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Abstract Book PLAYA with the rules ABSTRACT BOOK CO-CHAIRS Jasmine Benyamin, Nikole Bouchard, Whitney Moon, Kyle Reynolds, & Mo Zell University of Wisconsin-Milwaukee PLAY with the Rules 2018 ACSA Fall Conference Abstract Book CO-CHAIRS Jasmine Benyamin, Nikole Bouchard, Whitney Moon, Kyle Reynolds, & Mo Zell, University of Wisconsin-Milwaukee HOST SCHOOL University of Wisconsin-Milwaukee Copyright © 2018 Association of Collegiate Schools of Architecture, Inc., except where otherwise restricted. All rights reserved. No material may be reproduced without permission of the Association of Collegiate Schools of Architecture. Association of Collegiate Schools of Architecture 1735 New York Ave., NW Washington, DC 20006 www.acsa-arch.org 2 2018 Fall Conference Abstract Book Contents 4 (tactical) OPERATION I Disrupter: Jose Arnaud-Bello 64 CANDY LAND (scape) II Disrupter: Antonio Torres, U. of Illinois at 7 (tongue) TWISTER I Chicago Disrupter: David Benjamin, Columbia U. 67 CHUTES AND LADDERS (and ethics) II 10 LIFE (style) I Disrupter: Julia McMorrough, I. of Michigan Disrupter: Jennifer Newsom, U. of Minnesota 70 CLUE (-d in or out) II 13 MONOPOLY (poly-opoly) I Disrupter: Tamar Zinguer, The Cooper Union Disrupter: James Graham, Columbia U. 73 RISK (taking) II 17 (tactical) OPERATION II Disrupter: Anne Rieselbach, The Architectural Disrupter: Jose Arnaud-Bello League of New York 20 (tongue) TWISTER II 77 CANDY LAND (scape) III Disrupter: David Benjamin, Columbia U. Disrupter: Antonio Torres, U. of Illinois at Chicago 24 LIFE (style) II Disrupter: Jennifer Newsom, U. of Minnesota 80 CHUTES AND LADDERS (and ethics) III Disrupter: Julia McMorrough, U. of Michigan 27 MONOPOLY (poly-opoly) II Disrupter: James Graham, Columbia U. 84 CLUE (-d in or out) III Disrupter: Tamar Zinguer, The Cooper Union 31 (tactical) OPERATION III Disrupter: Jose Arnaud-Bello 87 RISK (taking) III Disrupter: Anne Rieselbach, The Architectural 35 (tongue) TWISTER III League of New York Disrupter: David Benjamin, Columbia U. 90 CANDY LAND (scape) IV 38 LIFE (style) III Disrupter: Antonio Torres, U. of Illinois at Disrupter: Jennifer Newsom, U. of Minnesota Chicago 41 MONOPOLY (poly-opoly) III 94 CANDY LAND (scape) V Disrupter: James Graham, Columbia U. Disrupter: Antonio Torres, U. of Illinois at 44 (tactical) OPERATION IV Chicago Disrupter: Jose Arnaud-Bello 97 CLUE (-d in or out) IV 48 (tongue) TWISTER IV Disrupter: Tamar Zinguer, The Cooper Union Disrupter: David Benjamin, Columbia U. 100 RISK (taking) IV 52 CANDY LAND (scape) I Disrupter: Anne Rieselbach, The Architectural Disrupter: Antonio Torres, U. of Illinois at League of New York Chicago 102 (tongue) TWISTER V 55 CHUTES AND LADDERS (and ethics) I Disrupter: David Benjamin, Columbia U. Disrupter: Julia McMorrough, U. of Michigan 58 CLUE (-d in or out) I Disrupter: Tamar Zinguer, The Cooper Union 61 RISK (taking) I Disrupter: Anne Rieselbach, The Architectural League of New York 3 2018 Fall Conference Abstract Book (tactical) OPERATION I Date: Friday, October 12, 2018 Time: 9:00 AM - 10:30 AM Disrupter: Jose Arnaud-Bello Active Class Space Ulysses Sean Vance, University of Michigan Background and Purpose: The formal structure of educational institutions evolves in response to many factors that shape the built environment. In recent years, research has recognized that defining ideal levels of physical activity can dramatically affect the characteristics that architects employ when designing educational facilities. As more of the built environment lends itself to addressing sedentary habits, this research investigates the common barriers to implementing physical activity in the classroom and the corresponding spatial response to issues of limited space. Objectives: The purpose of this study was to determine appropriate modifications to classroom furnishing arrangements and spatial organization to optimize clear floor space and facilitate the introduction of physical activity breaks incrementally throughout the class day. Methods: The research conducted included a comparative critical analysis of spatial affordances associated with physical activity and the association of these affordances to specific activities that when within the limited confines of a single classroom inform classroom layout of furniture, clear floor space, and additional furnishing room arrangements. A total of nine propositions were developed referencing parallel investigations into the area of movement associated with early adolescent bodies. The resultant representational documentation focused on modifications to desk and chair arrangements with the intent of optimizing clear floor space for both isolated and linear movements, wherein the allocation of space for these activities was situated around individual and zoned group activities. Each room configuration evaluated the amount of area that could be allocated to the activities and included teacher preferences for activity types as defined by a compendium of activities. Results: The corresponding documentation of modifications to the classrooms by teachers, beyond the interventions made by this team, is intended to inform the validity of these furnishing arrangements and physical activities zones in the proposition of future guidelines and contribute to speculative design studies of prototypical educational institutions. Conclusions: The optimization of tools quantifying movement of early adolescent bodies increases the probability of appropriately defining floor clearances associated with specific ages groups.The application of these minute differences in affordances for individual and group configurations when reconfiguring the classroom has also informed considerations of how they affect the management of behavioral issues as much as physical activities. Implications for Policy and Practice: This research represents one of many means by which providence over healthy conditions can be developed, and how architects can address both the physical affordances of the body and the ability of individuals to attain conditional physical exertion. Creative Activism: The Youthful Architecture of the “New” Middle East A. Sameh El Kharbawy This paper examines the agency of architecture as an instrument for expression, empowerment, activism, and advocacy in conflict areas. It reveals how architecture can effect (social, political) change; how it can function an instrument for activism, mobilization, and protest. Specifically, I look at examples of participatory architecture in the “new” (post “Spring”) Middle East, in order to reveal how it contributed to individual agency and community empowerment; how it created a unique space for participation in political uprisings; how it offered a space for dialogue 4 2018 Fall Conference Abstract Book and collaboration between groups in conflict; how it communicated stories across borders and raised awareness about a region that has been troubled and terribly misruled for decades. This study draws from extended field research as well as from a vast archive of literature on social- political movements in the “new” Middle East. During several visits to the region (from 2011 to 2017) I witnessed vast changes to its cities and communities, and documented them in paintings, photography, and video. Some of the resulting images have been difficult (and difficult to explain), and yet, this visual tapestry quickly revealed a unique spectacle of a new identity; a “new” Middle East of which I was a witness and perhaps, to some extent, even architect. In writing about this “new” Middle East, I maintain a critical consciousness,; a vigilance in employing those instruments of historical, humanistic and cultural construction from which architecture’s history has often been victim. Focusing on the telling detail rather than detailed telling, my aim in this paper is not to bring any new truths to bear on architecture, but to bring the realities of the New Middle East to bear on our (more realistically, my) understanding of architecture’s political and social agency. Cultivating a ‘New Normal’: An Experiment in an Ethical Approach to Architectural Education at the University of Johannesburg Absalom Jabu Makhubu, University of Johannesburg Tariq Toffah, University of Johannesburg Architectural discourse in both academia and practice is often dominated by architectural imagery and representation—and typically on western standards, of digital production and perceptions of what is beautiful and valuable. Moreover, this often constitutes the primary counterpoint to the core technical disciplinary competences. Within such a framework of disciplinary valuation, production and reproduction, is an ulterior ethic and ethics even possible, or are these resigned to designated ‘alternative’ modes and sites of practice while a discredited norm remains the normative operating paradigm? How might we change this? How ought we to reevaluate and reorganize the existing knowledge areas within the discipline, and what should be introduced anew into it? How do we understand issues of “context”? And ultimately for whom and for what is design for? These towering challenges represent some of the questions that drove a radically experimental architecture studio at the University of Johannesburg in 2017. It was made possible only against the background of the nationwide protests across higher education campuses in South Africa in 2015 and 2016 (by protesting students, supported by many non-protesting students and staff), which profoundly challenged the conditions of injustice that underpin the current
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