糖心vlog

For pressing and complex spatial or social urban agendas, understanding and interpreting place has always been an important issue. In-depth and close explorative reading of a site鈥攊n which drawing, modeling and writing (the basic tools of architecture) become instruments to open up new perspectives鈥攊s vital for imagining site-specific architectural possibilities. We thus see creative imagination, related to and emerging from place, as a crucial source of innovation. As educators, therefore, we need to examine how to guide students explore their imaginative faculties. Our pedagogic approach is founded upon the philosophical thought of phenomenology, theory on place, findings from neuroscience, and examination of architectural precedents. Based on these underpinnings we developed a course that focused on enhancing students鈥� spatial imagination and challenged them to think how the tools of architectural analysis and design can offer new imaginative ways to approach the local, social and historical aspects of a place. The paper illustrates how this framework is brought into architectural education by engaging the example of 鈥淢ethods of Analysis and Imagination,鈥� a master level elective course we taught in 2019. It presents the course鈥檚 overarching structure, as it unfolded over three intensive workshops on drawing, modeling and writing respectively. Investigating a selected site鈥攖hrough readings, conversations, exercises, hands-on and in situ assignments鈥攖he three workshops explored the way imagination can help us look at a place, and discover new and unique spatial or architectural relationships lurking in the banal and the ordinary. Through selected students鈥� work the paper concludes situating the course in an educational context that cares to expand spatial and architectural imagination, trusting imagination to be the productive and valuable answer to the many critical contemporary conditions we face as architects.

Volume Editors

ISBN
978-1-944214-37-1