Architectural Theory

COURSE SYLLABUS Semester 1 2019-2020

Course Organiser: Dr Michelle Bastian Course Secretary: Rosie Hall Course Code: ARCH10002

Image caption: Elliptical Field – Site of Reversible Destiny Yoro by Arawaka and Madeline Gins (1995) Photograph by Léopold Lambert

ESALA Course Handbook: Architectural Theory ARCH10002 1 Published on: 12 September 2019 Alternative Format If you require this document or any of the internal University of Edinburgh online resources mentioned in this document in an alternative format please contact Rosie Hall ([email protected], 0131 651 5802).

Contents

Introduction 3 Course Summary, Learning Outcomes 4 Teaching and Learning Environment, Reading 5 and Resources Lecture Descriptions 6 Assessment and Feedback 20 Assignments 21 General Information 26

Introduction

Welcome to Architectural Theory

This course explores the relationship between theory and architecture. We will use a range of case studies to look at how theory can challenge assumptions and offer new ways of thinking about key problems. This will involve close readings of:

1. Philosophical texts 2. Architectural Theory texts 3. Exemplary Architectural projects

The course will enable you to explore the relationship between architecture and other areas of culture. It will also provide you with an expanded framework for understanding and interpreting architectural production.

The lectures involve thematic explorations of architecture and includes issues such as the role of the body, systems of power and control, as well as provocations to rethink social boundaries around gender, nature and the commons. We will engage with a wide range of theory including deconstruction, phenomenology, feminist theory, environmental philosophy, continental philosophy and more.

You will develop skills in reading complex texts and writing responses to them. You will also develop critical perspectives on how architecture might respond to a range of contemporary social issues.

This is an exciting course taught by a group of lecturers who have each published and contributed to the development of theory and/or architectural theory. They will be assisted by experienced tutors with backgrounds in architecture and design

ESALA Course Handbook: Architectural Theory ARCH10002 2 Published on: 12 September 2019 who are active in research via their current PhD projects.

We strongly recommend that this handbook is read in conjunction with your Programme Handbook.

Course Summary

Introduction The course will consist of eleven lectures and eleven weekly tutorials. Lectures will take place on Tuesdays, with the related tutorials taking place on Wednesdays. In Week 1 there will be a general course introduction. In week 11 the course will conclude with a review writing strategies and tips for the final assignments. The slides for each lecture will be available on LEARN. Audio recordings will also usually be available via LEARN.

There will be three items of essential reading each week. These should be reviewed before the lecture, and read closely before the tutorial. Bring copies of the readings to your tutorials so that you can refer to them during discussions. The tutorials will help you to develop your critical reflections journal, which in turn will be beneficial for developing essay themes.

Readings are all available through the Resources List linked to on our Learn site.

Aims The course will: 1. Provide critical frameworks that inform an understanding of architecture and architectural design 2. Demonstrate how architecture fits within wider intellectual discourses, showing what is at stake in those discourses 3. Develop skills in critical scholarship and writing 4. Promote and excite self-directed study

Learning Outcomes Knowledge of contemporary design theories and the ways in which they LO1 can inform specific approaches to, and practices of architectural design1 Ability to demonstrate and analyse how architectural production fits within LO2 wider philosophical, historical, social, political and economic discourses through careful argument 2 Ability to research issues in architectural theory, to critically reflect upon LO3 them, and to organise and present those reflections in the format of scholarly writing3

1 ARB General Criteria 2.1, 2.2, 6.3, Graduate Attribute 1.4 2 ARB General Criteria 2.1, 2.2, 6.3, Graduate Attribute 1.4 3 ARB General Criteria 2.1, 2.2, Graduate Attribute 1.4 ESALA Course Handbook: Architectural Theory ARCH10002 3 Published on: 12 September 2019 The learning outcomes are designed to cover aspects of the ARB/RIBA criteria that are listed in the BA/MA ARB Mapping document in the Programme Degree Handbook. Teaching & Learning Environment Lectures On Tuesdays there will be ten lectures each covering a different topic as outlined in this syllabus, as well as final lecture giving feedback and advice for your assignments. You will be notified of any changes in the lecture sequence and topics.

Tutorials Tutorial sessions will take place on Wednesdays. Each tutorial will focus on the topic of the lecture of the previous day. Readings must be completed before the tutorial. You will be assigned to one of 9 tutorial groups. This will appear on your personalised timetable by the end of Orientation Week. Tutorial rooms and the tutor assigned to each group will be listed on LEARN.

Group Work There will be no examinable group work. However, we encourage you to form study groups to explore the readings in more depth.

Individual Work All work in this course is to be undertaken individually.

Communications Lectures and slides are posted on LEARN. Please note that the full lecture may not be posted in advance but will be available at most 24 hours after the lecture.

Electronics Policy We’re going to be covering a lot of complex material in this course, and so this electronics policy is designed to help make it easier for everyone to concentrate.

Please be aware that there is a lot of research that shows that people using the internet in class do a lot worse in their course work than those that don’t.

There’s also research that shows that people can be really distracted by what other people are looking at. For example, if someone is looking at a video in front of them then it makes it really difficult for them to concentrate.

As a result, you are expected to refrain from disrupting the class or interfering with other people's ability to concentrate. This means that small electronic devices are not permitted in class and must be put away in your bag or out of sight.

You may use a laptop or tablet to take notes, although this is not recommended as it is often very tempting to multitask. If you decide to use a device with an upright screen to take notes you should sit in a back row in the side sections so that the activity on your screen doesn't create a visual distraction to your neighbours.

When deciding what is best for you I would recommend that you read some of

ESALA Course Handbook: Architectural Theory ARCH10002 4 Published on: 12 September 2019 the following research:

So you think you can multitask? from the University of North Carolina

How your phone reduces your ability to think even when only in glancing distance from Psychology Today

Barak, L. (2012). Multitasking in the university classroom. International Journal for the Scholarship of Teaching and Learning,6 (2) https://digitalcommons.georgiasouthern.edu/ij-sotl/vol6/iss2/8/

Ellis, Y., Daniels, W. and Jauregui, A. (2010). The effect of multitasking on the grade performance of business students. Research in Higher Education Journal, 8 http://www.aabri.com/manuscripts/10498.pdf

Fried, C. B. (2008). In-class laptop use and its effects on student learning. Computers and Education, 50 (3), 906-914.

Kraushaar, J. M. and Novak, D. C. (2010). Examining the affects of student multitasking with laptops during lecture. Journal of Information Systems Education, 21 (2), 241-251. Reading and Resources All readings are available online through the University’s Resource List service, which provides quick links to all the essential and recommended readings for this course. Simply go to http://resourcelists.ed.ac.uk/index.html and search for our course, or else use the link accessible via LEARN. In some cases you need to be on the University network to have full access to publications. Even when on the University wifi you may need to sign into EASE, or use the University VPN (virtual personal network) service to gain full access.

We also recommend that you do your own further research, and that you learn the art of effective web search for scholarly articles, images, videos and other resources, and share links with others. We include some web links with each lecture description, but use keywords from the descriptions to find more.

Please ensure that you keep careful notes from your readings and independent research, which include full references and page numbers for all quotes, sections paraphrased and other items you might be interested in using in your assessment items.

ESALA Course Handbook: Architectural Theory ARCH10002 5 Published on: 12 September 2019 Lecture Please see the full list of readings on www.resourceslist.ed.ac.uk including recommended and further readings for each lecture. Descriptions

LECTURE 1 INTRODUCTION: Why theory? Michelle Bastian Theory can often seem very abstract from everyday life, something that might be indulged in from time to time, but of little help when addressing practical issues. In this lecture we will explore the pervasiveness of theory within everyday life and how it might actually be seen as a type of ‘plumbing’ built into social life that is essential but Pipe Nozzle by Adam Rosenburg (CC BY-SA 2.0) often hidden from sight. This https://www.flickr.com/photos/fredmin/11083759513/ will suggest that one use of theory might be to uncover our buried assumptions and subject them to critical questioning. However, we will also discuss how theory could also be seen as a way of helping us to make sense of experiences, events, or contexts that don’t seem to make sense at all. The work of Peter Eisenman and Jacques Derrida will help illustrate this.

Key Texts Midgley, M. (1992). "Philosophical Plumbing" Royal Institute of Philosophy Supplements 33: 139-151. Deutscher, P. (2005). How to Read Derrida. New York and London, W.W. Norton. pp103-106

Key Project Memorial to the Murdered Jews of Europe, Peter Eisenman, Opened in 2005.

LECTURE 2 Making Sense Michelle Bastian Last week we looked at why it might be important to engage with theory, in this lecture we will look at how the process of making sense of theory, or making sense of things with theory takes place. Rather than thinking about the process of developing an interpretation, whether it be through writing, reading, thinking or design, as a linear step-by-step process, we will explore arguments from phenomenology and hermeneutics that suggest what is actually required is a non-linear interweaving of future hopes

and past memories. We will look at Ganga Flow by premasager (CC BY-NC 2.0)

ESALA Course Handbook: Architectural Theory ARCH10002 6 Published on: 12 September 2019 Snodgrass and Coyne’s account of design in these terms and also reflect on our own methods of writing, reading and designing.

Key Reading Snodgrass, A. and R. Coyne (1996). "Is Designing Hermeneutical?” Architectural Theory Review 2(1): 65-97. Heidegger, M. (1996). Being and Time: A Translation of Sein und Zeit. Translated by Joan Stambaugh. Albany, SUNY Press. §32 139-144

Key Project Dale Primary School, muf architecture/art, 2006-2009 (see www.muf.co.uk/portfolio/dale)

LECTURE 3 Bodies Richard Coyne In this lecture we will survey theories on the relationship between the body and architecture, starting with mythic concepts of space that implicate the body through ritual, movement, participation in the cycles and seasons, and geometry. We also examine Neo- Platonic concepts of ecstasis, and look at anthropomorphism - the belief that the measure of man reflected divine measure - depicted most famously in Leonardo da Vinci’s drawing of Vitruvian man, a body inscribed simultaneously within a circle and a square. We consider empiricist approaches to the body and 1 Unité d'habitation, Marseilles, France, Le Corbusier measurement, including Le Corbusier’s Modulor. We then look at the phenomenology of the body and the embodied nature of human experience. We conclude by considering the cyborg, the Surreal, hybrid entity that some think we are all becoming.

Key Reading Le Corbusier (1968). The Modulor (Cambridge, Mass.: MIT Press). Preamble & Chronological Review pp 13-21, 23-68. Hale, Jonathan. 2016. Merleau-Ponty for Architects. London: Routledge Chapter 2: Embodied space: It’s not what you think

Key Project Le Corbusier and Nadir Afonso - Unité d'habitation

ESALA Course Handbook: Architectural Theory ARCH10002 7 Published on: 12 September 2019 LECTURE 4 Building Gender Michelle Bastian This lecture will look at how assumptions about gender, both explicit and implicit, influence architectural design and the built environment more broadly. We will discuss how the seemingly self- evident contrasts between work/home, labour/rest and public/private have been challenged and complicated by feminist analyses of women’s experiences of the family home. This will be set within broader accounts of the political and personal role of ‘home’ developed The Wright Family - Pip R. Lagenta (CC BY-ND 2.0) by a range of feminist theorists. Throughout we will question the idea of a ‘generic’ body or user that inhabits built space and explore various attempts to become more attuned to the ways different bodies are assumed to fit, forced to fit, or simply not considered within architectural design. Key Readings Hayden, D. (1980) “What Would a Non-Sexist City Be Like? Speculations on Housing, Urban Design, and Human Work” Signs: Journal of Women in Culture and Society 5: S170-S187. Young, I. M. (2005). ‘House and Home: Feminist Variations on a Theme.’ In On Female Body Experience: "Throwing like a girl" and other essays. I. M. Young. Oxford, Oxford University Press: 123-154..

Key Project N-Street Cohousing Community LECTURE 5 The everyday character of technology Richard Coyne The lecture examines critical thinking about technology, with particular focus on the influential views of Martin Heidegger. The lecture explores definitions of material, the substance of building, and provides an interpretation of Heidegger’s techné and poesis and Heidegger’s reconstruction of Aristotle’s four causes.

Key Reading Dreyfus, Hubert L., and Charles Spinosa. 2003. Further Reflections on Heidegger, Technology, and the Everyday. Bulletin of Science, Technology & Society, (23) 5, 339-349. Tanizaki, Junichiro. 1977. In Praise of Shadows. New York. Vintage. Pp 5-15.

Key Project Vals Baths by Peter Zumthor

ESALA Course Handbook: Architectural Theory ARCH10002 8 Published on: 12 September 2019 LECTURE 6 Locating Nature Michelle Bastian With the RIBA (amongst others) declaring a climate emergency and developing action plans to address it, this lecture begins a series of themes that will help us understand ideas of the environment in more complex ways.

Western systems of thought have historically been constructed around series of dualisms: theory/practice, Craigentinny Fox by Mark Sheffield (CC BY-NC-SA 2.0) public/private, male/female, civilisation/nature, human/animal, urban/rural. This way of thinking has come under heavy criticism from all number of sources and has led to an interest in challenging, transgressing and transforming these divides. In this lecture we will look specifically at the human/nature and human/animal dualisms, with examples of how they have been troubled within architecture and urban design. We will also look closely at philosopher Val Plumwood’s account of the features of dualistic thinking in order to have a firmer grounding in the consequences of this mode of thought, allowing an assessment of the success of attempts to challenge it.

Key Reading Sanders, J. (2011). "Human/Nature: Wilderness and the Landscape/Architecture Divide." In D. Balmori & J. Sanders eds. Groundwork: Between Landscape and Architecture: 12-33. Plumwood, V. (1993). Feminism and the Mastery of Nature. London and New York, Routledge. pp41-55

Key Project Zootopia by Big-Bjarke Ingels Group (see http://big.dk/#projects-zoo)

LECTURE 7 Urban | Public | Commons Penny Travlou This lecture will focus on the politics of public space and the right to the city as defined by Henri Lefebvre. We will look at various theorists from a diverse background (e.g. urbanism, sociology, geography) whose work engages with debates on the present condition of public space

ESALA Course Handbook: Architectural Theory ARCH10002 9 Published on: 12 September 2019 in contemporary cities. Finally, we will explore the current work on what we call “urban commons” and its importance in reconsidering and redefining urban space while discussing the implication of architecture, urban planning and design in the debate on the “right of the city”. Key Reading Lefebvre, Henri. “Chapter 14: The Right to the City.” In Writings on Cities, 147 – 159. Oxford: Blackwell, 1996. Stavrides, Stavros. “Common Space as Threshold Space: Urban Commoning.” In Struggles to Re-appropriate Public Space. Footprint, vol. 16 (2015): pp. 09- 20. Key Projects a) Atelier d'architecture autogérée (aaa - Studio for Self-managed Architecture); b) occupied Navarino Park, Athens. LECTURE 8 Environmental Architecture Rachel Harkness How and why to build environmental architecture? Questions of environmental relations and values in our building cultures. What might we mean by environmental architecture? Is it architecture that considers the more-than-human and/or the way we humans perceive our surroundings? Or that which models itself on ecological systems and design, or strives to do away with waste? Perhaps it is that which we call ‘natural’ (often whilst focusing on materials), or ‘sustainable’ (to highlight its accordance with standards and policies), or ‘autonomous’ (to signal an independence from grids)? Labels such as these provide a different and valuable, if partial, vantage point on how to understand the relationship between people, environment and architecture. None is supreme. However, as the question on which this lecture pivots suggests, and moving past what environmental architecture is, these different approaches – all drawing on slightly different bodies of theory – beg us to think about the way in which architecture can be understood as a manifestation of environmental values, relationships and processes. The how and why of architecture is to be foregrounded here then: firstly, that is the process, the materials, the practice and labour and their conditions; and secondly, the reasons and motivations and values underpinning action. As what we build or don’t build shapes the world around us, and so too our future and that of our world, this topic of environment opens out to issues of power, politics, energy and imagination!

Key Readings Tim Ingold (2000) The Perception of the Environment: Essays on Livelihood, Dwelling and Skill. London: Routledge. ‘Chapter 10. Building, Dwelling, Living’

ESALA Course Handbook: Architectural Theory ARCH10002 10 Published on: 12 September 2019 David Harvey (2000). Spaces of Hope. Edinburgh: Edinburgh University Press. Part 4: Conversations on the Plurality of Alternatives

Key Project Earthships Movement – see https://www.earthshipglobal.com/ LECTURE 9 Governance Liam Ross “Morals reformed - health preserved - industry invigorated - instruction diffused - public burdens lightened - Economy seated… all by a simple idea in Architecture!”

Continuing a focus on embodiment, this week’s lecture considers the question, “where is power?” It does so by studying a productive exchange between building design, philosophy and architectural theory, centred on Jeremy Bentham’s ‘Panopticon’. Bentham’s 1787 design for an improved penitentiary suggested a way in which building design could be employed as a passive governmental device, a Elevation, section and plan of Jeremy Bentham's means to reform its occupants. Panopticon penitentiary, drawn by Willey Reveley, 1791 However, for philosopher Michel Foucault, it also provided a ‘diagram’ through which to reconceive the spatiality of power, and more recently, for architectural theorists such as Sven-Olov Wallenstein, it has offered a way to engage with the subjective and subjectifying character of Modern Architecture more generally. This lecture, then, will invite students to consider power not as something located within particular people or institutions, but as a phenomena created by differentials distributed across our social space, and to consider architectural design as a practice which involves the design and construction of such differentials. Key Reading Foucault, Michel. “Panopticism.” In Discipline and Punish, 1978-1979: Lectures at the College De France, 1978-1979. Translated by Mr Graham Burchell. Palgrave Macmillan, 2010. pp. 195-230 Wallenstein, Sven-Olov. “The Hospital as Laboratory” and “Docile and Resistant Bodies” in Bio-Politics and the Emergence of Modern Architecture. 1st ed. Princeton Architectural Press, 2009. pp. 30-42

Key Project The Panopticon. See Bentham, Jeremy. 1798. “Panopticon.” In The Panopticon Writings. London; New York: Verso, 2011

ESALA Course Handbook: Architectural Theory ARCH10002 11 Published on: 12 September 2019 LECTURE 10 The Trouble with Participation Michelle Bastian Collaborative consumption, peer-to-peer, crowd-funding, the Big Society, have all been heralded as challenges to top-down modes of producing, consuming and governing. With participation ‘in the air’, we will use our last session to build on ideas introduced in Penny Travlou’s lecture on the urban commons to reflect on the role of participation in architectural practice. Design Process (Lancaster Cohousing) We will explore the roots of modern participative praxis in the work of Paolo Freire, a Brazilian educator and philosopher and look at the radical potential originally promised by participatory approaches. However, we will also engage with contemporary critiques, such as Jeremy Till’s, that participation has become an instrumentalist box-ticking tool, or even a new form of tyranny, and so has lost its liberatory potential. Key Readings Till, J. (2012). ‘The Negotiation of Hope.’ in P. B. Jones, D. Petrescu and J. Till eds. Architecture and Participation. London and New York, Routledge: 25-44. Freire, P. (1972). Pedagogy of the Oppressed. Harmondsworth, Penguin. Chapter Two (pp45-59 in Penguin edition) Key Project The Fourth Grace, Liverpool.

ESALA Course Handbook: Architectural Theory ARCH10002 12 Published on: 12 September 2019

Course Programme

Wk Day Lecture topic Lecturer

Tuesday 1 Why Theory? Michelle Bastian 17 Sept Tuesday Making Sense 2 Michelle Bastian 24 Sept Tues 3 Bodies Richard Coyne 1 Oct Tues 4 Building Gender Michelle Bastian 8 Oct Fri 4 DRAFT JOURNAL ENTRY DUE 12 noon 11 Oct Tues The Everyday Nature of 5 Richard Coyne 15 Oct Technology Tues 6 Locating Nature Michelle Bastian 22 Oct Tues 7 Urban | Public | Commons Penny Travlou 29 Oct Tues 8 Environmental Architecture Rachel Harkness 5 Nov Tues 9 Governance Liam Ross 12 Nov Tues The Trouble with 10 Michelle Bastian 19 Nov Participation Tues Course Review and 11 Michelle Bastian 26 Nov Assignments Thurs 11 JOURNAL DUE 12 noon 28 Nov Mon 14 ESSAY DUE 12 noon 16 Dec

ESALA Course Handbook: Architectural Theory ARCH10002 13 Published on: 12 September 2019 Assignments Please check details on LEARN – if there are any discrepancies between this handbook and the Learn site, the Learn site takes precedence.

Assignment 1 Submit a CRITICAL REFLECTIONS JOURNAL that responds to 50% of 20 credits materials from 6 of the lectures in the course. There should be one 400 word entry (+/- 10%) for each of the selected lectures (2400 words overall).

Each critical reflection should analyze how an idea arising from the lecture or readings has  led you to question your assumptions about architecture,  or, helped you to better understand a question or point of confusion that you have had around architecture.

Be sure to  clearly describe a specific situation that you were in or a way of thinking/working that you have had,  explain the idea itself, and  explore how this idea has helped you understand something related to the field of architecture in a new way (this can be in general, or relate to a particular architectural project, studio work, etc).

We will be looking for you to reference the course materials to support your writing and for you to take a questioning approach that moves beyond saying what happened (description) to explore some of the ‘how’, ‘why’, ‘what if’, and ‘what next’ (analysis).

The journal format works best when it is drafted on a lecture-by-lecture and week-by-week basis. This will give you the opportunity to continually reflect on, and improve, your writing processes and outcomes. There will be various activities integrated into the lectures and tutorials that will assist with this. Give consideration to the design of the journal and make sure you illustrate your text. Indicate the source of all quotes, as well as all illustrations, including URLs if they are from the Web. We encourage you to use your own photographs, including reproductions of your own studio work.

Please note that in both assignments you are required to use the Chicago Footnotes and Bibliography referencing style https://www.chicagomanualofstyle.org/tools_citationguide.html More details will be discussed in the lectures and during tutorials.

NB: Footnotes and Bibliography are not included in the word count for the journal entries.

The journal should address Learning Outcomes 1, 2 and 3.

Further materials to help with the writing of these entries will be added to

ESALA Course Handbook: Architectural Theory ARCH10002 14 Published on: 12 September 2019 LEARN. Keep an eye out for these. There will be two submission dates for the journal.

Submission 1 A draft of one critical reflection is due by 12 noon on FRIDAY 11th OCTOBER (WEEK 4) via LEARN for formative feedback.

Submission 2 Your full journal is due by 12 noon on Thursday 29th November (WEEK 11) via LEARN for summative assessment.

Please allow for uploading time! Late penalties may be applied from 12.01PM.

Email submissions are not accepted. No resubmissions will be accepted after the deadline.

Assignment 2 Submit a 2,000 WORD ESSAY. 50% of 20 credits The essay builds on the skills developed in the creation of the journal and provides an opportunity to explore a particular issue in greater depth. We will be looking for a clear argument, engagement with the course materials, and a questioning approach that includes analysis as well as description. A list of essay topics can be found in the course syllabus. Further materials that will assist in the writing of the essay will be provided on LEARN.

Your essay should address Learning Outcomes 1, 2 and 3.

Deadline: MONDAY 16TH DECEMBER 2019 (WEEK 14), 12 noon via LEARN Give consideration to the design of your submission. We recommend that you include images, and make reference to these images in your text. Indicate the source of all quotes and illustrations, including URLs if they are from the Web. We encourage you to use your own photographs, including reproductions of your studio work.

Please note that in both assignments you are required to use the Chicago Footnotes and Bibliography referencing style https://www.chicagomanualofstyle.org/tools_citationguide.html More details will be discussed in the lectures and during tutorials.

Please allow for uploading time! Late penalties may be applied from 12.01PM.

Email submissions are not accepted. No resubmissions will be accepted after the deadline.

ESALA Course Handbook: Architectural Theory ARCH10002 15 Published on: 12 September 2019

Essay Questions

The following questions are suggestions from each of the lecturers involved in the course. You are very welcome to develop your own essay question, but you must receive approval for this from Dr Bastian before starting your essay.

1. Why Theory? (MB) Make a case for the relevance or irrelevance of theory to architectural practice through a critical examination of 2-3 key texts discussed in the course.

2. Making sense (MB) Reflect on your experience of the course, your studio practice and/or your architectural experience more broadly,and critically examine Snodgrass and Coyne’s claim that design is hermeneutical. Draw parallels between your experiences and examples from the course in order to show the wider significance of your reflections.

3. Bodies (RC) Architects have to design for the ergonomic body, but in what other ways is architecture an embodied process?

4. Building Gender (MB) What does an analysis of gender bring to understandings of the built environment? Demonstrate your argument with the use of examples (from the course or your own).

5. The Everyday Character of Technology (RC) Explain Heidegger’s concepts of “letting be” and how technological thinking impedes people’s engagement with the world. Explain with reference to architecture and/or building.

6. Locating Nature (MB) a. Select 2-3 aspects of dualistic thinking, as outlined by Plumwood, and critically analyse a ‘more-than-human’ architectural project in relation to them. Discuss whether the project counteracts the dualism of human vs nature, or reproduces it. b. Can architecture only ever represent the fall of nature (cf Cronan)? Discuss in reference to a specific architectural project or projects.

7. Urban | Public | Commons (PT) a) It has been noted that in recent years there is an increased privatization and policing of urban public space. Physical barriers, surveillance mechanisms and design decisions are intended to keep certain (groups of) people from using public spaces. This raises questions about what constitutes a public space and who own(s) it. In this essay, craft an argument explaining the conditions under which an urban space can rightfully be understood to be public. ESALA Course Handbook: Architectural Theory ARCH10002 16 Published on: 12 September 2019

b) What makes some aspect of urban life, whether a physical resource such as an open space, a street where children play, a park, a service such as a public library, or less tangible assets such as public art, a commons resource? What is then the difference between urban commons and public space?

8. Environmental Architecture (RH) *in preparation*

9. Governance (LR) Describe a selected urban or architectural project as a passive governmental device, with explicit reference to the writings of Bentham, Foucault or Wallenstein

10. Participation (MB) a. Is participation merely a guise for ‘the same old patterns of power to repeat themselves’ as Jeremy Till argues? Make your case using examples and evidence.

General Questions a. Compare and contrast the contribution to architecture of two major critical perspectives considered in this course. b. Elaborate any pertinent questions encountered in studio practice in relation to any of the lecture themes covered in this course.

Contacts Course Organiser Dr Michelle Bastian 1.303B The Maltings Minto House, Chambers Street 0131 651 5779 [email protected] Office Hours: 10.00-12.00 Wednesdays during teaching weeks. Book a meeting with me during office hours here: https://calendly.com/m-h- bastian/office-hours

Course Secretary Rosie Hall Undergraduate Teaching Organisation Office, Room 2.58 Minto House, 20 Chambers Street [email protected] Office hours are Monday to Friday 09:30 – 12:30 and 13:30 – 16:30

ESALA Course Handbook: Architectural Theory ARCH10002 17 Published on: 12 September 2019