"This is a lecture given to MA students at the University of Hertfordshire. It explores how contemporary kinetic typography relies on historical developments such as 3D woodblock print, Romain du Roi, and Modernist modular lettering. Students are encouraged to let their design work respond to historical research. This does not mean creating something that looks old or retro, rather creating something innovative and new by re-imagining historical ideas in light of new technologies and contexts."
"Pedagogical experiments played a crucial role in shaping architectural discourse and practice in the second half of the 20th century. In fact, the key hypothesis of our Radical Pedagogy research project is that these experiments can be understood as radical architectural practices in their own right. Radical in the literal meaning from the Latin radice, as something belonging or relating to the root, to its foundations. Radical pedagogies shake foundations, disturbing assumptions rather than reinforcing and disseminating them. This challenge to normative thinking was a major force in the postwar field of architecture, and has surprisingly been neglected in recent years. ...
Architectural pedagogy has become stale. Schools spin old wheels as if something is happening but so little is going on. Students wait for a sense of activist engagement with a rapidly evolving world but graduate before it happens. The fact that they wait for instruction is already the problem. Teachers likewise worry too much about their place in the institutional hierarchies. Curricular structures have hardly changed in recent decades, despite the major transformations that have taken place with the growth of globalisation, new technologies, and information culture. As schools appear to increasingly favour professionalisation, they seem to drown in self-imposed bureaucratic oversight, suffocating any possibility for the emergence of experimental practices and failures. There are a few attempts to wake things up here and there but it's all so timid in the end. There is no real innovation.
In response to the timidity of schools today, the Radical Pedagogy project returns to the educational experiments of the 1960s and '70s to remind us what can happen when pedagogy takes on risks. It's a provocation and a call to arms."
(Beatriz Colomina with Esther Choi, Ignacio Gonzalez Galan and Anna-Maria Meister, 28 September 2012, The Architectural Review)
1). Radical Pedagogy is an ongoing multi-year collaborative research project by a team of PhD candidates in the School of Architecture at Princeton University, led by Beatriz Colomina and involving seminars, interviews and guest lectures by protagonists and scholars. The project explores a remarkable set of pedagogical experiments of the 1960s and '70s that revolutionised thinking in the discipline. Each student is working on one of these experiments and collectively mapping the interconnections and effects of these experiments towards a major publication and exhibition.
Fig.1 Tournaments in the Course ‘Culture of the Body', at the Valparaíso School, 1975. Courtesy of Archivo Histórico Jose Vial, Escuela Arquitectura y Diseño, Pontificia Universidad Católica de Valparaíso
"This paper considers differing understandings about the role and praxis of practitioner-based research for the arts. Over more than a decade the nexus between theory and practice has been a point of debate within the contemporary arts school both in Australia and overseas. This paper attempts to reveal ways of approaching this issue from within and across the disciplines. Discussions with colleagues from the arts representing fields as diverse as music, visual arts, creative writing, women's studies, dance and theatre studies indicate that the research principles explored, albeit briefly, here have resonance for each of these disciplines. Consequently, in an attempt to be broadly relevant for these diverse fields I have chosen to position the model as practitioner-based. Within this widened context I will be exploring the different ways in which studio-based practitioners and academics conceptualise the processes and characteristics of research in the arts and professional practice. However, as this is still work in progress, my exemplars will largely reflect my own field of the visual arts. Further research will enable this model to expand.
Presented is a way to conceptualise and explain what we do as studio-based researchers in the arts. In so doing I am recognising that contemporary practices in the arts reflect a meridian era of evolution, which requires us to be articulate practitioners. This includes being able to analyse and write about our practice in sophisticated ways. I see practitioner-based research and the resultant exploration of personal praxis as a way to achieve this. What I propose is that as artists we open up a larger domain by recontextualizing and reinterpreting aspects of standard mainstream research processes, looking at the resemblances, the self-resemblances and the differences between traditional and practitioner-based research methods as a logic of necessity."
(Robyn Stewart, 2001)
TEXT Vol Vol 5 No 2 October 2001 [http://www.griffith.edu.au/school/art/text/]
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