I got an email from Oxford Brookes University this week announcing the imminent launch of this call for participation. Following from our own very productive Live Projects 2011 colloquium at Queen’s University Belfast, it’s good to see more interest in the field and more events such as this to bring live project students and teachers together to talk pedagogy.
For more information, including a schedule and details about registration, see the website.
Symposium: Live Projects Pedagogy International Symposium 2012
Critical reflections on Live Projects with a view to co-creating a pedagogic best practice framework
Thursday 24th – Saturday 26th May 2012
Oxford Brookes University, Headington Hill Campus.
A three-day international symposium by and for live project educators, live-project community participants, live project students, practice architects involved in community co-design, University management involved in community partnership projects, and live project practitioners and participants from associated fields and disciplines.
Problem-based learning, community-engaged scholarship, co-design, peer-based learning, tacit knowledge, threshold concepts, practice-ready skills, professionalism and ethics, diversity, critical citizenship, education futures, deep and surface learning, live project methodologies and paradigms, architecture curriculum, assessment and validation.
Overview: Why do we need critical live architecture project pedagogy?
Benefits to clients
The recent economic downturn and ongoing restructuring of both the professional training and design practice management, signifies a tipping point in the way we currently teach and practice architecture. As a profession, architects are by definition tasked with serving the interests of the public. Yet many architects would argue that delivering upon this requirement is not without difficulty given the constraints of a sector focused triptych that prioritises time, quality and cost over human factors.
Benefits to the profession
Architecture practices have often voiced concerns that schools of architecture do not provide students with the right set of skills needed in practice. Schools often defend their teaching by emphasising the role of Universities in developing creative and aesthetic capabilities that will produce good designers and ultimately good buildings and spaces. This kind of teaching is usually delivered within a studio environment that presents students with fictional rather than ‘real time’ challenges considered to be more likely to produce visionary and creative design output.
Benefits to students
The majority of UK architecture students have no contact with clients or with the consultation process until after they graduate. ‘Live studio’ projects not only address this but they also enable students to gain practice-ready professional experience such as job running, as well as develop a sense of civic social engagement and gain an education that is aimed at nurturing tomorrow’s citizens for lives of consequence.
Benefits to Universities
As well as Universities, public sector organisations and charities are facing financial pressure upon their ability to deliver to their clients effectively. Although this presents huge challenges in terms of resources, this is also an opportunity to establish partnerships that provide enduring benefits by mobilising students, faculty, and neighbourhood organizations to work together to solve urban problems that revitalize the economy, generate jobs, and rebuild communities. In the USA, these partnerships are far more prevalent than in the UK. Known as Community University Partnerships, these ‘resource units’ that are often located on and off campus, provide effective, community-engaged scholarship for students from a range of disciplines. Based upon the success rate of these kinds of learning environments, UK Universities clearly have some catching up to do.
The knowledge gap
The principle aim of this symposium is to critically examine the learning value of live projects to students of architecture and to consider how they are attained and what their value is, particularly in terms of the students professional development and to the shaping of the profession as a whole.
During the symposium, live project ‘best practice’ will be critically defined in the interests of educators, students and schools alike. Subsequently, delegates will co-author a Live Project Pedagogy Charter, aimed at enabling Live Projects to be validated, academically accredited and formally integrated into mainstream architecture curriculum.
Format of Presentations
Paper sessions will consist of four presenters within each 90-minute session. Each session will be chaired. The session time will be divided equally between the presenters. Workshop presentations will be given a full 90-minute session. Panel sessions will provide an opportunity for three or more presenters to speak in a more open and conversational setting with conference attendees.
Two-Week International Live Project Summer School 2012: Montana State University & Oxford Brookes
The symposium will include visits to and presentations by community and student participants to an Oxford-based Live Project Summer School – partnered with Oxford City Council – and involving students from graduate architecture programs at Montana State University & Oxford Brookes University.
Architecture tours of ‘secret’ Oxford
Social activities for visiting delegates include organised tours of historic Oxford, including visiting some of the key architectural gems and hidden delights.
- Generation of Live Project Pedagogy Charter
- Double-blind, peer-reviewed Symposium specific Journal
Filed under: blog, architecture, conference, education, learning, live projects, Oxford, pedagogy