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A Study Guide by Jennifer Connolly © ATOM 2016 A STUDY GUIDE BY JENNIFER CONNOLLY http://www.metromagazine.com.au ISBN: 978-1-76061-000-5 http://theeducationshop.com.au Harry & Penelope Seidler House, Killara Sydney 1967 with Penelope Seidler. Photo Harry Seidler CONTENT HYPERLINKS This film is the first documentary retrospective of Harry Seidler’s architectural legacy and delivers an intimate portrait of his extraordinary life and internationally recognised work. © ATOM 2016 © ATOM Directed by Daryl Dellora. Produced by Charlotte Seymour & Sue Maslin. Written by Daryl Dellora with Ian Wansbrough. Narrated by Marta Dusseldorp. Edited by Mark Atkin. Original Music by John Phillips. 2 L-R: Harry Seidler on ramp of Rose Seidler House 1951 when it won Sulman Award; Williamson house, Mosman Sydney (1954) - photographer Max Dupain PROGRAM SYNOPSIS At the time of his death in 2006, Harry Seidler was Australia’s best-known architect. The Sydney Morning Herald carried a banner headline “HOW HE DEFINED SYDNEY” and there were obituaries in the London and the New York Times. Lord Richard Rogers, of Paris Pompidou Centre fame, describes him as one of the world’s great mainstream modernists. This film charts the life and career of Harry Seidler through return to New York where he had already begun working the eyes of those that knew him best; his wife of almost with another Bauhaus modernist Marcel Breuer. But Harry fifty years Penelope Seidler; his co-workers including Colin Seidler liked Sydney and Sydney certainly liked him. He Griffiths and Peter Hirst who were by his side over four was an overnight sensation. The Rose Seidler House was decades; and several well-placed architectural commenta- like nothing Australians had ever seen before and people tors and experts including three laureates of the highest queued up to see it and its creator, wunderkind Harry honour the world architectural community bestows, the Seidler. Within two years he was inundated with work. Pritzker Prize: Lord Norman Foster, Lord Richard Rogers Twenty six houses were designed or built by 1954. and our own Glenn Murcutt. Harry Seidler’s career was not without controversy. Almost From the age of 16 Harry Seidler was convinced he would from the moment he arrived he went headlong into battle be an architect. The few modernist buildings going up in his with local councils that objected to his flat roofs and box- home town of Vienna, the twisted steel and unadorned con- like shapes. Sydney was a town of brick houses with red crete of the Hochhaus on Herrengasse (1932) for example, tiled and pitched roofs. Harry Seidler didn’t like it and he excited the imagination of the young academically gifted was going to change Sydney forever even if some people boy. But WWII intervened and Harry Seidler was forced to thought he and his ideas were foreign. flee Austria along with thousands of other Jews. He found a short-lived refuge in the UK, until he was interned and In the 1960s Seidler built the defining tower building in the deported soon after the outbreak of hostilities. It was in Sydney CBD, Australia Square (1967), it alone changed the Canada that Seidler finally gained acceptance to architec- outlook of the city forever more. Suddenly this sleepy back- tural studies at the University of Manitoba. Although he had water of the southern hemisphere was looking more to New not finished his high school education the University admis- York than provincial England with the advent of the tallest sions board recognised his talent and he was to gain entry light weight concrete structure in the world. Seidler’s career at second year level. In this way he finished his architecture went on in leaps and bounds with hundreds of buildings degree in 1944 and became a registered architect by the all over the world including private houses, tower blocks in age of 21. Further studies with Bauhaus masters Walter every major capital city in Australia, and public buildings like Gropius and Josef Albers and a stint in Brazil with Oscar the Australian Embassy (1977) in Paris and one of his last Niemeyer gave Seidler unique experience. buildings, The Ian Thorpe Aquatic Centre (2007) in Sydney.1 © ATOM 2016 © ATOM Arriving in Sydney in 1948, Harry Seidler was intending to 2016 marks 10 years since the death of Harry Seidler and stay only a short time, long enough to build a house for this timely documentary delivers an exhilarating retrospec- his mother, Rose. With that task complete he planned to tive of Seidler’s architectural vision. 3 CURRICULUM AND EDUCATIONAL SUITABILITY LINKS Harry Seidler: Modernist is most suitable for + Summary of links to the National Curriculum Secondary school students in Years 7 – 12. The following table provides a summary of links to the National Curriculum. + General understandings addressed in the film Learning areas: - The link between art and architecture - Design Technologies 7-10 - Visual Art 7-10 - The importance of architecture in defining (STEM – sustainability and - Work Studies 9-10 public spaces environment) - General capabilities – - Difficulties faced by people who are innova- - English 8-12 Information and Communication tive in their field of expertise - Digital Technologies 7-10 Technology (ICT) Capability, - The impact Harry Seidler’s work had in trans- - Media Arts 9-10 Critical and creative thinking. forming Australia’s urban landscape. Reference: http://www.australiancurriculum.edu.au/overview/7-102 LEARNING YEAR YEARS AREA LEVEL 11-12 Design Years 7/8 Links to senior Technologies Design Technologies and Understanding Design Investigate the ways in which products, services and environments evolve locally, regionally and globally Technology and how competing factors including social, ethical and sustainability considerations are prioritised in the in different development of technologies and designed solutions for preferred futures (ACTDEK029) regions. Design and Technologies Processes and Production skills Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design ideas (ACTDEP035) Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques (ACTDEP036) Select and justify choices of materials, components, tools, equipment and techniques to effectively and safely make designed solutions (ACTDEP037) Years 9/10 Design Technologies and Understanding Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved (ACTDEK040) Design and Technologies Processes and Production skills Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas (ACTDEP048) Develop, modify and communicate design ideas by applying design thinking, creativity, innovation and enterprise skills of increasing sophistication (ACTDEP049) Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability (ACTDEP051) Digital Years 7/8 Links to technologies Define and decompose real-world problems taking into account functional requirements and economic, senior environmental, social, technical and usability constraints (ACTDIP027) Digital Technology Evaluate how student solutions and existing information systems meet needs, are innovative, and take in different account of future risks and sustainability(ACTDIP031) regions. Year 9/10 Digital technologies, processes and production skills. Define and decompose real-world problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs (ACTDIP038) © ATOM 2016 © ATOM Evaluate critically how student solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise (ACTDIP042) 4 LEARNING YEAR YEARS AREA LEVEL 11-12 English Year 8 Unit 1 Responding to literature Create a range of Recognise and explain differing viewpoints about the world, cultures, individual people and texts concerns represented in texts (ACELT1807) -using appropriate Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, form, content, style including multimodal elements, to reflect a diversity of viewpoints (ACELY1731) and tone for different purposes and Creating texts audiences in real and Create imaginative, informative and persuasive texts that raise issues, report events and imagined contexts advance opinions, using deliberate language and textual choices, and including digital elements (ACEEN011) as appropriate (ACELY1736) -drawing on a range Text Structure and organisation of technologies in, for example, research, Analyse how the text structures and language features of persuasive texts, including media communication and texts, vary according to the medium and mode of communication (ACELA1543) representation of ideas Interpreting, analysing and evaluating (ACEEN012) Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text(ACELY1732) Unit 2 Use comprehension strategies to interpret and evaluate
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