The Conference invites contributions around the follow themes: reflections from the history of architectural education, appraisal of current innovations from the field, and speculation into future models of learning.

Reflections on…

The Conference invites exploration of the alternative or marginalised models of architectural education from the distant and recent past. This will be a space to rediscover and critically engage with radical and alternative practices and periods of experimentation from the history of studio teaching.

This will be an opportunity to critically engage with the orthodoxies of studio teaching, both through theoretical reflection, historical and through comparative analysis.  Design studio practice presents as a constant in architectural education although what goes on there has varied greatly… How has the concept of studio changed, and how has this informed or challenged the practice of architecture?

What has in the past constituted a suitable arena for learning the craft, practice or discipline of architecture: The building site, the studio, or the architect’s office? How can we learn from past speculation and failure, and how might historical knowledge inform the critical appraisal of emerging models of architectural education?

Innovation from…

The Conference invites insights from professional and creative practice where reflective and critical approaches have nurtured creative thinking, learning and innovation. In professional practice, there is upkeep of practical knowledge, but there is also the need to  sustain and reinvigorate everyday action;  What forms do reflective practice take and what space (literally and metaphorically) do they occupy?

Issues of interest to conference examination include the relationship between professional practice activity and speculative ‘studio’ based reflection and experimentation; the aggregation of subject area knowledge (history, technology, design) through creative practice; and challenge of work-based learning where conceptually difficult knowledge must be grasped through practices grounded in routine.

Speculation about

The Conference invites the discussion into the future shape of architectural education beyond current innovations and adaptions. Where might architectural practices be learned? How would they relate to knowledge and learning of the allied professions, trades and creative fields? How could the classic divisions between the subject disciplines be redrawn?

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