PETER FATTINGER: design.build studio. HANDS-ON SOCIAL ACTIVISM IN ARCHITECTURAL EDUCATION
The design.build studio at Vienna University of Technology offers students the particular opportunity to be physically involved in all phases of a real architectural project, from design to construction. The project-based learning method fosters learning in a very immediate way: within the project, students have a hands-on building experience where they can learn a lot about building techniques and detailing, how to deal with the budget, schedule and unexpected obstacles, as well as to work in a big team, in collaboration with others. In the course of the projects the students communicate and negotiate with real clients, prospective users, local authorities, consultants, craftsmen and material suppliers. And consequently, in the construction phase, the students are also confronted with the frictional resistance which usually occurs, when plans get transformed into built reality. Nevertheless the immediate goal of the design.build studio is not only to build architecture, but rather to give students the possibility to evaluate the quality of their thinking against the constraints of the real world and to understand the implications of their decisions in a broader context. Furthermore, the studio focuses its efforts at socially engaged building projects and encourages students to get active and take on civic responsibility. Founded by Peter Fattinger in 2000 at the university’s Institute of Architecture and Design, the design.build studio has been realizing a big variety of different projects, ranging from temporary installations in urban public space to permanent buildings for social institutions, located in Austria, South Africa and Indonesia. In the lecture, Peter Fattinger will present a selection of these various design.build projects and discuss their framework and process as well as their relevance in architectural education.
Peter Fattinger is an architect and educator – with his colleague Veronika Orso, they run design and fabrication studio Fattinger Orso Architektur in Vienna, working at the intersection of architecture, art and design. The work ranges from small object design, interior projects, exhibition design to public art installations, cultural productions and urban interventions, as well as lecturing and teaching. At the Institute of Architecture and Design at the Vienna University of Technology, they lead a design.build studio. Since 2000, various projects have been implemented by the students on a 1:1 scale: mobile kiosks, temporary accommodation for asylum seekers, accessible and usable installation in public urban space, community buildings in South African townships as well as rebuilding projects on the Indonesian island Nias. From the initial design sketch to the development of models and detailed drawings, and all the way to hands-on involvement in the entire construction process, teams of students work through all the stages of a realistic construction project themselves, with all the related responsibilities and consequences. In 2011, Peter Fattinger concluded his PhD in architecture with the topic Design-Build-Studio. Conditions, Processes and Potentials of Design-Build-Projects in Architectural Education.
ARE WE ARCHITECTS? ON EDUCATIONAL, ARCHITECTURAL PROFESSION AND INSTITUTIONAL CRITIQUE
In the last fifteen years or so the architectural education has seemed to be increasingly under double pressure. One set of criticisms stems from the recalibration of institutional frameworks and is linked to the so-called “research turn” to which architecture schools and other design disciplines reacted with vaguely articulated approach of research by design or design by research. This subterfuge clearly signals epistemological divide between architecture and other methodologically more grounded sciences. Second set of problems seems to orbit around “eternal” wrestle between theory and practice and such criticism is typically pointing at disconnectedness of architectural education (and by extension academic research in architecture) from the “real world problems” and its relevance to the “real life”. Relevance is precisely the sore point that connects all the anxieties arising from the relation between academia and the architectural profession and by extension from the relation between the profession and the “Society”. By this vector of thought the epistemological question becomes an ontological one: How do we, as architects, relate to the world?
The lecture series “Are we architects? On Educational, Architectural Profession and Institutional Critique” is financially supported by the Ministry of Culture of the Czech Republic, the Statutory City of Brno and the AKTION programme.
PETER FATTINGER: design.build studio. HANDS-ON SOCIAL ACTIVISM IN ARCHITECTURAL
The Faculty of Architecture at the Brno University of Technology, in cooperation with the Brno Gallery of Architecture and the Student Organization of the Faculty of Architecture, cordially invites you to attend a lecture “design.build studio: hands-on social activism in architectural education” held by Peter Fattinger which is part of the lecture series “Are we architects? On Educational, Architectural Profession and Institutional Critique”. The event will take place on Thursday 2 May, 2019 at 18:00 in the lecture hall A310 at the Faculty of Architecture, Poříčí 5, Brno. The lecture will be held in English.PETER FATTINGER: design.build studio. HANDS-ON SOCIAL ACTIVISM IN ARCHITECTURAL EDUCATION
The design.build studio at Vienna University of Technology offers students the particular opportunity to be physically involved in all phases of a real architectural project, from design to construction. The project-based learning method fosters learning in a very immediate way: within the project, students have a hands-on building experience where they can learn a lot about building techniques and detailing, how to deal with the budget, schedule and unexpected obstacles, as well as to work in a big team, in collaboration with others. In the course of the projects the students communicate and negotiate with real clients, prospective users, local authorities, consultants, craftsmen and material suppliers. And consequently, in the construction phase, the students are also confronted with the frictional resistance which usually occurs, when plans get transformed into built reality. Nevertheless the immediate goal of the design.build studio is not only to build architecture, but rather to give students the possibility to evaluate the quality of their thinking against the constraints of the real world and to understand the implications of their decisions in a broader context. Furthermore, the studio focuses its efforts at socially engaged building projects and encourages students to get active and take on civic responsibility. Founded by Peter Fattinger in 2000 at the university’s Institute of Architecture and Design, the design.build studio has been realizing a big variety of different projects, ranging from temporary installations in urban public space to permanent buildings for social institutions, located in Austria, South Africa and Indonesia. In the lecture, Peter Fattinger will present a selection of these various design.build projects and discuss their framework and process as well as their relevance in architectural education.
Peter Fattinger is an architect and educator – with his colleague Veronika Orso, they run design and fabrication studio Fattinger Orso Architektur in Vienna, working at the intersection of architecture, art and design. The work ranges from small object design, interior projects, exhibition design to public art installations, cultural productions and urban interventions, as well as lecturing and teaching. At the Institute of Architecture and Design at the Vienna University of Technology, they lead a design.build studio. Since 2000, various projects have been implemented by the students on a 1:1 scale: mobile kiosks, temporary accommodation for asylum seekers, accessible and usable installation in public urban space, community buildings in South African townships as well as rebuilding projects on the Indonesian island Nias. From the initial design sketch to the development of models and detailed drawings, and all the way to hands-on involvement in the entire construction process, teams of students work through all the stages of a realistic construction project themselves, with all the related responsibilities and consequences. In 2011, Peter Fattinger concluded his PhD in architecture with the topic Design-Build-Studio. Conditions, Processes and Potentials of Design-Build-Projects in Architectural Education.
ARE WE ARCHITECTS? ON EDUCATIONAL, ARCHITECTURAL PROFESSION AND INSTITUTIONAL CRITIQUE
In the last fifteen years or so the architectural education has seemed to be increasingly under double pressure. One set of criticisms stems from the recalibration of institutional frameworks and is linked to the so-called “research turn” to which architecture schools and other design disciplines reacted with vaguely articulated approach of research by design or design by research. This subterfuge clearly signals epistemological divide between architecture and other methodologically more grounded sciences. Second set of problems seems to orbit around “eternal” wrestle between theory and practice and such criticism is typically pointing at disconnectedness of architectural education (and by extension academic research in architecture) from the “real world problems” and its relevance to the “real life”. Relevance is precisely the sore point that connects all the anxieties arising from the relation between academia and the architectural profession and by extension from the relation between the profession and the “Society”. By this vector of thought the epistemological question becomes an ontological one: How do we, as architects, relate to the world?
The lecture series “Are we architects? On Educational, Architectural Profession and Institutional Critique” is financially supported by the Ministry of Culture of the Czech Republic, the Statutory City of Brno and the AKTION programme.
Inserted by | Toman Radek, Ing. arch. |
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