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Editorial Toft, Anne Elisabeth

Published in: EAAE

Publication date: 2002

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Citation for pulished version (APA): Toft, A. E. (2002). Editorial. EAAE, (63), 5-6.

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Download date: 02. Oct. 2021 European Association for Architectural Education Association Européenne pour l’Enseignement de l’Architecture NEWS SHEET Secretariat AEEA-EAAE June/Juin 2002 Kasteel van Arenberg B-3001 Leuven Bulletin 2/2002 tel ++32/(0)16.321694 fax ++32/(0)16.321962 63 [email protected] http://www.eaae.be

Announcements/Annonces

Four Faces of Architecture

20th EAAE Conference, Stockholm, 8 - 11 May 2003

Preliminary Agenda

Four Faces of Architecture

The dynamics of architectural knowledge - from ● The plenary discussions on board the ferry established postures to the impact of future between Stockholm and Helsinki will consti- demands in education and research. tute a dynamic transition from Stockholm to Helsinki and back again, contributing to reflec- Content/Contenu Theory, practice, education and research - the four tion on subjects raised in papers and lectures. 1 Announcements faces of architectural knowledge will be mirrored Annonces into the four methodological areas of social This way, presentations will be published in 5 Editorial sciences, natural sciences, humanities and the arts. advance, with the explicit purpose of establishing a Editorial By reflecting these main modes of production of framework for discussion. Thus, the emphasis of 7 Interview knowledge into the four faces of architecture, the the conference will be placed upon actual discus- Interview conference aims towards generating a matrix of sions, to be extensively documented and edited. 13 Announcements ideas for discussions on future demands in educa- Annonces tion and research. 18 Reports Rapports Through direct interaction between the conference 19 Interview as a forum, its physical environment, and the Interview proposed programme, the Stockholm Conference 24 Varia will attempt to further develop the actual format Conference fee Divers of the meeting. The registration fee will be approximately 500 27 EAAE Council Information Euro. This covers the conference fee, guided tours, Information du conseil AEEA ● The call for papers will result in a pocket size three dinners, one night at the Stockholm Hilton 28 Calendar book, and a substantial website containing all and two nights in single cabins on board the ferry Calendrier accepted papers and invited contributions Silja Europa. from among others the key note speakers.

● The key note lectures will be held in significant architectural spaces, themselves constituting The Stockholm Conference is arranged as a joint Editor/Editrice important statements on the essence of archi- Nordic venture, hosted by the Nordic Academy of Anne Elisabeth Toft tecture, and having some bearing on the Architecture. The Conference is administrated by Dtp subject matter of the conference. the KTH School of Architecture, Stockholm. Jacob Ingvartsen Announcements/Annonces

Preliminary Programme

Thursday, May 8, 2003 (Stokholm) 17:15-19:00 Parallel Workshops

13:00-15:00 Stockholm Town Hall (by Östberg) 18:00 Departure for Helsinki (Silja Europa)

Registration and reception 19:15-20:30 Plenary discussions Moderator: Staffan Henriksson Mikael Söderlund, Mayor of Stockholm 21:00 Dinner

15:30-16:30 City Library (by Asplund)

Guided tour Saturday, November 23, 2002 17:00-18:00 Skandia Cinema (by Asplund) 09:00 Arrival in Helsinki Lecture: Asplund-Lewerentz-Celsing 10:00-11:30 Guided tour in Helsinki 19:00-20:00 Cultural Centre, Sergels Torg (by Celsing) 11:30-13:00 Lunch, Museum of Contemporary Art (by Holl) Keynote lecture 13:00-15:00 Finlandia House (by Aalto) 20:30-23:00 Cultural Centre, Sergels Torg Guided tour Dinner Keynote lecture

15:30 Check-in on board the ferry to Stockholm Friday, May 9, 2003 15:30-16:30 Lecture 09:30-11:00 Woodland Cemetery (by (at Silja Europa) Asplund/Lewerentz) 16.30-18.30 Parallel Workshops Guided tour 18:45-20:00 Plenary discussions Keynote lecture Moderator: Per Olaf Fjeld

11:30-13:00 St Marks (by Lewerentz) 20:00-21:00 Conclusion and closing session

Guided tour 21:00 Dinner

Keynote lecture

13:00-15:00 Lunch

15:00-16:00 Check-in and leasure time on board Sunday, November 24, 2002 the ferry to Helsinki 10:00 Arrival in Stockholm - end of 16:00-17:00 Keynote lecture conference

News Sheet 63 June/Juin 2002 2 Announcements/Annonces

Call for Papers Nordic Academy of Architecture

Papers exploring possible attitudes towards new The Nordic Academy of Architecture is constituted interrelationsships between the different faces of by the 12 schools, and deals with matters of architectural knowledge and its development are common interest; notably political issues, policies invited. and general cooperation, as well as exchange programmes for students and teachers, and confer- ences, workshops and seminars.

Deadlines The Nordic countries are: Denmark, Iceland, Finland, Norway and Sweden. ● Abstracts before December 1, 2002 ● Notification of acceptance before Janurary 15, In this region - with approximately 25 million 2003 inhabitants - there are 12 schools of architecture ● Papers before March 1, 2003 with a total student number of close to 5000: ● Papers will be evaluated by a joint Nordic scientific committee headed by Peter Kjær, ● Copenhagen Rector, Aarhus School of Architecture. ● Aarhus ● Accepted papers will be printed, and the book will be distributed to participants approxi- ● Reykjavik mately 2 weeks prior to the confrence. ● Papers and inquiries should be sent to: ● Helsinki [email protected] ● Tampere ● Oulu

● Oslo Conference locations ● Bergen ● Trondheim ● Stockholm Town Hall (by Östberg) ● Stockholm City Library (by Asplund) ● Lund ● Skandia Cinema (by Asplund) ● Gothenburg ● Cultural Centre, Sergels Torg (by Celsing) ● Stockholm ● Woodland Cemetery (by Asplund/Lewerentz) ● St Marks (by Asplund/Lewerentz) For further information and registration: ● m/s Silja Europa www.four.faces.com

3 News Sheet 63 June/Juin 2002 Announcements/Annonces

Photos showing conference locations + Finlandia Hall, Helsinki and Museum of Contemporary Art, Helsinki

News Sheet 63 June/Juin 2002 4 Editorial/Editorial

Editorial News Sheet Editor - Anne Elisabeth Toft

Dear Reader Cher lecteur

This issue of the EAAE News Sheet is first of all Ce nouveau bulletin AEEA vous informe tout publishing information about two coming EAAE d'abord de deux événements EAAE célébrés prochai- arrangements: nement:

● The 5th EAAE Meeting of Heads of European ● La 5ème Conférence AEEA des Directeurs des Schools of Architecture (4-7 September 2002) Ecoles d'Architecture européennes (du 4 au 7 septembre 2002).

● The 20th EAAE Conference (8-11 May 2003) ● La 20ème Conférence EAAE (du 8 au 11 mai 2003).

On pages 15 -17 Project Leader Constantin Le chef de projet Constantin Spiridonidis (Grèce) Spiridonidis (Greece) introduces the preliminary présente en pages 15 à 17 le programme préliminaire and open-ended agenda for this year’s Meeting of et ouvert de la Conférence des Directeurs des Heads of European Schools of Architecture, Ecoles d'Architecture europénnes de l'année en which as in previous years will take place in cours, qui comme les années précédentes se tiendra à Chania, Greece. Chania, Grèce. More than 100 European schools of architecture Plus de 100 écoles d'architecture européennes were represented at last year’s meeting, which with étaient représentées l'an passé, et les discussions sur the starting point in discussions about the les directives de la Déclaration de Bologne sur Directives of the Bologna Declaration for the l’Espace européen d‘enseignement supérieur ont European Higher Education Area among other débouché entre autres initiatives sur la rédaction de initiatives led to the formulation of the EAAE la Chania AEEA resolution 2001.1 Chania Statement 2001.1 Nous allons cette année, au cours de nos discus- This year the discussions will still focus on the sions, continuer de nous concentrer sur les directives Directives of the Bologna Declaration for the de la Déclaration de Bologne sur l’Espace européen European Higher Education Area, but they will d’enseignement supérieur, mais nous allons égale- now spread to also dealing with what should or ment discuter de ce qu'il faut et ne faut pas faire à should not be done in the light of the creation of la lumière de la création de l'Espace commun euro- the Common European Space in Architectural péen pour l'enseignement en architecture. Education.

On pages 1 - 4 the Nordic Academy of En pages 1 à 4, la Nordic Academy of Architecture Architecture announces the preliminary agenda of fait la promotion du programme préliminaire de la the 20th EAAE Conference: Four Faces of 20ème Conférence AEEA : Quatre faces de Architecture.2 l'architecture.2 This conference was as earlier advertised in the Cette conférence qui devait se tenir en novembre EAAE Calendar, planned to take place in 2002 a déjà été annoncée dans le Calendrier AEEA. November 2002. However, the conference organiz- Toutefois, les organisateurs de cette conférence issus ers from KTH School of Architecture, Stockholm, de l'Ecole d'architecture KTH de Stockholm, Suède, Sweden, chose to postpone the conference until ont choisi de la repousser à mai 2003. La conférence May 2003. The conference will take place both in se tiendra à Stockholm, Suède et à Helsinki, Stockholm, Sweden, and Helsinki, Finland. Finlande. De plus, le ferry de la compagnie M/S Silja Furthermore, the ferry m/s Silja Europa that sails Europa faisant la navette entre Stockholm et Helsinki between Stockholm and Helsinki will provide the sera le cadre de nombreuses activités en rapport avec setting for a number of conference activities. la conférence.

EAAE Project Leader Ebbe Harder (Denmark) is Le chef de projet de l'AEEA, Ebbe Harder on page 13 informing about the EAAE Prize 2001 (Danemark) vous informe en page 13 sur le Prix

5 News Sheet 63 June/Juin 2002 Editorial/Editorial

– Writings in Architectural Education. The prize, 2001 de l’AEEA – Écrits sur l'enseignement de which is sponsored by VELUX, aims at stimulating l'architecture. L'objectif de ce prix sponsorisé par original writings on the subject of architectural VELUX est de récompenser la production d'écrits education. originaux sur l'enseignement de l'architecture. By 1st April 2002, 115 individuals or groups of Au 1er avril 2002, 115 enseignants s'étaient déjà teachers had registered for the competition, which inscrits, individuellement ou en groupe, pour partici- has been mentioned in this magazine earlier. per à ce concours déjà évoqué dans des publications antérieures de ce magasine.

In the series of “Profiles” of European schools of Dans la série des "Profils" des écoles d'architecture architecture we have so far dealt with the following européennes, nous vous avons déjà parlé des écoles schools of architecture: TU Delft (Holland), suivantes : TU Delft (Hollande), Politechnico di Politecnico di Milano (Italy), KTH, Stockholm Milano (Italie), KTH, Stockholm (Suède) et EAPLV, (Sweden) and EAPLV, Paris (France). In this issue Paris (France). Dans la présente édition du bulletin of the EAAE News Sheet we are going to become AEEA, vous allez pouvoir faire connaissance avec acquainted with “Ion Mincu” University of l'Université d'architecture et d'urbanisme Architecture and Urbanism (IMUAU) in (IMUAU) "Ion Mincu" de Bucarest, Roumanie. Bucharest, Romania. Le professeur Emil Barbu Popesco - doyen de Professor Emil Barbu Popesco - since 1996 dean l'IMUAU depuis 1996 - nous parle dans l'entretien at IMUAU - tells us in the interview on page 19 de la page 19 du développement et des perspectives about the school, its development and de son école. perspectives.

Last but not least, I am very happy to present an Enfin, je suis très heureuse de vous présenter une exclusive interview with Greg Lynn (USA). interview exclusive avec Greg Lynn (USA). Greg Lynn was invited to participate as a keynote Greg Lynn était invité à participer en tant qu'inter- speaker in the international conference; Digital venant spécial à la conférence internationale Digital Tectonics which took place at the University of Tectonics qui s'est tenue à l'Université de Bath, au Bath, Department of Architecture and Civil département d'architecture et de génie civil le 2 Engineering, on 2 March 2002. mars 2002.

The aim of the conference was indeed to discuss L'objectif de cette conférence était en effet de discuter the impact of digital technologies on the disci- l'impact des technologies numériques sur l'architec- plines of architecture and engineering. The inter- ture et le génie. Vous trouverez l'entretien avec Greg view with Greg Lynn can be read on page 7. Lynn en page 7.

Yours sincerely Sincèrement

Anne Elisabeth Toft Anne Elisabeth Toft

Notes: Notes:

1. The EAAE Chania Statement 2001 was avail- 1. La Chania AEEA resolution 2001 disponible lors able and introduced during the EAAE General de sa présentation à l'Assemblée générale de Assembly 4 Sept. 2001, and it was published in l'AEEA du 4 septembre 2001, a été publiée à la both EAAE News Sheet # 61 and EAAE News fois dans les bulletins # 61 et # 62. Sheet # 62.

2. The Nordic Academy of Architecture is consti- 2. La Nordic Academy of Architecture se compose tuted by the 12 schools of architecture from de 12 écoles d'architecture des pays nordiques, the Nordic countries – Denmark, Sweden, Danemark, Suède, Norvège, Finlande et Norway, Finland and Iceland. Islande.

News Sheet 63 June/Juin 2002 6 Interview/Interview

A Question of “Signature” Interview with the American architect, Greg Lynn, 2 March 2002

Greg Lynn has since the early 90’s explored and used the computer as a tool, which in new ways is able to generate, describe and relate data and form in the architectural design process.

In 1993 Greg Lynn was a guest editor on an issue of the magazine Architectural Design. 1 This issue of the magazine, entitled Folding in Architecture, marked a break-through for a new formal architectural thinking characterised by among other things continued folded forms and smooth transformations in architecture.

Although a number of the projects shown in Folding in Architecture had already been published in other connections, they were now for the first time introduced, themed and theorised as a joint architectural front. In this context Greg Lynn’s editorial article Architectural Curvilinearity: The Folded, the Pliant and the Supple – together with Jeffrey Kipnis’ text Towards a New Architecture – constitutes the essential theoretical contribution.

Where the challenge in Greg Lynn’s early projects often seem to lie in the development of the essential formal command of the self- generating design-process of the computer, his latest works now to an increasing extent give evidence of his interest in tectonics and the possible use of the digital technologies in the development and production of architectural solutions.

Greg Lynn was invited to participate as a keynote speaker in the international conference; Digital Tectonics which took place at the University of Bath, Department of Architecture and Civil Engineering on 2 March 2002.

This was the second in the RIBA Future Studies series of conferences looking at the impact of digital technologies on the disciplines of architecture and engineering. It focused on how digital technologies have opened up new possibilities in the fields of architectural design, structural engineering, material composition and construction technique, and in particular new collaborative ventures between architects and engineers.

The conference brought together leading figures from within the fields of cultural theory, architecture and engineering from around the world. The speakers included Manuel de Landa, Mark Burry, Caroline Bos, Igor Kebel, Bernard Cache, Kristina Shea, Mike Cook and Cecil Balmond.

EAAE News Sheet Editor, Anne Elisabeth Toft interviewed Greg Lynn in connection with the above conference.

Today you will be a keynote speaker at the confer- tion through calculus series). These concerns ence Digital Tectonics. The aim of the conference extend into discussions of contemporary orna- is to illustrate and discuss the impact of digital ment, decoration and texture. Therefore, today I technologies on the disciplines of architecture will actually talk a lot about how to develop an and engineering. What will be the subject of your aesthetic discourse which will engage structure, lecture? panel, decoration – the full gamut, so to speak - of digitally conceived and fabricated architecture. The key theme will be to theorize rather than I want to focus more on aesthetics. I want to describe what digital tectonics is. So far I think that focus on form, erotics, desire – all the things that everybody has seen an opposition, or perhaps an an engineer is trained not to talk about. So far unarticulated critical challenge, to tectonics by everybody has said that we should be careful, and digital design and manufacturing tools; I do not. control our appetites for these things rather than Digital design and manufacturing technologies and engage in an aesthetic discourse. But hopefully the requisite introduction of calculus based mathe- architecture is exactly about all these things and matical and dimensional systems implies a specific this is the difference between an architectural and definite tectonic horizon in architecture. This theory and an engineering discourse of is not so much a question of defining new limits optimisation. for self-expression but rather the rigor and princi- I think Cecil Balmond will have a similar view of ples of architectural surfaces (topologies) and non- the need for an aesthetic vision of engineering by modular series of components (variation and itera- the way.

7 News Sheet 63 June/Juin 2002 Interview/Interview

In your text New Variations on the Rowe Complex Architects have always used representations. (1994) you say (and I quote): I would maintain Representations have formed part of the actual that the dominant question today is in fact the design processes as analytical and generating question of the status of forms of order and orga- tools as well as communicative statements in nization in architecture.2 subsequent situations of propagation. The arrival Do you still think so - or is there an even more of new techniques of representation through dominant question today? history has for that same reason had a crucial influence on the work of the architect and thereby I still think that it is an important question. Now, also on the design of the built architecture. however, certain classes of organization or architec- To which extent do you use the digital tural typologies are becoming apparent. The prob- media/technology as an analytical and generating lems are not becoming solved but they are becom- tool in the design process? ing clearer and now for me there is a broader cultural question. In the last couple of years archi- I will actually talk about some of this in my lecture tecture has become a discourse that other fields are this afternoon! very curious about. Fashion, art, design – not poli- I think that at first there was a “space race” to see tics so much – but certain cultural practices are who could build a building most like a computer looking to architecture to see if it is an interesting rendering. Computer renderings that architects field. Hence this, I think that architectural tech- used tended not to have pattern, texture, apertures nique needs to become more culturally – not acces- – windows and doors, etc. They tended not to be sible – but sophisticated. articulated in terms of panel, they tended not to have structure. They were practically featureless. They were smooth, featureless, continuous You often visualize your designs with the aid of surfaces. Many people - and indeed many journal- animation programs borrowed from among ists - would evaluate computer designed buildings others the film industry. What is the reason for based on how much they looked like renderings. this? Since renderings were featureless there was a move to make architecture featureless. So, that is the cost Now I am actually doing quite a lot of work with of what you just said! the film and television industry. That is not why I Because the representations play such a dominant started using the software of that industry, though. role the assumption was that digitally drawn archi- I started using it because you could use animation tecture needed to be smooth and continuous. I techniques to model variations in action. So far, I really think that we are seeing it even today with a still think, the interfaces for modelling do not do lot of the tectonic assumptions about digitally that well unless they are written for animation. drawn architecture as something that should look the closest to a computer rendering.

In your text The folded, the pliant and the supple In fact, I find that to be wrong. For that same written as early as 1993 you actually talk about reason most of our renderings and representations the advantages you find in the computer technol- of projects are now in wire frame. The wire frame ogy of both the defence and the Hollywood film pushes things into structure and articulation in a industry.3 Have you found new ways of represent- more architectural way than a smooth rendering. It ing your designs? is important to me that the work is not received in the wrong way – but for a while it was. I have to Recently I purchased a large CNC manufacturing admit, though, that I am not an expert on articu- machine for my office. This means that now we lating a computer rendering. This is another reason build large models, mock-ups and prototypes at why I more and more try to use models and manu- the very early stages of design. Sometimes in foam factured prototypes to represent the projects rather or wood and sometimes in the actual materials than computer renderings. such as metals, plastics or fibre glass. We are able to work out prototypes that can then be manufac- tured elsewhere as well as doing furniture, indus- It is a general assumption that the architectural trial design objects and other finished building experience is bound to the architectural work and elements in houses. This has rapidly pushed my to the direct confrontation with it. What charac- interests into materials and methods of construc- terizes this experience is that - unlike the tion. As well I have been doing research into the confrontation with any other form of artistic automobile, aeronautic and race boat design indus- production - it embraces almost all of our senses. tries with my assistants at the ETH in Zurich to The experience is bound to the subject’s immedi- familiarize myself with new processes. ate association with the work - its “here and now”.

News Sheet 63 June/Juin 2002 8 Interview/Interview

Herein lies the unique value and characteristic of ever confronted with and reading architecture the architectural experience. Is it at all possible to exclusively through the mass media, including the capture, translate and transmit architectural photographically or digitally sampled picture? experience via representations? For me architectural history and theory are as I would say that it is easier to communicate that important as architectural journals. experience to someone who is trained in architec- There is a proliferation of “style magazines” ture than to someone who is not. which are not written for architects. They are writ- Architects are trained to be able to read a plan ten for a general audience and I think that we are and understand the special implications of a plan. experiencing the proliferation of these magazines If we combine this information with a section we because architecture is now much more popular in are already fairly sophisticated about assuming a a general audience than it used to be. certain spatial experience. The simulation capabilities of the computer made However, I think that there needs to be specialized it easier to make representations more accessible to magazines for the professionals. There should be non-architects. However, again there was a cost to both technical journals and theoretical journals. that because it de-skilled the architects. I have Personally I am concerned that too many maga- learned that it is very difficult to get students to zines are disappearing. In the last ten years a large draw plans and sections – they always do render- number of magazines - Assemblage and ANY ings. In a way it is as if they are treating the experts Magazine to mention but a few - that provided as if they do not have the skills to read – and it theoretical principles and a platform for theoretical actually makes it more complicated to develop the discussions have unfortunately disappeared. architectural projects.

I always think that it is important to take complex What does this “writing of architectural history” topological surfaces and bring them through the do to our expectations to and demand on archi- medium of section and plan and put them into the tecture – as laymen and as architects? language of architectural representation – only What does it do to our understanding of “real- because you actually see more of the implications ity” and “fiction”? than you do if you render them. In a way I would say that it is like a mathematical In the 1980s and 1990s I would always write archi- principle where the new developments do not tectural theory in a promissory way - speculating discard the previous developments. For instance, what the next five years of architectural work you use algebra as a basis for calculus. You do not would be like. Now I am actually starting to write loose that – and you actually have to resolve an more about spatial qualities and atmosphere. I try equation backwards to show what it can and to write about architecture as if it already existed in cannot do. the future. In a way it is like - taking a model from science - there is theoretical science but there is I would claim that the classical tools of architecture also this version of it which is science-fiction.Today, still remain somewhat important to be able to in my lecture, I will actually read aloud a little communicate these ideas. If you just show some- piece from my new architectural writings which is one a rendering it is very difficult to understand in fact science-fiction. the spatial implications. However, if you give some- one a series of documents - and even new kinds of documents - like for instance taking a surface and Architecture is a subject that demands to be unfolding it into components and rotating them understood in context. Thus, it demands to be flat - there is an architectural intelligence that sees understood within the context of its production something spatial in that drawing process. and the context of its consumption, representa- tion and interpretation. Since for one thing the publication of OMA’s Architecture is a social and cultural construction. and Bruce Mau’s book SMLXL (1995) a “new” Architecture is not only the built, but is to an post-modern expression has emerged for layout, equal extent an expectation horizon,stretched picture and text editing in books and magazines through what is said and “written” about archi- of architecture. In SMLXL we are introduced to a tecture, be it words, text, drawing, model, photog- heterogeneous collection of visual information – raphy, etc. So, architecture is a quite complex, but text, drawings, diagrams, photos, etc. This expres- also unsteady “condition”. sion has of course significant influence on our What do you think of the “writing of architec- “reading”,which cannot as previously be linear tural history” of today, where we are more than and coherent.

9 News Sheet 63 June/Juin 2002 Interview/Interview

Therefore, one could claim that the editing of the issues, such as poverty and the disappearance of book reflects the fragmented world picture of our nature, architecture will maybe not make the year post-modern time. 2050. The “expression” or “form” has, however, lost its What is your opinion of Rem Koolhaas’ state- “freshness” long ago. In other words the graphic ment? How do you foresee the future for architec- expression or imagery itself seems somewhat old- ture, and which “role” do you think will devolve fashioned and tiresome. Is there a new “trend” or upon us as architects? “fashion” for lay-out on the way – and can you give an opinion on this? What will it mean for the Well, I do not think that architecture will disappear expression and language of form in built archi- by the year 2050! tecture? However, I do think that instead of focusing on building as a timeless art it makes much more I think that architecture and graphic design are sense to think of building as a cultural production. always tightly linked. When they are linked in a In the future you will look at buildings as tempo- good way you get a product like SMLXL where the ral things that intervene in a moment – things that content, research and image is supported by the are not meant to last for hundreds of years but graphic design which becomes an active part of the have a life cycle which is very culturally imbedded. content. I think it represents an ideal collaboration I think this will also expand the field of what archi- and I believe that SMLXL has become so dominant tecture is. because the collaboration between the architect I would not berate contemporary architecture as and the graphic designer was indeed very good. much as Rem Koolhaas does. I believe that he really thinks it is a bankrupt practice. I do not I do not really know what the next “trend” in think it is so bankrupt. graphics will be. Maybe the new “thing” or “trend” is that architects and graphic designers work collaboratively on architectural projects – not just What about the role of the architect? Right now book projects. Graphic designers have certain skills there is a lot of debate about “authorship”.Rem that architects do not have. Koolhaas has stated that he foresees that in the They can often contribute not just imagery but future a “good” and successful architect will - first also colour, questions of material, transparency, and foremost - be someone who is good at “edit- etc. ing”.Do you agree with him?

What really interests me about the collaboration No, I do not! On the contrary - I think it will between Rem Koolhaas and Bruce Mau is for that become more and more important to have a same reason that this collaboration changed Rem “signature”. Koolhaas’ work. Many of the things you now see in I am actually investigating this idea of needing a Rem Koolhaas’ work actually came out of that “signature”. book design. It added, among other things, a Rem Koolhaas has a “signature”.All the architects certain kind of graphic and a material vocabulary I respect the most have a very strong “signature”.In to his work. many cases their buildings come out of a deep analysis, so these architects’ “signatures” are not I work very closely with a couple of graphic imposed “signatures”. designers. I worked with Rebecca Mendez on the I still think there is a necessity for “authorship” - Eyebeam Museum Competition and she designed actually more than ever in a way! the office identity and presently I am working with Imaginary Forces on the façade design for a compe- tition for a BMW factory in Leipzig. We designed The architects you are referring to - including their New York Headquarters as well. Rem Koolhaas - are probably all architects educated in continuation of the modernist tradi- tion. This gave them a kind of “resistance” which According to Rem Koolhaas – and I am referring they could later use to work against, and their to his acceptance speech given on June 30 2000, work - be it written or built - is to a large extent a when he was awarded the Pritzker Prize – archi- result and a manifestation of the very same tecture is today governed by market economy. confrontation with the modernist tradition. He adds: Unless we break our dependency on the Hence perhaps these architects’ strong “signa- real and recognize architecture as a way of think- tures”?! ing about old issues, from the most political to the What about the future generations of architects most practical, liberate ourselves from eternity to who - at a time when the diversity of ideas and speculate about compelling and immediate new styles in architecture more or less suggests that

News Sheet 63 June/Juin 2002 10 Interview/Interview

“anything goes” - will perhaps not in the same would let me call it architecture. It is the same way take part in a paradigm shift - where is their thing with graphic design projects - the problems “resistance”,and on which background will they are different, the mode of communication is differ- develop their “signatures”? ent and the constraints are different. It is not to say that architects should not be involved in these (Pause) I think that there are disciplinary specifics kinds of practices - but in the end, to do a publicly that do change – but what makes architecture received building that communicates at the level of architecture is at some level an engagement with architecture there are certain things that you have the problem of “signature”. to do with it to make architecture discipline. I think that each generation will have its own relationship to “signature”.However, I do not really I think that discipline is quite relaxed right now. think that it is up to the architects to determine You see many architects doing more things and that. I think it is more a question of the Zeitgeist. working very well in other fields because we as For that same reason I strongly believe that it is architect have skills that make us attractive to other now - more than ever - important to have a “signa- practices. But, none the less I always try to keep ture” – only because there are so many other media clear - for my own sake - when I am doing archi- competing for attention. tecture and when I am doing the other things If architecture wants to become self-conscious - only because it is a different set of problems. and generate interest it needs some form of “signa- ture”. Here I am not suggesting self-expression but rather the ability to work critically through the use You were educated as an architect in the US. You of autonomous intra-architectural research that graduated from Miami University of Ohio in engages the specifics of a particular project. 1986 with two degrees, one in Philosophy Without some autonomous research and trajectory (B.Phil.) the other in Environmental Design that moves across the contingencies of a project (B.E.D.). In 1988 you graduated from Princeton there is only reactionary or service architecture. A University with a Master of Architecture “critical signature” is that identity and quality that (M.Arch.). does not come from the problem at hand but What was your education like and who were impacts it so as to call attention to architecture. your teachers? Whether or not this is semi-autonomy I am not certain but there is more than ever a need for I grew up in Ohio and went to Miami University of research and experimentation that is not reducible Ohio having been raised to be an architect ever to quantifiable analysis of problems. Rem since I was born. My mother really wanted me Koolhaas maintains this critical edge in a way that - her son - to be an architect. his followers do not. This is why Rem Koolhaas Anyway, this meant that I could draft, draw still has a “signature” to his work in a way that his perspectives and do projective geometry, etc. before followers do not; despite their shared stylistic I was even in high school. proclivities. By the time I got to college, however, I was very Of course I cannot predict what things will be like bored with architecture and I also wanted to rebel 15, 20 or 30 years from now, but I am sure that against my upbringing. I quit architecture, took there has got to be an engagement with these philosophy - and of course got interested in the things. If we eliminate this I do not think we are history of geometry. When I was in philosophy doing architecture any more – we are doing some- courses I was ironically going right back to archi- thing else, we are in a different kind of field. tecture, so I decided to continue my studies in architecture, and I doubled up and did two degrees. One could argue that you have a quite “fixed” idea I had a couple of teachers that really made a big of what architecture is - or can be. I mean, who impact on me; Bennet Newman and John Bass. knows what we will “read” as architecture in the They were the ones that got me interested in archi- future!? tecture again. They were New York Five - super rigorous formalists and pointed me towards an Yes, as a matter of fact, I think I do! analytic formalism that has since been my base of In my office we do architecture, graphic design, operations. industrial design and we also do art. I understand that when I am in an art exhibition I am there as Because of my double major I wanted to go to a an architect. I do not confuse art with architecture. school of architecture where I could do either Art feeds architecture and I use it as a research architectural theory or design depending on how base. However, art lacks necessary qualities that things went.

11 News Sheet 63 June/Juin 2002 Interview/Interview

I was a little ambivalent, so I went to Princeton Notes and References: University because I thought it offered good Biography courses in theory and it also had very good studio 1. Architectural Design 102 (March/April 1993) instructors - like for instance Michael Graves. Greg Lynn was born in Ohio, Theory was taught by people like Anthony Vidler, 2. Lynn, Greg: New Variations on the Rowe USA in 1964. Alan Colquhoun and Bob Maxwell. Later on came Complex. In: Folds, Bodies & Blobs. Collected He studied philosophy and Beatriz Colomina, K. Michael Hays and Mark Essays. La Lettre Volée, 1998, p. 202. environmental design at Miami Wigley and the school went from being a sort of University, Ohio, before gradu- post-modern school to the first post-structural 3. Lynn, Greg: The Folded, The Pliant and the ating from Princeton University school of architectural theory. Supple. In: Folds, Bodies & Blobs. Collected with a Master’s of Architecture It was a great time to be at Princeton University - Essays. La Lettre Volée, 1998. (M.Arch.) degree in 1988. a lot of exciting things went on and I really enjoyed Greg Lynn has taught through- studying there. out the United States and Europe. He is presently a ”Studio Professor” at UCLA How do we as teachers avoid teaching our Selected Projects: and the ”Davenport Visiting students “formulas” or “strategies”? How can we Professor” at Yale University. prepare the students for the vast complexity of ● Bijlmermeer Transformation, Amsterdam, In addition to this he is also our time? Netherlands the ”Professor of Spatial ● Imaginary Forces NYC Offices, New York City, Conception and Exploration” at You teach them skills and criticality. As long as you USA the ETH in Zurich, Switzerland. teach them this - then you are preparing them. ● Uniserve Corporate Headquarters, Los Greg Lynn is the principal of You should also try to teach them how to have a Angeles, USA ”Greg Lynn FORM”. The work theory of what they are doing and how to formu- ● PGLIFE, Stockholm, Sweden of the office includes architec- late a theoretical position. ● ARK of the World, San Jose, Costa Rica tural projects, furniture, indus- ● Korean Presbyterian Church of New York, New trial design and art-objects. (Pause) I have only ever had one idea. I already had York City, Queens, USA Greg Lynn’s architectural it in graduate school. It is a very simple idea and it ● Hydrogen House for the OMV Corporation, designs have received numer- is a geometrical principle, but everything that I Vienna, Austria ous awards and have been have done so far has grown or branched off this ● Allesi Coffee and Tea Piazza exhibited in both architecture one idea. I also have not exhausted this idea in my ● Visionaire #36 Case Design and art museums including own mind and I expect that I will continue to elab- the 2000 Venice Biennale of orate, develop and explore this idea for the rest of architecture where his work my career. was represented in the U.S., Basically, with all my students I try to find some Austrian and Italian Pavilions. position that they have come up with, and I try to Greg Lynn writes and lectures give it depth so that they can work on it - because widely on architectural design if you do not have that when you come out of and theory. He is the author of graduate school, I think it is difficult to find it. You ”Folds, Bodies and Blobs: most likely will not find it when you are 40 or 50 Collected Essays” (La Lettre years old! So, with teaching, what I really try to do Volée, Brussels), ”Animate is to just help provoke something like that or help Form” (Princeton Architectural add depth to it, so that the students can work on it Press, New York) and the once they are in the field. forthcoming ”Embryological House” (Princeton Architectural Press, New York). And it will eventually become their “signature”...

(Source: www.gsaup.ucla.edu) Yes! ■

News Sheet 63 June/Juin 2002 12 Announcements/Annonces

The EAAE Prize 2001 - Writings in Architectural Education / Le Prix de l’AEEA 2001 - Écrits sur l’Enseignement de l’Architecture EAAE Project Leader, Ebbe Harder

The EAAE Prize has aroused considerable interest. The total prize sums up to 25.000 Euro. The jury By 1st April 2002, 115 individuals or groups of will distribute the prize sum with up to 10.000 teachers had sent registrations for the competition. Euro for the 1st prize and between 7.500 and 2.500 The deadline for submission of the entries was 31st Euro for the 2nd to 4th prizes. The jury can decide May 2002, and by the issuing of this number of to further divide or not to award certain prizes. EAAE News Sheet the total number of submitted entries was 53.

Jean-Francois Mabardi will chair the scientific jury. The names of the other members of the jury are: K. Michael Hays, Neil Leach and Jean-Claude Ludi. The EAAE Prize is sponsored by VELUX.

13 News Sheet 63 June/Juin 2002 Announcements/Annonces

EAAE Member Schools of Architecture AEEA Membre Ecoles d’Architecture

Armenian Republic: Ereven, Institut d’Architecture et de Lithuanian Republic: Kaunas: Kaunas Institute of Art • Construction d’Everan • Austria: Graz: Technische Universität Graz • Macedonia: Skopje: Universitet Sv. Kiril i Metodij • Malta: Masida: Wien: Akademie der Bildende Kunste • Wien: Technische Universität University of Malta • Netherlands: Amsterdam: Akademie van Wien • Belgium: Antwerpen: Hogeschool Antwerpen • Brussels: Bouwkunst • Amsterdam: Amsterdamse Hogeschool voor Kunsten • Institut Supérieur d’Architecture La Chambre • Brussels: Institut Delft: Technische Universiteit • Eindhoven: Technische Universiteit • Supérieur Saint-Luc • Brussels: Intercommunale d’Enseignement Rotterdam: Akademie van Bouwkunst • Norway: Oslo: Oslo School Sup. d’Architecture • Brussels: Vrije Universiteit • Diepenbeek: of Architecture • Trondheim: Norwegian University of Science • Provinciaal Hoger Architectuur Instituut • Gent: Hogeschool voor Poland: Bialystok: Technical University • Gdansk: Polytecnica Gdansk Wetenschap & Kunst • Heverlee: Katholieke Universiteit • Liège: • Gliwice: Technical University • Szczecin: Technical University • Institut Supérieur d’Architecture Saint-Luc • Louvain-La-Neuve: Warrsaw: Technical University • Wroclaw: Technical University • Université Catholique de Louvain • Mons: Faculté Polytechnique de Portugal: Lisbon: Universidade Tecnica • Lisbon: Universidade Mons • Mons: Institut Supérieur d’Architecture Intercommunal • Ludsiada • Porto: Universidade do Porto • Setubal: Universidade Ramegnies: Institut Supérieur d’Architecture Saint-Luc • Tournai: Moderna Setubal • Roumania: Bucharest: Inst. Architecture Ion Institut Supérieur d’Architecture Saint-Luc • Bosnia: Sarajevo: Mincu • Cluj-Napoca: Technical University • Iasi: Technical University University of Sarajevo • Bulgaria: Sofia: University of Architecture • Iasi • Timisoara: University Polytechnica Timisoara • Russia: Czech Republic: Brno: Faculty of Architecture • Prague: Technical Bashkortostan: Bashkirsky Dom Regional Design School • Jrkutsk: University • Denmark: Aarhus: Aarhus School of Architecture • Technical University • Krasnoyarks: Institute of Civil Engineering • Copenhagen: The Royal Danish Academy of Fine Arts • Estonia: Moscow: Architectural Institute Moscow • Serbia: Prishtina: Tallinn: Tallinn Art Unitversity • Finland: Espoo: Helsinki University of University of Prishtina, Faculty of Architecture • Slovak Republic: Technology • Oulu: University of Oulu • Tampera: Tampere University Bratislava: Slovak Technical University • Spain: Barcelona: ETSA of Technology • France: Charenton Le Pont: Ecole d’Architecture de Universidad Politecnica da Catalunya • El Valles: ETSA del Valles • La Paris Val De Marne • Darnetal: Ecole d’Architecture deNormandie • Coruna: Universidad de la Coruna • Las Palmas: ETSA Las Palmas • Grenoble: Ecole d’Architecture de Grenoble • Marseille Luminy: Ecole Madrid: ETSA Madrid • Madrid: Universidad Europea de Madrid • d’Architecture de Marseille • Nancy: Ecole d’Architecture de Nancy • Pamplona: ETSA Universidad de Navarra • San Sebastian: ETSA Paris: Ecole d’Architecture de Paris-Belleville • Paris: Ecole Universidad del Pais Vasco • Sevilla: ETSA Sevilla • Valencia: ETSA d’Architecture de Paris-la-Seine • Paris: Ecole d’Architecture de de Valencia • Valladolid: ETSA de Valladolid • Sweden: Göteborg: Paris-la-Vilette • Paris: Ecole Speciale d’Architecture ESA • Paris: Chalmers Technical University • Lund: Lund University • Stockholm: Ecole d’Architecture de Paris-Villemin • Paris: Ecole d’Architecture de Royal Institute of Technology • Switzerland: Genève: Ecole Paris-Tolbiac • Saint-Etienne: Ecole d’Architecture de Saint-Etienne • d’Ingénieurs de Genève • Université de Genève • Lausanne: Ecole Talence: Ecole d’Architecture de Bordeaux • Vaulx en Velin: Ecole Polytech. Fedérale de Lausanne • Mendrisio: Academia di d’Architecture de Lyon • Versailles: Ecole d’Architecture de Versailles Architettura • St. Gallen: Hochschule für Technik, Wirtschaft & Soziale • Villeneuve d’Ascq: Ecole d’Architecture Lille & Regins Nord • Arbeit • Windisch: Fachhochschule Aargau • Zürich: ETH Zürich • Germany: Aachen: Reinisch Westfälische Technische Hochschule • Turkey: Ankara: Gazi University • Ankara: Middle East Technical Berlin: Hochschule der Künste • Bochum: Fachhochschule Bochum • University •Ankara: Yidiz University • Kibris: European University of Cottbus: Technische Universität Cottbus • Darmstadt: Fachhochschule Lefke • Istanbul: Istanbul Technical University • Ukraine: Kiev: Darmstadt • Dresden: Technische Universität Dresden • Essen: Graduate School of Architecture • Kiev: National Academy of Fine Arts Universität-Gesamthochschule • Hamburg: Hochschule für Bildende • Lviv: Lviv Politecnical State University • United Kingdom: Künste • Hannover: Universität Hannover • Kaiserlautern: Universität Aberdeen: Robert Gordon University • Belfast: Queen’s University • Kaiserlautern • Karlsruhe: Universität Karlsruhe • Kassel: Brighton: University of Brighton • Canterbury: Kent Institute of Art and Gesamthochschule Kassel • Stuttgart: Universität Stuttgart • Weimar: Design • Cardiff: UWIST • Dartford: Greenwich University • Dundee: Architektur für Architektur und Bauwesen • Greece: Athens: National University of Dundee • Edinburgh: Edinburgh College of Art, School of Technical University • Thesalloniki: Aristotle University • Ireland: Architecture • Edinburgh: University of Edinburgh • Glasgow: Dublin: University College Dublin • Dublin: University of Technology • University of Strathclyde • Glasgow: Machintosh School of Italy: Ascilo Piceno: Facolta di Architettura • Aversa: Facolta di Architecture • Hull: Humberside University • Leeds: School of Art, Architettura • Ferrara: Facolta di Architettura • Florence: Dpt. Architecture and Design • Leicester: De Montford University • Progettazione dell Architettura • Genova: Facolta di Architettura • Liverpool: Liverpool University • Liverpool: John Moore’s University • Milan: Politecnico di Milano • Reggio Calabria: Universita Degli Studi London: Southbank University • London: University College, Bartlett di Reggio Calabria • Rome: University of Rome • Rome: Facolta di School • London: Westminster University • Manchester: Manchester Architettura, Terze Universita • Siracusa: Facolta di Architettura • School of Architecture • Newcastle upon Tyne: Newcastle University • Turin: Politecnico di Torino • Venice: Instituto Universitario di Oxford: Oxford Brooks University • Plymouth: Plymouth University • Architettura • Lichtenstein: Vaduz: Fachhochschule Liechtenstein • Portsmouth: Portsmouth University

News Sheet 63 June/Juin 2002 14 Announcements/Annonces

The 5th EAAE Meeting of Heads of European Schools of Architecture Chania, Crete, Greece, 4-7 September 2002

Towards a Common European Higher Education Space in Architecture

The EAAE Council invites the Heads and the It was indicated in last year’s Meeting of Heads in Academic Programme Coordinators of all Chania that the perspective of the accession of European Schools of Architecture to the Fifth schools to the Common European Space for Meeting of Heads of European Schools of Higher Education is a particularly complex under- Architecture, which will take place in Chania, taking which confronts schools with new basic Greece from the 4th to the 7th of September 2002. academic issues and questions in relation to the The Meeting will be hosted, as in every year, by the education of the architect, but also to new ways of Center of Mediterranean Architecture and will take managing such issues and questions. A great place in its newly refurbished listed building at the number of schools of architecture encounter the city’s Venetian harbour. The Heads’ Meetings were perspective of this accession with optimism, initiated by the EAAE four years ago and have perceiving it as the streamlined liberation from constituted an important milieu for communica- already worn out educational practices, while tion and dialogue between Heads and Programme others are sceptical, understanding it as an adapta- Coordinators of Schools who manage and decide tion process, and, therefore, as a commitment to an upon academic issues concerning Schools of unfamiliar and imposed decision. In any case there Venetian Lighthouse, Chania Architecture in Europe. are common and urgent issues such as: the compatibility of studies and the respective diplo- The Fifth Meeting of Heads opens up a new era as mas, the formation of a broadly accepted set of this time it is supported by the European criteria for the definition of quality in architectural Commission through a Socrates funded studies; The facilitation of student, staff and ideas programme. The Thematic Network has been mobility between schools; The preservation of the called ENHSA, which stands for European identity and the unique characteristics of each Network of Heads of Schools of Architecture. The school in its given social, cultural, academic and participants in the Third Meeting of Heads in 2000 legal context. All schools of architecture are, there- had suggested that the EAAE had to attempt coop- fore, invited to offer innovative insights by suggest- eration with the European Commission so that the ing new programmes and pedagogic practices, as outcome of these Meetings could be close to the well as new administrative initiatives and policies. European decision-making centres, and could influence the respective national ones. In response The issues to be discussed at the Fifth Meeting of to this suggestion, the EAAE took the initiative to Heads are described in the agenda included in this schedule the creation of this Thematic Network in issue. Heads and Programme Coordinators are the framework of the EC Socrates Programmes. kindly asked to contribute to its finalisation by Officially for its first year the network has as part- adding and suggesting more issues to the existing ners the schools of architecture from the eligible sections (e-mail: [email protected]). countries for the Socrates programme which participated in the Third Meeting of Heads Registration Forms must be sent by fax as soon as (9.2000). The Network is open to all schools of possible and no later than 25 July 2002. In case you architecture that wish to join in. cannot be with us in September, please identify another member of your staff, strictly related to ENHSA started its operation at the beginning of the administration of academic issues, to repre- 2002 with the aim to support European schools of sent your school. architecture in the light of their accession to the common European Space for Higher Education. According to the Programme, this support consists of the collection and dissemination of information related to the state-of-the-art in architectural education and the undertaking of initiatives for the development of dialogue between schools of archi- tecture. In this context, the Fifth Meeting of Heads is an EAAE event, which is complemented by the actions of ENHSA.

15 News Sheet 63 June/Juin 2002 Announcements/Annonces

The 5th EAAE Meeting of Heads of European Schools of Architecture Chania, Crete, Greece, 4-7 September 2002

Towards a Common European Higher Education Space in Architecture Preliminary (and open ended) Agenda

From the debates in the past Meetings of Heads it became Session 1: apparent that the perspective of the creation of a common Curriculum for Architectural Education in the Common European Space for Higher Education reveals four basic European Higher Education Space and strongly linked thematic sections to which schools of architecture are invited to respond and with their Thursday morning, 5 September 2002 responses to structure their political choices. The recent reforms in the content and the structure of The Fifth Meeting of Heads will discuss these thematic school curricula, which have been made by various schools sections again but in separate sessions this time, aiming at of architecture in the name of the convergence to the recording systematically the trends and dynamics which European policies have proved that in many cases the Host: CENTER FOR MEDITERRANEAN have been formed to date, opening up the discussion on content of studies but also the strategies for its organization ARCHITECTURE what is possible to be done or what should not be done in have come with interesting divergence and incompatibili- the light of the creation of the Common European Space in ties. Architectural Education. Could it be possible that the debate on the type of degree These thematic sections appear as the broader context, awarded (Bachelor or Masters) has distanced us and made which is seeking for more specific questions that will orga- us drift and shift from the actual discussion on the content nize and lead the discussion. For this reason participants of of studies and the basic principles that should underline the Meeting are invited to contribute to the finalisation of their organization? this agenda, by participating in one of the working groups. It is relatively easy to observe that the accession of schools Experience gained from previous Meetings has indicated to the proposed schema of the two degrees (Bachelor and that it is important to have a solid meeting structure with Masters) is decided upon and filtered through fundamen- as many opportunities as possible to stimulate debates tally different attestations on architectural education, a fact among the participants. which makes the critical recording of the various trends absolutely necessary and essential. Neither in a utopian Therefore, it is important to carefully prepare each theme, pursuit of the ideal, nor in the perspective of the indirect preferably in international working groups with a limited imposition of some of these trends in the form of instruc- number of members. There should be as many working tion or suggestion, but in the perspective of mapping which groups, as there will be thematic sections. These working will allow or support the identification and the effective groups work independently and present their report at the communication between schools that share common princi- conference through a reporter. The reporter introduces ples in the ways they teach architecture. ENHSA, the each session followed by panel discussions each chaired Thematic Network, will contribute to the generation of a by a member of the working group. Each session ends by a record of school curricula in Europe and has the ambition to short presentation of the conclusions of the workshops. present the first results from the pilot study in this session All outcomes can then be presented to conclude each in September. session.

In case you would be interested in participating in a Session 2: working group, and wish to contribute with ideas, data Quality Assurance and Academic Assessment of and proposals for themes for discussions and names for Educational Programmes in Architecture in the European keynote speakers related to the content of the sessions Higher Education Space or that of the Meeting would you be so kind to contact Prof. Richard Foqué ([email protected]) from Thursday afternoon, 5 September 2002 Antwerp School of Architecture before 30 April 2002, who has undertaken to coordinate the working groups. In the last Meeting of Heads, the EAAE committed itself to the participants to undertake initiatives in the direction of the development of a quality assurance and assessment system tailored to the needs of architectural education and

News Sheet 63 June/Juin 2002 16 Announcements/Annonces

respecting its diversity. It became clear that this system subject in order for some general principles to be articu- would refer to the ‘academic’ assessment of the educational lated which will reflect the particularities of architectural programmes by means of a peer review and not to the education and the diversity of architectural studies in ‘professional/governmental’ assessment of the diploma lead- Europe. ing to the accreditation and the validation by the profes- sional/governmental bodies of the member states. The prob- lem of academic evaluation, and the effective assurance of Session 4: the quality of architecture school curricula, is a thorny The European Higher Education Space in Architecture subject in many ways. The perspective for the creation of a and the Professional and Institutional Context European system of evaluation is a challenge despite the obvious difficulties it entails. Along these lines, a first step is Friday afternoon, 6 September 2002 to record and discuss the various methods employed by schools of architecture and assess their efficiency given the The changes that are scheduled in the light of the particularities of architectural education and its divergence in European convergence affect the relationship of schools of the structure and organization of studies in different schools architecture with the profession and its legislative context. of architecture in Europe. ENHSA has already scheduled the This relationship is undergoing dynamic reforms, which construction of a record of the various quality assurance architectural education, however, follows passively. The systems in Europe and a questionnaire will soon be circu- more the cuts of governmental funds that support educa- lated to all Schools. The conclusions of this inquiry will be tion the more the search for external funding, rarely with presented during this session. nothing in return. In this context, the autonomy of Higher Education Institutions -a unique characteristic of the consti- tution of academia for centuries- is subverted. On top, Session 3: professional bodies aim to influence education and the Exchange and Collaboration between Schools of respective curricula restructuring to meet the needs of the Architecture into the European Higher Education Space profession and the labor market with specialized employ- ees. This often shifts programmes of studies from educa- Friday morning, 6 September 2002 tional to training environments. The redefinition of such relationships constitutes an important issue for the future Mobility is a key word in constructing European policies in of architectural education in Europe and has to be the Higher Education space. What are the expectations of confronted collectively. The Meeting suggests the discus- architectural education from this mobility? Why do schools sion of this issue with the intention to structure the princi- want and need mobility? What do they expect their students ples, which will ensure a fruitful collaboration with profes- to gain from it? The model student who collects credits from sional bodies on a national and European level, while it different schools; which problems will be resolved and which would protect the autonomy of the schools to organize and problems might it generate to schools of architecture? It manage their curricula. would be true to say that school exchanges developed ad hoc and are based on personal relationships and acquain- tances. Most schools do not have an organized and well- Session 5: thought out policy on cooperation between universities. Often Proposals for Future Actions and Strategies the incompatibility of the programmes of study makes these exchanges problematic with no real gain either for students Saturday morning, 6 September 2002 or for teachers. Even in the case of the implementation of ECTS, which defines the way of awarding credits, the credits This session will develop on two axes. On the first axis, of one school do not necessarily correspond to the real there will be an attempt to synthesize the discussions and teaching hours and coursework of its partner school. It is, suggestions made in the previous days with the ambition to therefore, important for schools to adopt exchange strategies put together a new Chania Statement like the year before. for effective and constructive academic exchanges in the On the second axis, the Actions of the Thematic Network Common Higher Education Space in Europe. The Fifth will be further scheduled and tasks will be allocated so that Meeting will investigate the various approaches to the more Partner Schools get involved while new ones join in.

17 News Sheet 63 June/Juin 2002 Reports/Rapports

Re-integrating Theory and Design in Architectural Education / Réintégration de la Théorie et de la Conception dans l’Enseignement Architectural Transactions on architectural education No 11 / Les Cahiers de l’enseiignement de l’architecture No 11

The European Association for Architectural Keynote Speakers were: Education (EAAE) has always held conferences to review the issues in the field of architectural ● N. John Habraken education and research. In May 2001, the 19th ● Pattabi G. Raman International EAAE Conference was held in Ankara, ● Aydan Balamir Turkey. In this event, hosted by the Department of ● Christopher Alexander Architecture of Gazi University, Faculty of ● Olcay Aykut, Isik Aksulu Engineering and Architecture (GUFEA), the rela- ● Ahmet Gülgönen tionship between theory, practice and architectural ● Gülsüm Baydar Nalbantoglu education was put under a magnifying glass.

The nature of the relationship between theory, practice and architectural education raises a series of questions regarding the formation of the archi- tect as a continuous process, the interaction between theory and design (both in architectural education and its practice), and the nature of the relationship between those academics and profes- Conference Committee sions involved in architectural education. Lökce, Sevgi Neuckermans, Herman The title of the conference, Re-integrating Theory Raman, P.G. and Design in Architectural Education, Spiridonidis, Constantin incorporated the issues in question and also Ulusu Uraz, Türkan provided us with a sense of direction. It marked a position in architectural education that is being intensively debated today in a large number of Editor publications, symposia, conferences and university Caglar, Nur courses. The intention of this conference was to describe the expectations that we have of architec- tural education, which are the ways to contextu- Proceedings alise theory and design in a more integrated fash- 404 p. 25 Euro ion than has been the case so far. (From: Introduction by Nur Caglar).

Secretariat AEEA-EAAE Now being published is the Proceedings Kasteel van Arenberg Publication with contributions from 38 authors. B-3001 Leuven/Belgique tel ++32/(0) 16.32 1694 fax ++32/(0) 16. 321962 [email protected]

News Sheet 63 June/Juin 2002 18 Interview/Interview

Profile, "Ion Mincu" University of Architecture and Urbanism (IMUAU) Interview with Emil Barbu Popescu, "Ion Mincu" University of Architecture and Urbanism, Bucharest, Romania.

“Ion Mincu” University of Architecture and Urbanism (IMUAU) in Bucharest is one of the most important and influential state institutions of higher education in Romania. With its more than 1,500 students the IMUAU is also without comparison the largest school of architecture in the country.

IMUAU coorporates with other schools of architecture in Romania and has close relationships with the departments of architecture connected with the Technical Universities of Iasi, Cluj and Timisoara. Students from these universities can participate in joint programmes according to their individual curricula.

IMUAU is situated in the historic city centre of Bucharest where it today occupies three large buildings - among these a grand structure in New Romanian style (1902 - 1926). IMUAU provides various facilities for students and staff such as: lecture halls, design studios with individual work places for the students, a comprehensive architecture library with more than 200,000 titles, CAD studios, etc.

Professor Emil Barbu Popesco has been dean at the IMUAU since 1996. His academic career and attachment to the school does, however, go back to the 1960es when he himself was a student of architecture at the IMUAU – at that time called “Ion Mincu” Institute of Architecture (IMIA).

Emil Barbu Popesco finished his education as an architect in 1970, after which he was immediately employed as an assistant at the Design Department. Later he became lecturer and reader - and in 1994 he was appointed professor at the Design Department. In 1996 he took over the position as dean at IMUAU.

Emil Barbu Popesco has designed a large number of buildings, but he has also been occupied with interior design and remodeling of existing buildings. His professional production includes several articles on architecture and architectural matters. In 1979, 1984 and 1986 he was awarded the First Prize of the Romanian Union of Architects, in 1987 he was awarded the Second Prize at the Sofia Biennale of Architecture and in 1996 he was awarded the Architext Design Award.

Emil Barbu Popesco is a member of the Romanian Union of Architects. At present he is also a Council Member of the European Association for Architectural Education (EAAE).

The conversation between Professor Emil Barbu Popesco and EAAE News Sheet Editor, Anne Elisabeth Toft took place on 17 March 2002 during an EAAE Council Meeting in Paris, France.

With the collapse of the Soviet Bloc and the fall of However, it was only later that an independent the Iron Curtain in 1989 Europe witnessed some architectural school was established in Bucharest. very dramatic events. These events introduced a In 1891 the then recently formed Society of series of fundamental changes in most East Romanian Architects had decided to formally open European countries. In what way did these events a school of architecture under its auspices, and this influence your - then - institute and in what way became a fact in 1892. Therefore, to us this acade- did the architectural education in Romania mic year is an anniversary and we celebrate it as change? such. It began with a series of activities during the Architecture Week at the beginning of the year, and Let me begin by telling you a little about the it will continue with various events for the rest of history and background of our university. Our the year, including a celebration week to honour University of Architecture and Urbanism - previ- Ion Mincu, the founding father of the New ously known as the School of Architecture and after- Romanian style. As most of the Romanian archi- wards as the "Ion Mincu" Institute of Architecture - tects back then were either trained in or influenced has a long history of educating architects. There by the Académie des Beaux-Arts in Paris, it is quite were various kinds of trained specialists within the understandable that our school was in fact at the field and even architects as such in the school beginning a replica of the Parisian original. attached to the School of Roads and Bridges from However, following the success of the New the middle of the nineteenth century and onwards. Romanian Style, and later that of Modern

19 News Sheet 63 June/Juin 2002 Interview/Interview

Architecture, the school itself changed accordingly. been independent and in business almost uninter- In the 1960es there was a radical change in the way rupted since its beginning does add to the tradition architecture was understood and taught in the and value of our programs. Basically, almost all the school, mostly following the teaching techniques of professors of the schools in Romania are our the Bauhaus School in Germany. alumni, so we do exert a natural and vigorous influence on our fellow schools. Since 1989 we have once again been in the difficult IMUAU also differs from the other schools due to process of reform following the footsteps of - and our diverse fields of specialisation offered to under- at times anticipating - the general reform of the graduate students starting from the fourth year, Romanian university education. The school due to our post-graduate programs and especially enlarged and diversified its curricula tremendously. due to our unique position in offering Ph.D.- There were only some 55 Romanian students per degrees in the field of architecture and urban year in 1989, with an extra 150 foreign students, design. mainly from Arab and African countries. Now we Then there is our location in downtown have more than 1,500 students in the two six-year Bucharest, in three beautiful buildings (with an faculties (architecture and urban planning), as well area of almost 35,000 sq. m), which themselves as some 300 students in the colleges with a three- reflect the various stages of 20th century Romanian year course offered in Architectural CAD, Urban architecture. We are now restoring and consolidat- Planning and Interior Architecture. Starting this ing the most precious one, dating from the 1920es, academic year we offer a program in interior archi- a masterpiece of New Romanian style. tecture within the Architecture Faculty, and we plan to open another college in restoration tech- niques. To this one has to be added the School of What does it take to become an architect in Advanced/Post-Graduate Studies (almost 100 Romania? students), and the Ph.D.-program (with almost 150 part-time and full-time students ) that are exclu- It's not an easy task, I must tell you! First of all, it sively offered at our university. takes talent and willingness. Then it takes some It is a complex and complicated recipe for the prior training in drawing and mathematics. We new university we have become since 2000, but have tough eliminatory exams in maths (algebra, with an important grip of the architectural profes- math analysis, geometry and trigonometry) and sion as such. drawing (both free hand and technical).

Along with medicine and law schools, our school How many schools of architecture are there in used to be the most difficult to gain access to, due Romania? Are most of the schools affiliated to to its complicated admission exams. Furthermore, technical universities or to academies of fine art? there were quite often more than 10 to 15 candi- dates per place. We still have 3 to 5 candidates per In addition to our school there are four more place nowadays, despite the fact that we did two public faculties of architecture in the country, all things in 1989: first we opened up to more affiliated to the former polytechnics in the respec- students per academic year: from 55 to more than tive cities. There is also one private school of archi- 1,500 now in all the six programs that we have. tecture that survived out of several that started in Then we redesigned the exam itself, with elements the field of design, architecture and interior archi- of mathematics and especially 3D geometry incor- tecture after 1989. These schools were initiated by porated into two five- or six-hour drawing exams (former) professors from our school. that in fact test the very abilities that we seek in a All the public architectural schools have joined us future architect. in the Association of Architectural Schools that coor- dinates the programs, graduate and post-graduate There is a final sixth year consisting of a semester courses, and especially our common development of practice in various Romanian and international policies in view of the requests from society and architectural offices, followed by a semester of the profession as such. preparing the written dissertation as well as the blueprints for the diploma project. This is not an easy exam at all, especially since we have foreign as How does IMUAU differ from other schools of well as Romanian architects - from outside our architecture in Romania? school, that is - in the diploma juries. After finishing the six- or three-year programs, Our university is definitely the most ample, the respectively, the students have to pass the gradua- oldest and the most developed among the tion (diploma) exam, consisting now of an archi- Romanian architectural schools. The fact that it has tectural or urban planning design exercise, with a

News Sheet 63 June/Juin 2002 20 Interview/Interview

separate theoretical/written work to justify the Please tell us about the research done at your concept and various options taken prior to and school. How is it administered and how is it inte- during the design process. grated in the teaching? With a diploma in their hand, our brand new architects will have to work for two years in various There is a Design and Consultancy Group at our firms, in order to prove, that after two years and university that acts as a large and highly expert after passing an exam in legislation and regulations architectural firm. This “firm” in which some of in the field, they can perform in the market, thus our professors work draws commission from the receiving the 'right to signature' and a place in the market. It provides 40% of our school's budget Order of Romanian Architects. These steps and the which, I must stress, is only 45% based upon institution that guards them - the Order of money from the state budget. The remaining 55% Architects - are stipulated in the Law of Practising is provided by our own activities. However, there Architecture that has been in effect since last year. are also research projects being funded by the From that moment the respective architect - she or national research authority in Romania. We had he - is on her or his own. some rough times with that, as it was hard for its members to understand the specifics of architec- tural research - especially of the more theoretical Which teaching method is practised at IMUAU one - and therefore to fund the respective research. today? When did the school introduce this teach- However, we do hope that this will all change for ing method? the better in the future. There are also professors who apply for, receive Our university has always been a studio-based and complete research projects of their own during school. Architectural studios not only take up more various programs funded by institutions such as than half of the academic time, but are also heavily The Getty Foundation, The Research Support influential on the curricula. Scheme in Prague, The New Europe College in Not everything else is studio-oriented, but we do Bucharest, Collegium Budapest and many more. We believe that, in the end, this is where the students are asking the ministries to rely on us in certain achieve the most important qualities of a real-life major projects that they develop nowadays - architect. Having said that, I must add that we are particularly in the fields of monument conserva- opening up the studio teaching towards a broader, tion and restoration, as well as in social housing. more theoretical and conceptual approach to Hopefully they will! design and the teaching of it. Finally, I should also mention that professors and students participate as teams in various national as The complex and diverse field of theory, from well as international competitions. We are stressing "observed practice" to social sciences and philoso- further and further the importance of research not phy of space and the arts, is now being incorpo- only for the quality of teaching that we provide, rated in the curricula. Students are given individual but also for the development of architecture and project guidance in the architectural studios, with a urban design in our country, as IMUAU is in fact ratio of 7 to 9 students per professor, which is quite the biggest architectural think-tank in Romania. satisfactory. Courses are being taught accordingly; either with a whole year of compulsory course or in units for the elective ones. We have a rather Is there a lot of unemployment among newly good ratio of computers per capita. educated architects in Romania?

Except for the IT-lab - with a ration of one There are no unemployed architects in Romania, computer for every ten students - where courses yet. Not only are there no unemployed architects, and seminars of CAD and other architectural soft- but there is indeed a tremendous deficiency of ware are being taught for all levels of study - there architects, especially in architectural and planning is a computer in every 4th- and 5th-year studio for services in the local administrations, which is, day-to-day work with the professors. In the studios unfortunately, not going to be filled rapidly. This of students are being evaluated during each project course affects the quality of architecture that is and they receive a mark each semester according to being approved and built in Romania. the number of term projects and one-day projects being taken by each student - there is a minimum An enormous number of our graduates emigrate, a in order to promote. As for the other disciplines, surge that has always been there since after World each professor grades her or his students according War II. Paris, for instance, has the second largest to the general regulations of the school and to the number of Romanian architects after Bucharest! specific nature of the seminar and course, respec- There are hundreds more in Germany, North tively. America and all over the EU. Most of them have

21 News Sheet 63 June/Juin 2002 Interview/Interview

succeeded quite handsomely. The better ones do financially supporting foreign lectures or some keep in touch and help their Alma Mater - for come to teach or keep us supplied with, for exam- example by acting in diploma juries, giving ple, CAD software. For example - CAD software is lectures, or participating in local architectural being offered at student discount prices by competitions. Graphisoft. They also have a training program in our school and offer prizes annually.

To which extent does IMUAU adjust its teaching to the continuous changes within the profession Has IMUAU established any kind of educational and in society? cooperation with other schools of architecture in Europe, and if so which ones? We keep track of all changes in the profession in two ways. We have agreements and exchanges via Erasmus Firstly, most of our professors are themselves and Socrates programs with 36 schools from reputed architects practising not just because they Europe. We are active members of AEEA/EAAE, need to know the matter that they are talking and we also have bilateral agreements of coopera- about in their studios - which is elementary - but tion with the architectural schools in Belleville, also because, unfortunately, teaching in the public France, Valle Giulia Faculty of Architecture, La education system in Romania does not provide an Sapienza University in Italy, as well as with the income for a decent life. schools in Mendrisio and Lausanne in Switzerland. Secondly, some of our professors act as members of the leading teams of the Order of Romanian Architects - both at national and city level. We also How does IMUAU feel about the Directives of the provide experts for and leaders of various bodies in Bologna Declaration? the fields of monument conservation and restora- tion (nationally and locally), public works, and Romania signed the Bologna Agreement, as well as architectural media. the Salamanca and Prague ones; therefore we If something interesting “happens” we will always comply with them, of course, by making the neces- know, most of the time because we ourselves sary adjustments in our own curricula and school started it! structure. We, as Romanian architects, recognize as a priority for our local education the need for We are, however, to a large extent trying to spread exchange, mobility, as well as mutual recognition the knowledge of our school and its activities of our diplomas. We feel that the European archi- through the mass media. We thereby wish to create tectural education needs a minimum of five years an increased interest in and understanding of of training, to which we at IMUAU add an extra architecture and urban design in the population of (final) year of practical training and diploma elab- Romania. oration in order to become an architect. We are doing a lot better now than, say, ten years ago. The school itself now has a growing number of architectural columnists and writers on architec- What is the structure of the school like? Does the tural topics in various national and even interna- academic staff and the students participate tional journals. We do want to make ourselves actively in school politics? better heard in society and we do want to open ourselves towards society, of which we are not only The school is organised in chairs and departments. a part, but also the providers of those ‘containers Design chairs for each year are organised in two for social practices’ that we all dwell in - architects design departments. There are also departments of or not. urban planning and technical sciences, as well as a chair in history, theory and restoration. There are also faculty councils with elected representatives of What is the relationship like between IMUAU and each chair and department, as well as of each acad- the trade and industry? Is there any kind of direct emic year, where the strategic decision regarding cooperation? the curricula is taken. Then there is the Senate of the University, an elected body of professors and There are various points of cooperation with the students, where all major decisions of the school trade and industry. Some of them are direct. Firms, are being voted upon. There is an executive body especially those entering the local market, do come formed by the Rector, Vice-Rector, Chancellor and present their products to the professorial staff (science and research coordinator), the deans of and students alike - their future customers. Some the faculties and colleges, as well as several other of them continue this kind of cooperation by people that apply the decisions of the Senate. Like I

News Sheet 63 June/Juin 2002 22 Interview/Interview

said, students are represented in all the bodies of French-Romanian master course in urban plan- the school and are very active in making their ning, an American-Romanian master course in the voices heard. As a former leader of the student anthropology of sacred space, and so on. After body (1966-1972), I encourage them to become obtaining the RIBA accreditation and the accep- effectively engaged in solving the problems of their tance of our diploma from the French Ministry of school. It works most of the time, but from time to Culture, we are working towards further acceptance time one can still see posters protesting against this of our diploma in architecture in the EU, the US and that, mostly things that are in their power to and Canada. Likewise, we plan to pursue and resolve, but they would rather see 'us' or 'me' solv- expand our cooperation with fellow schools of ing it for them. architecture within the framework of the AEEA/EAAE and beyond.

What is the average age of the academic staff at We want to stress the research agenda, involving the school - and are there many female professors more professors and most of the post-graduate and at IMUAU? Ph.D.-students. We want to publish more - we recently opened our own IMUAU Press - and we As we receive a growing number of very young want to open up more towards our society and teaching assistants each year, definitely larger than the world. the number of retirees, I would suspect that the average age is decreasing. Now the average age is in That is an overwhelming agenda given the little the early forties. It is our policy to bring young resources we have, but we plan to succeed also in professionals into the school and allow them to identifying and attracting more funds from non- grow with the school. We have just promoted a governmental sources, of which we already rather large number of lecturers to associate have 55%. professors; the youngest was 36 years old. We are not here forever, unfortunately, and we have to And IMUAU plan to not only stay afloat,but to think about the next professorial generation that surf on the wave of the integration of Romania in will take care of the school. With respect to the the EU, as an - already - European school of number of female professors, this is only now architecture! ■ reaching 50%. One must, however, properly under- stand the peculiarities of the post-Communist work field. The proportionality of female profes- sionals in the work field was state politics before 1989, and even more so nowadays. Therefore, it is not as much a question of opening up to female professionals; quite the other way around. Education itself has traditionally been very much dominated by women in Romania after World War II, especially in primary and secondary education. Due to the economic problems that Romania faces nowadays, working in a public institution does seem safer than the free market. We do have a disproportionately large number of female appli- cants compared to the number of teaching posi- tions that we have. Already the male/female ratio of our graduates is in favour of female architects. In brief, we do have a large number of both female professors and female students, but for reasons that have to do, unfortunately, more with poor economics than sound equal-rights politics!

What is the primary agenda of your school in the near future?

We plan to open one more field of specialisation in restoration techniques - this one being a three-year program. We have expanded our post-graduate programs with international cooperation: a

23 News Sheet 63 June/Juin 2002 Varia/Divers

Seventh International DOCOMOMO Conference

Image, use and heritage The reception of architecture of the Modern Movement

16-19 September 2002, Paris There is a dual originality to this debate. The conference has been organized in Conference Fees: Because it concerns historians, archi- the form of round tables; each of these UNESCO, 7 place de Fontenoy, 75007 tects, the public audience who see the is under the direction of a chairperson. DOCOMOMO member 250 Euro Paris, France architecture and those involved in The choice has been made to guarantee Non member 300 Euro restoration work, the debate puts archi- the coherence of presentations and their Student Free* Conference Theme: tecture at the centre of universal human quality, with the aim of ensuring clear (* free access to the debates only, The analysis of reception was proposed thought, while at the same time appeal- communication with the public. according to availability) and developed by Hans Robert Jauss, ing to the preoccupations of profession- the literary historian and theoretician. He als. The conference will ask questions on The conference fee includes: formulated the methodology of studying the meaning of works as revealed by the circumstances and environment circumstances of their origin. ● Admittance to all lectures, presenta- which give rise to the creation and Other important elements of the debate tions and debates production of a work of art, including will be the practices particular architec- ● Abstracts and proceedings examination of the opinions and judg- tures have generated, the strategies of ● Opening and final party ments of its critics. By its very nature, conservation they have necessitated, the ● Luncheon on September 17, 18 this approach stimulates new debates in enthusiasm or the dislike they have and 19. the field of the architecture of the provoked and the histories they have Modern Movement. The objective of the produced, notably in the mass media. It does not include: conference is to re-examine the interpre- Moreover, points of view from all over the Information and Registration Office tations of works and the meaning which world will be presented at this confer- 7th International DOCOMOMO Conference ● Accomodation is given to them by all the actors who ence. This grouping and exchange of ADC,EP Sylvie Canal - David Millier ● Conference tours have played a part in their history. opinions will emphasize values held in 30, rue René Boulanger - 75010, Paris, DOCOMOMO France announced a call common, as well as local and national France Registration should be received before for papers on this subject in 2001 and particularities related to modern archi- Tel: ++33 (0)1 40039470 June 30, 2002. the response has more than satisfied the tecture in its historic and contemporary Fax: ++33 (0)1 42066606 Late registration, received after this ambition of the conference. dimensions. Email: [email protected] deadline, will be extracharged 60 Euro.

Form and Sign Global Communication

20-22 September 2002, Ulm, Germany

Conference Theme: Different professions, backgrounds, and Design Forum Ulm to raise people’s The 15th Ulm Symposium asks the attitudes will facilitate a diverse awareness for this situation and to question whether the growing digital approach. examine it closely. networking, the advance of globalisation, and the fading of cultural boundaries The interaction of a multitude of posi- cause the development and use of forms tions and the examination of their and signs to change. Different worlds, bounds is taken as a basis to discuss the different goals? Different ways and prod- major importance of global communica- Conference Fees: Enrolement and Information ucts? Different useres? tion. The responsibility of the designing The attendance fee: individual is gaining importance with the 150 Euro IFG Ulm Internationally known experts in the fields growing accessibility of products all over 50 Euro, students Internationales Forum für Gestaltung of semiotics, psychology, and cultural, the world. The ever increasing sophisti- GmbH media, and communication research, cation of technical expertise, the rapid one day ticket: Am Hochstraess 8 practising industrial, graphic, and prod- development, and the use of new media 75 Euro D 89081 Ulm, Germany uct designers as well as specialists in call for designers, clients, and users to 12,50 Euro, students Tel: ++49 (0) 731 38 10 01 advertising, marketing, and industri will reflect on the fundamental principles and Fax: ++49 (0) 731 38 10 03 present papers and discuss these the meaning of their actions. It will be E-mail: [email protected] aspects in a broader context. the task of this years’s International Attendance numbers are limited. www.ifg-ulm.de

News Sheet 63 June/Juin 2002 24 Varia/Divers

Universal versus Individual. The Architecture of the 1960s 30 August - 1 September 2002, Jyväskylä, Finland

This international conference brings Keynote Speakers together researchers and professionals of architecture to reflect on and to ● Adrian Fortu,UK Organizers and Conference Contact Information discuss the architectural legacy of the The Sixties: Architecture’s Best Committee 1960s. Years? Registration and Booking of Hotels Our aim is to explore both the material Alvar Aalto Academy and intellectual realm of this turbulent ● Claes Caldenby, Sweden www.alvaraalto.fi Ms. Marjo Holma decade so rich of both universal, overrid- A twofold movement. Swedish marjo.holma@alvaraalto.fi ing concepts and simultaneously of architecture in the 1960s between Alvar Aalto Museum tel. +358 (0) 14 624 811 unheeded individualism. production adapted building and the www.alvaraalto.fi We invite you to come and share our “haven of beauty”. meeting, to learn and to give through our University of Art and Design UIAH speakers and your own comments. ● Mart Kalm, Estonia www.uiah.fi Sauna-party in Summer Cottage - Soviet Estonians play the West. City of Jyväskylä www.jyvaskyla.fi/international ● Beatriz Colomina, USA Enclosed by Images: the Eames Conference Chair Multi-Screen Architecture. Mr. Pekka Korvenmaa, UIAH

● Marc Treib, USA Modernism in the North/California

● Dennis Doordan, USA From the Cold War to Postmodernism: Architectural Developments in the 1960s

DIS2002 International Conference on Landscape Planning 25-28 June 2002 Portoroz, Slovenia

The British Museum gists. To progress we need to engage in Landscape Planning in the Era of ● Define the role of local communities Gt. Russell Street, London, UK serious reflection on the actual practice Globalisation in decision making and environmental of Designing Interactive Systems and management A venue for serious reflection on the learn from one another. 8-10 November 2002 practice of designing interactive systems, ● Outline the foundations of land- exploring the aesthetic, social and ● What methods have been Objectives of the Conference scape planning methods as an essen- cultural dimension of new technologies. successful? tial component of environmental ● Where have we failed? ● Identify the effects of globalisation education at European universities Many people are involved in creating ● How are we educating and processes on landscape diversity interactive systems, from information changing? designers to organisational managers, ● What does it take to create useful, ● Formulate methodological product designers to systems engineers, usable and desirable systems? approaches in comprehensive planning interaction designers to usability experts, for the implementation of sustainable and social scientists to product strate- landscape development

For further information: For further information: http://www.sigchi.org/DIS2002 www.bf.uni-lj.si/globalscape/globalscape.html

25 News Sheet 63 June/Juin 2002 Varia/Divers

International Conference: Landscapes of Water: History, Innovation and Sustainable Design

Castello Carlo V. Monopoli, Bari, Italy between fields of hydraulic architecture, cally, environmentally, and culturally Politecnico di Bari - Facoltà di engineering, landscape ecology, and the sustainable ways. Architettura, Dipartimento di Scienze aesthetic attitude of landscape architec- For further information and dell’Ingegneria Civile e dell’Architettura ture. As a logical corollary participants are submission requirements contact: (ICAR) requested to assess possibilities of As a result, hydraulic systems have adapting traditional pre-industrial tech- Prof. Attilio Petrucciolo In recent centuries, modern hydraulics become a technical component of the niques, for example, with new informa- Tel.: 39.080.5963887 has greatly advanced processes of water modern landscape, contributing to tion technologies and software applica- Fax.:39.080.5963823 control, especially in municipal and anonymous sprawl in city and country- tions. [email protected] industrial environments. side.

Unfortunately, some advances, along This international conference on Important Dates: with pressures for solutions that optimize Landscapes of Water is an opportunity to only a limited set of economic variables, re-envision, for the next century, the Receipt of abstracts and CVs: have led to a praxis that has produced close relationship between hydraulics, 01.03. 2002 major problems in the long term. architecture, and landscape, starting with an extensive survey of historical prece- Notification of accepted abstracts : Faith in largely mechanical solutions, dents, without latitudinal or chronological 01.04. 2002 with less attention to ecology and limits. culture, has reduced the sustainability of Pre-registration and receipt of papers for water systems with heavy consequences The conference will highlight innovations possible publication in the Working Paper for our environment. that have occurred in the on-going Series: process of globalization, as well as 01.06. 2002 Separation of technique and culture, of regional resistance to it, striving to fore- construction and design, and of see, whenever possible, new techniques Conference: resources and culture -so typical of the for harmonizing water supply, demand, 26. - 29. 09. 2002 Modern Era -has led to a divergence distribution and protection in technologi-

Marc 2002 The Johannesburg Summit 2002 CAAD Futures 2003 UIA Berlin 2002 21 August - 11 September 2002 26 August - 4 September 2002 28 - 30 April 2003 XXI World Congres of Architecture

Jyväskylä, Finland Johannesburg, South Africa National Cheng Kung University, The Union Internationale des Architectes Department of Architecture (UIA) and the Bund Deutscher International Course on Modern World Summit on Sustainable No. 1 University Road, Tainan, Taiwan Architekten BDA invite architects and Architecture, Conservation Practices and Development. students of architecture from around the Principles in Modern Architecture. The Tenth International Conference on world to Berlin and other German cities Computer Aided Architectural Design in July 2002 to discuss the responsibili- Futures. ties and qualifications required for the CAAD Futures is a bi-annual conference design of our environment and sustain- For information: For information: that promotes the advancement of able building in the urban context: Tel: ++358 9 42 43 33 10 www.johannesburgsummit.org Computer Aided Architectural Design in Resource Architecture. E-mail: marc2002@alvaraalto.fi the service of those concerned with the quality of the built environment. The conferences are organized under the auspices of the CAAD Futures For further information: Foundation. www.uia-berlin2002.com

For further information: http://www.arch.ncku.edu.tw/cf2003

News Sheet 63 June/Juin 2002 26 EAAE Council/AEEA Conseil

Project Leaders/Chargés de Mission Council Members/Membres du Conseil

VAN DUIN, Leen MABARDI, Jean-François FJELD, Per Olaf NEUCKERMANS, Herman (Guide and Meta-university) (Summer School) Olso School of Architecture (EAAE/AEEA President) Delft University of Technology Université Catholique Louvain Postboks 6768 KUL-Dpt. of Architecture Faculty of Architecture Unité d’Architecture St. Olavs Plass Kasteel van Arenberg Berlageweg 1 Place du Levant 1 N-0139 Olso/NORWAY B-3001 Leuven/BELGIQUE 2628 CR Delft/THE NETHERLANDS B-1348 Louvain-La-Neuve/BELGIQUE tel ++47/22.997070 tel ++32/16.321361 tel ++31/15.2 785957 tel ++32/10.234949 fax ++47/22.99719071 fax ++32/16.321984 fax ++31/15.2 781028 fax ++32/10.234949 [email protected] herman.neuckermans@ [email protected] [email protected] asro.kuleuven.ac.be HANROT, Stephane HARDER,Ebbe SPIRIDONIDIS, Constantin Ecole d’Architecture de Marseille Luminy POPESCU, Emil Barbu (EAAE Prize) (Heads’ Meetings; ENHSA) 184 av. de Luminy (Treasurer) Royal Danish Academy of Fine Arts Université Aristotelienne de Thessaloniki F-13288 Marseille/FRANCE Head of Department School of Architecture Ecole d´Architecture tel ++33/4.91625235 Institute of Architecture Ion Mincu Holmen Bte. Universitaire 491 fax ++33/4.91957744 Str. Academiei 18-20 1433 Copenhagen/DENMARK GR-54006 Thessaloniki/GREECE [email protected] Sector 1 tel ++45/32.686000 tel ++30/310.995589 70109 Bucarest/ROUMANIE fax ++45/32.686111 fax ++30/310.458660 HORAN, James tel ++40/1.3139565 [email protected] Dublin Institute of Technology ++40/1.3155482 School of Architecture fax ++40/1.3123954 TOFT, Anne Elisabeth Bolton Street 1 (News Sheet) Dublin /IRELAND TOFT, Anne Elisabeth tel ++353/1.4023690 Aarhus School of Architecture fax ++353/1.4023989 Noerreport 20 [email protected] DK-8000 Aarhus C/DENMARK tel ++45/89.360287 MICHIALINO, Paola fax ++45/86.130645 UCL [email protected] Unité d’Architecture Place du Levant 1 VOYATZAKI, Maria B-1348 Louvain-la-Neuve/BELGIQUE Aristotle University of Thessaloniki tel ++32/10.472421 School of Architecture fax ++32/10.474544 GR-54006 Thessaloniki/GREECE [email protected] tel ++30/310.995544 fax ++30/310.458660 [email protected]

Thematic Coordinators New Council Members Sécretariat permanent EAAE/AEEA Secretary HANROT, Stephane FJELD, Per Olaf SCHOL, Lou (Research) Kasteel van Arenberg HORAN, James B-3001 Leuven/BELGIQUE MICHIALINO, Paola tel ++32/(0)16.321694 (Urban Issues) fax ++32/(0)16.321962 [email protected] VOYATZAKI, Maria http://www.eaae.be (Construction)

27 News Sheet 63 June/Juin 2002 EAAE Calendar AEEA Calendrier

2002 03 09 EAAE Council Meeting Réunion du conseil de l’AEEA Chania/Greece Chania/Grèce

04 – 07 09 5th Meeting of Heads of European Schools of 5o Conférence des Directeurs des Écoles Architecture d’Architecture en Europe Chania/Greece Chania/Grèce

2003 08 – 11 05 Four Faces of Architecture Quatre faces de l’architecture Stockholm/Sweden Stockholm/Suéde

EAAE News Sheet Contributions to EAAE News Sheet Contributions AEEA News Sheet Aarhus School of Architecture Noerreport 20 Contributions to the News Sheet are always welcome, and should Les contributions au News Sheet sont toujours bienvenues. EIles DK-8000 Aarhus C be sent to the editor, who reserves the right to select material for doivent être envoyées à l'éditeur, qui décidera de leur publica- publication. Contributions might include conference reports, notice tion. Contributions d'interêt: rapports de conférences, évene- of future events, job announcements and other relevant items of ments à venir, postes mis au concours, et d'autres nouvelles en Editor’s Office news or content. The text should be available in French and bref sur la formation architecturale. Les critéres à suivre sont: English, unformatted, on either disk or as an email enclosure. Les textes doivent être en Français et en Anglais, en forme d'un Anne Elisabeth Toft Deadlines are announced in the News Sheets. ■ document de texte non formaté, qui peut être attaché à un e- Ph.D.-Student mail ou être envoyé en forme d'une disquette. Les dates limites The Aarhus School of Architecture sont publiées dans chaque bulletin. ■ Noerreport 20 DK-8000 Aarhus C tel ++45/89.360287 fax ++45/86.130645 [email protected] Secretariat AEEA-EAAE tel ++32/(0)16.321694 EAAE interactive www.eaae.be Lou Schol fax ++32/(0)16.321962

NEWS SHEET deadlines Kasteel van Arenberg [email protected] #64 (B3/2002), Sept./Sept. 03/02 #65 (B1/2003), Jan./Jan. 01/03 B-3001 Leuven/BELGIQUE http://www.eaae.be