All posts by Paige Rebecca Geldrich, Suheng Li and Megan Elizabeth Shrout

Theory Reading Posts

On Critique

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By Paige Geldrich , Megan Shrout, and Suheng Li

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Strategizing in Pluralistic Contexts: Rethinking Theoretical Frames
In the reading, we’ve been introduced about the pluralistic of the value system by Professor Jean-louis, Ann and Linda in their article Strategizing as an Accommodation Process: Managing Competing Values. Jean-louis is a Canada research chair on governance, and Ann, a professor of Management in Montreal as well as Linda.

The article talked about the competing values systems and was seeking a possibility of achieving the co-existence. It further explained the statement by illustrating the example of six “worlds”. Furthermore, Professors interpreted that the , critique and compromise is the process to achieve the goal of coexistence and reconciliation for the values system. This inspires us about the roles that architecture can play in the world of multiple values system.

Question:Are there other terms of architecture that can reflect different competing value systems besides the function?

Is there any example of architects/architecture that “critique in society and contest the legitimacy”?

Values
In our second reading, we are directed around the world of Values in Thomas A. Markus and Deborah Cameron’s book The Words Between the Spaces: Buildings and Language. Markus is a professor of building science at the University of Strathclyde, and Cameron, a professor of Languages at the Institute of Education at London University. With their collaborative effort, Markus and Cameron analyze the art of critiquing itself. Pointing to the location of the evaluation, selection of objects to be evaluated, language used to evaluate the object, and actual characteristics of the criticism itself, they demonstrate that architecture criticism should be read and written with a critical mind and eye.  

Question : After reading Markus and Cameron’s Values, what do you think the motivation behind most professor led studio critiques is?

 

Photo Credit to https://fischerlighting.wordpress.com/2013/03/02/lessons-from-architecture-school-separation-of-ego-and-debate/

 

5 theses

5 These- Haley DeNardo and Paige Geldrich

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Paige and I worked collectively to come up with the five these below as well as the six required sources for each.

Thesis 1: Millennial will influence both architecture design and the design process heavily in the coming years.

  1. Smithson, Peter, Catherine Spellman, and Karl Unglaub. “Peter Smithson: Conversations with Students: A Space for Our Generation.” New York: Princeton Architectural, 2005. Print.
  2. D’Souza, Newton, So-Yeon Yoon, and Zahidul Islam. “Understanding Design Skills of the Generation Y: An Exploration through the VR-KiDS Project.” Design Studies 32.2 (2011): 180-209. Web.
  3. Wallace, B. (2015). “Millennials’ preferences will dictate design & construction of future world.” The Enterprise, 44(33).  30 March 2015. Print.
  4. Lachman, M. Leanne, and Deborah L. Brett. “Gen Y and Housing by ULI.” Urban Land Institute ICal. N.p., 13 May 2015. Web. 05 Sept. 2015. <http://uli.org/report/gen-y-housing-want-want/>.
  5. Novitsky, B. J. “Making the most of your firm’s Millennials.” Architectural Record 196, no. 8 (August 2008): 65. Academic Search Complete, EBSCOhost (accessed September 5, 2015).
  6. Graboski, Morgan, “Housing For Introverts” (2015). Architecture Senior Theses. Paper 284. http://surface.syr.edu/architecture_theses/284

 

Thesis 2: Children are affected both positively and negatively by their environment and architecture.

  1. Gelfand, Lisa, and Eric Corey. Freed. “Sustainable School Architecture: Design for Primary and Secondary Schools.” Hoboken, NJ: John Wiley & Sons, 2010. Print.
  2. Macdonald, Donald. “Architecture for Kids: Deinstitutionalizing the Design of Child-care Centers.” Day Care and Early Education 17.4 (n.d.): 4-8. Web. 5 Sept. 2015.
  3. Bartlett, Sheridan. “Cities for Children: Children’s Rights, Poverty and Urban Management.” London: Earthscan, 1999. Print.
  4. Weinstein, Carol Simon., and Thomas G. David. “Spaces for Children: The Built Environment and Child Development.” New York: Plenum, 1987. Print.
  5. Tai, Lolly. ”Designing Outdoor Environments for Children: Landscaping Schoolyards, Gardens, and Playgrounds.” New York: McGraw-Hill, 2006. Print.
  6. Spencer, Christopher, and Mark Blades. “Children and Their Environments: Learning, Using, and Designing Spaces.” Cambridge, UK: Cambridge UP, 2006. Print.

 

Thesis 3: The style of the typical architecture education encourages high stress environments and unhealthy lifestyles, and needs to change.

  1. Boyer, Ernest L., and Lee D. Mitgang. “Building Community: A New Future for Architecture Education and Practice: A Special Report.” Princeton, NJ: Carnegie Foundation for the Advancement of Teaching, 1996. Print.
  2. Ockman, Joan, and Rebecca Williamson. “Architecture School: Three Centuries of Educating Architects in North America.” Cambridge, MA: MIT, 2012. Print.
  3. Nazidizaji, Sajjad, Ana Tome, Francisco Regateiro, and Ahmadreza Keshtkar Ghalati. “Narrative Ways of Architecture Education: A Case Study.” Procedia – Social and Behavioral Sciences 197 (2015): 1640-646. Web.
  4. Ulusoya, Mine, and Emine Kuyrukcu. “The Meaning and Importance of the Traditional Architecture in Architecture Education; Gönen Winter School Model.” The Meaning and Importance of the Traditional Architecture in Architecture Education; Gönen Winter School Model. N.p., 18 Aug. 2012. Web. 05 Sept. 2015. <http://www.sciencedirect.com/science/article/pii/S1877042812026961>.
  5. Salama, Ashraf, and William O’Reilly. “Architecture Education Today.” N.p.: n.p., n.d. Print.
  6. Ellis, William R. “Re-Designing Architects: Education, Research and Practice.” Journal of Architectural Education 25.4 (1971): 85-92. Web.

 

Thesis 4: The current gap between architecture school and the professional world causes problems for graduating students as well as emerging professionals and should be modified immediately.

  1. Bredeson, Paul V. “Designs for Learning: A New Architecture for Professional Development in Schools.” Corwin Press Inc., 2003. Print.
  2. Nicol, David and Pilling, Simon. “Changing Architectural Education: Towards a New Professionalism.” Spon Press: London, 2000. Print.
  3. Wigley, Mark. “Prosthetic Theory: The Disciplining of Architecture.” MIT Press, Assemblage No. 15, August 1991. Print.
  4. Keogh, Barbara K. “Narrowing the Gap between Policy and Practice.” Academic Journal Article: Exceptional Children. Accessed September 2015.
  5. Thornton, Patricia: Jones, Candace: and Kury, Kenneth. “Institutional Logics and Institutional Change in Organizations: Transformation of Accounting, Architecture, and Publishing.” Research in the Sociology of Organizations, August 2005. Website accessed September 2015.
  6. Prakash, Vikramaditya. “The Interests of Desire: Feminism and Aesthetic Pleasure in Architecture.” Architecture Plus Design, March 1992. Online Article, Accessed September 2015.

 

Thesis 5: In the culture we live in today, architecture and feminism and inextricable linked and should both be considered when designing.

  1. Ahrentzen, Sherry. “The Space between the Studs: Feminism and Architecture.” Signs, The University of chicago Press, Vol. 29 No. 1, Autumn 2003, pages 179-206. Print.
  2. Rendell, Jane: Penner, Barbara; and Borden, Iain. “Gender Space Architecture: an Interdisciplinary Introduction.” Rutledge and Taylor & Francis Group, 2000. Print.
  3. Rothschild, Joan. “Design and Femenism: Re-Visioning Spaces, Places, and Everyday Things.” Rutgers, The State University, 1999. Print.
  4. O’Neill, Maggie. “Adorno: Culture and Femenism.” SAGE Publications Ltd: London, 1999. Print.
  5. Coleman, Debra; Danze, Elizabeth; and Henderson, Carol. “Architecture and Feminism.” Princeton Architectural Press through Yale University, 1996. Print.
  6. Lewis, Rodger K. “Architect? A Candid Guide to the Profession.” MIT Press, Third Edition, 2013. Print.