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29 PROGRAMME 11:00 INTRODUCTION: Rajesh Heynickx (KU Leuven) PAPER SESSION 1 11:20 DE VOS Els (Faculty of Design Sciences at the University of Antwerp): “Drawings of Interior Architectural Education Investigated” 11:40 BEDFORD Joseph (Princeton University): “Phenomenology and the Re--Enchantment of Architectural Pedagogy: Dalibor Vesely at Cambridge University. Alfons Hoppenbrouwers’s Silent. Dom Hans van der Laan’s Diagrammatic Models” 16:20 DISCUSSION: moderator David Vanderburgh (Université catholique de Louvain) 16:50 DRINKS . Visual Pedagogy” 12:20 DISCUSSION: moderator Filip Mattens (KU Leuven) 12:50 LUNCH TIME 14:15 KEYNOTE: Mari Lending (The Oslo School of Architecture and Design): "The Yale Battle of Casts: Albers vs. Rudolph" 15:00 COFFEE BREAK PAPER SESSION 2 15:30 WITTICH Elke Katharina (AMD Akademie Mode & Design.OBJECTS OF SCHOOLING ON VISUAL PEDAGOGIES IN ARCHITECTURAL EDUCATION FROM 1945-1985 KU Leuven .Departement Architectuur Kasteelpark Arenberg 1 – bus 2431 B – 3001 Heverlee Room 1. Department of Design): “Learning Men’s Metes and Bounds – The ‘Bauentwurfslehre’ by Ernst Neufert” 15:50 VOET Caroline (KU Leuven): “Architecture as Discursive Practice. 1978-­1988” 12:00 COUCHEZ Elke (KU Leuven): “Reading Space and History through the Square.

Plan your journey by car or public transport with Google Maps or www. the department can be reached by bus lines 2 (direction Heverlee Campus) or 616 (direction Zaventem – Melsbroek Parking Noord).kuleuven. . exiting at bus stops Kantineplein or Heverlee Campus Arenberg II.delijn.be.be Elke Couchez: +32 (0)495 684163 GETTING THERE From the Leuven train station. There is car parking available next to the Castle (at the west side.INFORMATION objectofschooling@asro. entrance via Celestijnenlaan).

we hope to illuminate how these objects became pedagogical devices through which practitioners engaged and developed knowledge. study books.OBJECTS OF SCHOOLING ON VISUAL PEDAGOGIES IN ARCHITECTURAL EDUCATION FROM 1945-1985 CFP Within the international literature addressing the history of 20th century architectural theory. according to Davide Deriu. which. is marked by the rise and decline of the architectural model as a dominant pedagogical tool. historians of education have undertaken considerable efforts to restage these former classroom practices and rituals of . Over the last few decades. researchers can benefit from the ‘material’ or ‘pictorial turn’ in humanities and social sciences. architectural models. Responding to this lacuna. drawings. and what were its preferred media of transmission? Was the architectural model indeed paramount – until it was rendered superfluous due to new digital possibilities in the late 1980’s? What was the role of diagrams? How did texts function in the classroom? Which materials and techniques were used by architectural students to digest and generate theoretical knowledge? The aim of this workshop is to gain insight into the multiple functions of the objects th implemented in architectural education in the second half of the 20 century. axonometries. When studying the double use of objects in the classroom or studio (being modeling and construction devices as well as communicative tools). Crysler et al. this workshop explores how theoretical knowledge was formed and transmitted through texts and objects in architectural education between 1945 and 1985. We welcome papers studying the ‘Objects of Schooling’ during this period. graphical representations and diagrams? The workshop addresses the explicit transfer of theory in theory classes and seminars. Which kind of knowledge was cultivated through for instance course notes. In particular. Leach 1997. the post-war period is generally seen as fluid and open-ended. schemes. (Deriu 2012) The question thus addressed is: what form of theory was transmitted in the postwar period. The recent interdisciplinary material turn after all offers an answer to the ‘haunting silence’ of teacher’s work in historical documents and consequently to the inaccessibility of past classrooms. as well its implicit presence in the context of studios. they often ignore the question of how theory is produced and used in different settings. 2012) Whereas these volumes have addressed a lot of issues. as giving rise to a diversity of coexisting or even contradictory paradigms. isometries. (Nesbitt 1996.

What this (humanist) approach thus fails to do is take into account the specificity of the material in the production of different forms of knowledge. Carpo. attaching such truth claims to objects leads to an instrumental view on materiality. Moon. Lawn. Ian and Martin Lawn. Diagram: The Instrument of Thought. 2005. 2007. Das Architektur Modell : Werkzeug. Oliver and Peter Cachola Schmal. Yet. Patrick. 1997. New York: Routledge. the concept of materiality cannot be taken up lightly. Grosvenor. Drawing. 2010. Robin. In Camera Constructs: Photography. London: Thames and Hudson. The workshop therefore seeks to critically interrogate these conceptions attached to objects and will discuss approaches which counter the object as a static given by considering the life of images and their circulation in different contexts. Evans. is too often relied upon by researchers as a neutral and objective entrance to the past. Theorizing a New Agenda for Architecture: an Anthology of Architectural Theory. the educational and discursive roles of objects have not been fully understood. The architectural model : tool. 1997. Model and Position. New York: Princeton Architectural Press. Objects. Rethinking Architecture: a Reader in Cultural Theory. assuming that objects are passive conveyors of knowledge. Keith and Jenny Miall Smith. The Sage Handbook of Architectural Theory. Davide. Furthermore. small utopia. . Michiel and Else Marijn Kruijswijk. Cambridge Mass: MIT press. Routines. Martin and Ian Grosvenor. 2005. Pérez-Gómez. Kate. Projections and Design : Technologies of Architectural Representation. Architectural Representation and the Perspective Hinge. 1995. SELECTED BIBLIOGRAPHY Albarn. Nesbitt. Rotterdam: 010. for instance. 2012. Neil. New York: Monacelli. Ways of Seeing Education and Schooling : Emerging Historiographies. were active and noisy in nature. Photography. Architecture and the Modern City. Consequently. Technology. 2001. Riedijk. “Transforming Ideas into Pictures: Model Photography and Modern Architecture”. Healy. Oxford: Symposium books. 1977. Fetisch. fetish. Mario and Frédérique Lemerle. Deriu. Architecture as a Craft : Architecture. Cambridge Mass: MIT press. London: SAGE publications. Cambridge Mass: MIT Press. 2012. 2012. Due to some persistent misconceptions. Alberto and Louise Pelletier. Surrey: Ashgate Publishing. London: Taylor and Francis. Zürich: Scheidegger & Spiess. Greg. school life. these studies aimed to pull down the hegemony of published textual documents by establishing the material as a source for reshaping past learning environments. Karen. Translations from Drawing to Buildings. London: Routledge. Modeling Messages : The Architect and the Model. 1996. Elser. Stephen Cairns and Hilde Heynen. However. The Projective Cast : Architecture and Its Three Geometries. Crysler. Amsterdam: SUN. Perspective. kleine Utopie. Materialities of Schooling : Design. 1965-1995. 2008. The Model and Its Architecture. Evans. 1997. visual production in the classroom often is approached as a) representative of its creator’s intentions and b) as an unmediated representation of the real. which however intangible. Robin. Leach.