, historical research, projective drawing, and material experimentation? What if authorship were relational, collaborative, and expansive?” (Bryony Roberts)
You will develop a thesis based on careful investigation and analysis, which will become the basis for the design of a speculative space of collective learning about spatial practice and its accompanying future pedagogies. You will imagine your chosen site(s) of intervention into 2050.
You will develop the project over multiple weeks, with graded progress desk crits at the end of each week. See here for weekly expectations. Below are the project components that you will develop:
“When most people think about design, most people think it is about problem solving… There are other possibilities for design: one is to use design as a means for speculating how things could be…” (Anthony Dunne y Fiona Raby)
“Every crisis, actual or impending, needs to be viewed as an opportunity to bring about profound changes in society. Going beyond protest organizing, visionary organizing begins by creating images and stories of the future that help us imagine and create alternatives to the existing system.” (Grace Lee Boggs)
“A building project resembles much more a complex ecology than a static object in Euclidean space.” (Bruno Latour and Albena Yaneva)
“Maintenance at any particular site, or on any particular body or object, requires the maintenance of an entire ecology: attending to supply chains, instruments, protocols, social infrastructures, and environmental conditions.” (Shannon Mattern)
“The mess of labor, money, site conditions, ecological collisions, political squabbling, and occupancy appear at the end of the process as things to be accommodated. What if the mess were the starting point? What if ideas, drawings, buildings emerged through a feedback loop that involves social engagement, historical research, projective drawing, and material experimentation? What if authorship were relational, collaborative, and expansive?” (Bryony Roberts)
You will develop a thesis based on careful investigation and analysis, which will become the basis for the design of a speculative space of collective learning about spatial practice and its accompanying future pedagogies. You will imagine your chosen site(s) of intervention into 2050.
You will develop the project over multiple weeks, with graded progress desk crits at the end of each week. See here for weekly expectations. Below are the project components that you will develop:
- Concept
- manifesto
- mini artifact that sheds light on the future world
- school/pedagogy diagrams that relate to principles
- research on focus, users/learners/teachers, site
- Drawings
- site plans, plans, sections, axons as co-determined with instructors to best communicate your project
- Views/Experiences
- could be collages, hybrid sketches, 2.5d drawings, renders, videos, GIFs, animations, other/hybrid! as co-determined with instructors to best communicate your project
- 2+ Inventive Representations
-
(could be used for entire suite of deliverables aka for Drawings, for Views/Experiences)
- at least one involves 3d to some extent, such as
- conceptual model
- fragment model
- paper view models
- 2.5d drawings
- inventive animations or gifs
- augmented reality layers/uses
- something that would be produced in that school/future
- (bio)material tests and inventions
- scroll drawing
- textile drawing
- new “standard” drawings aka deconstruction drawings etc
- invented detail sections
- comic strip
- soundscape
- oral history
- recipe
- game
- other!
- Presentation of all of the above with a crafted Story / Narrative of the project.
- consider:
- is it told from a future? from now?
- who is presenting, are you playing a role and what is the pov of that role?
- does the narrative include or follow characters?
- is it told as a day in the life of people?
- is it told through the life in a space (ex. “Here”)
- have fun with this!
DELIVERABLE
- For Mid Review / Crit Day / Final Review
- Digital Presentation
- Printed Material (up to that point) on tiled A3 or 30x30, pinned to vertical surface
- Any other physical pieces on horizontal surface
- For Digital Submission:
- Canvas: PDF of final presentation, PDF of printed material, photos of final review setup
- Arena: process from each desk crit, PDF of final presentation, PDF of printed material, photos of final review setup