Architecture Live Projects: Pedagogy Into Practice by Harriet HarrissArchitecture Live Projects: Pedagogy Into Practice by Harriet Harriss

Architecture Live Projects: Pedagogy Into Practice

EditorHarriet Harriss, Lynnette Widder

Paperback | July 9, 2014

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Architecture Live Projectsprovides a persuasive, evidence-based advocacy for moving a particular kind of architectural learning, known as Live Projects, towards a holistic integration into current and future architectural curricula.

Live Projects are work completed in the borderlands between architectural education and built environment practice; they include design/build work, community-based design, urban advocacy consulting and a host of other forms and models described by the book¿s international group of authors. Because of their position, Live Projects as vehicle for simultaneously providing teaching and service has the potential to recalibrate the contesting claims that both academia and profession make to architecture.

This collection of essays and case studies consolidates current discussions on theory and learning ambitions, academic best practices, negotiation with licensure and accreditation, and considerations of architectural integrity. It is an invaluable resource to current and future Live Projects advocates ¿ whether they aim to move from pedagogy into practice or practice into pedagogy.

Harriet Harriss is a chartered architect and a senior lecturer in Architecture at Oxford Brookes University, and the founding director of ¿Live Lab¿: a university-situated incubator for architecture business start-ups committed to social innovation. Harriet¿s teaching and research publications explore how architects can enable people t...
Title:Architecture Live Projects: Pedagogy Into PracticeFormat:PaperbackDimensions:230 pages, 8.75 × 6.35 × 0.68 inPublished:July 9, 2014Publisher:Taylor and FrancisLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0415733529

ISBN - 13:9780415733526

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Table of Contents

Foreword Ruth Morrow  Preface Mimi Zeiger  IntroductionHarriet Harris and Lynnette Widder 1. Theories and Models Chapter 1.1 Propositional taxonomies & flexible criteriasJane Anderson & Colin PriestChapter 1.2 Learning theories for Live Projects James Benedict Brown  Chapter 1.3 ENGAGE at California College of the ArtsMegan Clark  Chapter 1.4 What belongs to architectureLynnette Widder   Chapter 1.5  Co-authoring a live project manifestoHarriet Harriss  2. The Question of Assessment  Chapter 2.1  Working the margins? David Gloster  Chapter 2.2 The NAAB Live Project ParadigmChristine Theodoropoulos  Chapter 2.3 Building is also a VerbAlan Chandler  Chapter 2.4 Live Projects at Mid-Century: A PrehistoryNils Gore 3. From Education into Practice  Chapter 3.1 New formats for construction education outside the academy Alex McClaren  Chapter 3.2 The G.R.A.D programme: live project peer enablement Sebastian Messer  Chapter 3.3 A different kind of Community Design CenterBeverly Sandalack  Chapter 3.4 Gap filler: live project responses to a natural disasterBarnaby Bennett & Dr Ryan Reynolds  Chapter 3.5 Configuring architectural education beyond an academic context Christian Volkmann 4. Case Studies  Chapter 4.1 Constructing a contingent pedagogyMichael Hughes  Chapter 4.2 The Hyalite Pavilion, Montana, USA Bruce Wrightsman  Chapter 4.3 Live Projects as dual qualificationsAnn Markey  Chapter 4.4 SLAB: Student Led Architecture Build, New York, USA Frank Mruk Chapter 4.5 Vizhuntha Mavadi after the Tsunami, IndiaSofia Davies  Chapter 4.6 The Fareshare Project Simon Warren  Chapter 4.7 The Littlemore Project, East Oxford UKNatasha Lofthouse & Charlie Fisher  Chapter 4.8 Motivating for Live ProjectsChristopher Livingston & Shauntel Nelson   Chapter 4.9 Between citizens and the state  Pedagogy into practice or Practice into pedagogy?Prue Chiles  Pedagogy into practice or Practice into pedagogy?Daisy Froud &Alfred Zollinger  AfterwordDr Mel Dodd

Editorial Reviews

¿In this collection Live Projects are situated not as marginal activities that are nice to do, but as central to the reformulation of the values and methods of mainstream architectural education. At a time when the orthodoxies of professional education are being questioned, the essays here provide very useful pointers towards new ways of thinking, working and behaving.¿ - Professor Jeremy Till, Head of Central Saint Martins, Pro Vice-Chancellor, University of the Arts London