Teaching Portfolio Dr Suau 2007-2017 by Dr Cristian Suau Ibanez

TEACHING PORTFOLIO DR CRISTIAN SUAU

http://issuu.com/cristiansuau/docs/experimental_design_research_suau_2

URBAN DESIGN

BROWNFIELDS

INDUSTRIAL LANDSCAPE

PRODUCTIVE LANDSCAPE AGRARIAN ZONES AND ALLOTMENTS

URBAN GARDENS

COLLECTIVE MICRO-FARMING

LAND ART

WALKSCAPE & ENVIRONMENTAL ART

SYSTEMIC DESIGN

REPROGRAMMING SUBURBIA, URBAN GAMES & PUBLIC SPACES

INFORMAL CITY

BORDER CONDITIONS & MICRO-URBANISM

WATERSCAPES

BIOREMEDIATION, WATERFRONTS & FOG COLLECTION IN ARID LANDS

URBAN UTOPIA

PROSPECTIVE MANIFESTOES

ELEMENTARY SPATIAL FRAMES

UNIVERSAL DESIGN

of Contents page 01 1.1.TablePersonal development over a timeline (chronology) 1. EXPERIENCE pages 02-09 1.2. SECTION Reflect on the past 5-10 years 1.3. Areas of professional development (connected page 03 withOverview research by design) Development page 04 1.4. Academic Reflective and non-descriptive of Teaching page 05 1.5. Development Scientific report that requires appropriate reference techniques, compliance with academic Teaching Experience 2007-2016: integrity, and Master providing the assessors with the Bachelor, and Doctoral Levels pages 06-07 possibility to check the sources. Pedagogical Education and Studies page 08 1.6.Training, When seekingand tenure or promotion, Honours Awards regarding provide alsoTeaching a summary within Studio each section how you have09 in Design page developed your teaching competence since your appointment career track. SECTIONon 2. the SELECTED CASES pages 10-20

ADAPTIVE URBANISM

1. CoverNARRATIVE (4-7 pages)

ECOLOGICAL LANDSCAPE

Table TableofofContents Contents REMAKING

REUSE, REPURPOSING & REFABRICATING

CLIMATIC DESIGN

PASSIVE LOW-ENERGY ARCHITECTURE

OPEN SOURCE LUDIC INTERFACES

Fig. 1. Areas of my professional development connected with research by design and teaching themes in design studios + hands-on modules at university level. Source: Suau, 2016

Appendix_01. Teaching and Supervision in Design Studios 2. Experience APPENDICES (6-10 pages) page 11

Selected 2.1.Appendix_02. Appendix_01: list ofEducational teaching and supervision Publications page 12 experience. Architectural 2.2.Appendix_03. Appendix_02: SelectedDesign educational Studios 1+2 [2007-2013] page 13 publications Radical Architecture 2.3.Appendix_04. Appendix_03-10: Selected design studio (Environments) [2013-2014] page 14 cases RadicalArchitecture Architecture on Glasgow • Appendix_05. 2013-15 Radical (Environments) [2014-2015] page 15 gaps & food; Railway & Nicosia (3) MOBILELAND© • Appendix_06. 2015 Remaking the City (advanced master) on Portable Garden [2014-2015] page 16 inflatable cinema (1) Vertical Studio • Appendix_07. 2012 Master theses (Cardiff university) (1) on Folding Architecture [2008] page 17 urbanity Vertical studio Studio(Cardiff university) (1) • Appendix_08. 2010-12 Vertical ALLOTMENTS© [2010] page 18 • NOMADIC 2014 Master theses (Strathclyde university) Appendix_09. (1) on upcycling Advanced Master in [2015] page (1) 19 • Architecture 2015 PhD Carmelo on patterns (ETSAB) BA/Master • Appendix_10. 2015 Mobileland (1) theses on Architecture [2013-2014] page 20 TEACHING PORTFOLIO© by Dr Cristian Suau [UK, 2016]. NOTE: Author prohibits recipients from reproducing, adapting, or distributing copies of this teaching work/methods withoout formal permission.

WORLDWIDE ACADEMIC LIFE places I duration

+7 years 2 years 6-12 months less than 1 month

mapamundi [suau, 2016]

Fig. 2. Map showing the location and duration of my worldwide academic experience. Source: Suau, 2016

EXPERIENCE “Form must have a content, and that content must be linked with nature.” Alvar Aalto

ONE

TEACHING PORTFOLIO

Overview Preamble

Studio-based Learning

Learning by Design

My teaching portfolio documents, reviews and

It seems that the academia is often detached from industry, social engagement, problem solving, hands-on or live projects. Perhaps I am a nonconventional academic who does not follow any teacher-centred learning pathways. I do not like students taking a passive or subaltern role. Why? It is boring. Instead I apply student-centred learning, which is focussed on process-led experiences and participatory work. From the student viewpoint, it becomes an incentive/challege for them. Within the studio culture my role is to guide them into the cycle of thinking + playing + making and responsive interpretations of the everyday “learning material” through ‘experiencing’ a progressive learning contents in open design briefs; excursions and study trips; dialogues including external lecturers and tutors; online open guides and blogs; and a selection of essential bibliography. I came from a family of university educators. I am driven by the pedagogic models of Constructivism(1) , which is relevant to the enhancement of studio culture and beyond. My role as design tutor(2) -enabler, coach and ‘critical friend’- is to ‘bridge’ the gap between research and praxis -via retrospective criticism and prospective visions- within an encouraging teaching environment. I do believe that designers are, above all, adaptive organisers or “frame-makers” of the built environment. We constantly learn from a wonderful open classroom called City -our “grand play-place”-, which is our laboratory of everyday life. Studio-based learning is highly engaging for students, enabling them to develop new capabilities in a holistic and independent way. It encourages them

Regarding the selection of teaching cases, I would

attributes along ten years of academic experiences throughout a selected repertoire deployed in the annexed section (appendices). In order to support my academic experience, I have organised an introductory section that illustrates my academic pathways in didactic maps and chronograms. Architecture, Urbanism and Landscape are linked with each others sistemically. As intellectual I wish to contribute with the consolidation of a studio-based design curricula at the University, which integrates local, regional and European architectural, urban and landscape design tradition; resolves complex spatial, ecological and environmental problems for adaptive needs in urban and rural contexts; and offers high ethics and design more public, humane and inclusive. Since 2007, my teaching experience at WSA (20072013) and recently at Strathclyde (2013-2016) has covered a wide range of the professional architecture, urban and landscape curriculum such as the coordination of design studios, taught modules, design entry competitions, live projects, exhibitions, festivals, and exploration of design theories and trends. My particular interests in thinking, playing and making modules I coach. My approach to teaching architecture articulates theory and application by exposing cohort to important knowledge and concepts and orient them to incorporate these into their own design process. Through Mobiland and GPO activities, I integrated service-learning components, professional capacities and agency/social values within my teaching activities in studio, which has resulted in a great demand of participatory design projects that communities in needs for new spatial planning models and visionary designs. 03

risk-taking, curiosity, and communication, problemsolving, teamwork and project management skills. (1) Particularly we academics might focus on problem-based learning

in the UK as lecturer at the Welsh School of Architecture (WSA) and then senior lecturer in the Department of Architecture at University of Strathclyde. WSA catapulted my international academic career through the leadership of personalised design studios, international joint-workshops and the coordination and coaching of several vertical studios. As result, I learnt how to integrate analogical vs digital design and communicational tools through experimental landscape; sustainable urbanism; and public art. This ‘action learning’(3) has estimulated awareness on environmental sustainability, political ethics and even social agency. In terms of student development, the main achievements were the implementation and consolidation of personalised and subject-based design studios to encourage beginners and advanced students to become more effective, independent and and problem-based learning in the development phase of their design projects through formal/informal reviews; open exhibitions; group and self-assessment; upport; and effective plan of time management prior how to build collaborative subject-based knowledge and systemic thinking within an experimental design laboratory. For instance, through 5-year coordination of vertical studio’s units at WSA, student feedbacks revealed that they adopted an agile and autonomous approach towards a more “playful” learning process and personal development due to tutors (including myself) have placed didactic methods for enhancing design briefs through participatory assessment and evaluation criteria. As result they reinforced my

and critical pedagogy (Freire, 1970). (2) Cobb, P. & Bauersfeld, H. (1995) The Emergence of Mathematical Meaning: Interaction in Classroom Cultures. London: Rotledge, pp. 17-24.

(3) Bigg, J. B. (2003) Teaching for Quality learning at University. Buckingham. London: SRHE & Open University Press, pp 7, 259.

Academic & Professional Development

Urban design prize Chile Bicentenario Bulnes Bulevard’s masterplan Santiago (2012)

Runner up prize EUROPAN 8 Norway Railway Town Hamar city (2006) Project leader & senior architect OMA Rotterdam (Holland), 2006

Foundation of ECOFABRICA Ecological design practice & think tank network United Kingdom (2011)

Foundation of RECICLARQ Ecological NGO Barcelona (2006)

GPO Director MOBILELAND co-ordinator Glasgow United Kingdom (2014)

MOBILELAND (Scotland - UK) YELLOWFIELD (Scotland - UK)

Faculty of Architecture, University of Chile, 1993 (*)

European Ph.D. in Architecture (PhD) Cum laude (honours distinction), Barcelona School of Architecture, Barcelona, 200 (*)

(*) Swedish National Agency for High Education recognition

Master in Architecture (MSc)

Postdoctoral research fellow School of Architecture Chalmers University Sweden (2003-2004) Postdoctoral research fellow Barcelona School of Architecture (ETSAB) Barcelona, Spain (2004-2006)

Postdoctoral research fellow Faculty of Architecture, NTNU Trondheim, Norway (2004-2006)

Advanced Diploma of Postgraduate Learning (PCUTL)

2020

ADVANCED ACADEMIC PATHWAY

2010

OFFICE FOR METROPOLITAN ARCHITECTURE

2000 Postgraduate in Environmental Planning (Pg) distinction, Barcelona School of Architecture (ETSAB) Barcelona, 1995

Advanced Diploma in Sustainable Architecture, Lund University (Sweden), 2002

POSTDOCTORAL

Faculty of Architecture, University of Chile, 1991

Master in Urban Design (MA) distinction, ETSAB Barcelona School of Architecture Barcelona, 1997

POSTGRADUATE

Bachelor in Architecture (BSc)

UNDERGRADUATE

1990

START (University enrolment)

Pre-doctoral research at AAA & Department of Architecture, HUT, Finland, Spring 1991

Project leader + senior architect OMA Rotterdam (2006-2007) 1. masterplan and urban design of Almere Homerus (Almere) 2. Koningen Julianaplein building (The Hague, Netherlands) 3. Fondazione Prada" in Milan (Italy) 4. Fashion showroom Prada Transformer (Seoul, Korea) Asia Link (EU), University Network for Sustainable Cities and Architecture ETSAB € 350,000 (2004)

FP7-PEOPLE-2012-IEF Marie Curie EMUVE: Euro Mediterranean Urban Voids Ecology

Member of the COST Action TU1201 Network (2015) http://www.urbanallotments.eu/

scientist in charge and coordinator Landacape design award Stalled Spaces programme MOBILELAND Glasgow (2014 onwards)

Regional coordinator/consultant of KLABS KA2 - Cooperation for Innovation and the Exchange of Good Practices; ERASMUS+. Fund: €997,606 Kosovo & Balkan Region (2015-2018)

Fig 3. Timeline showing 30 year of personal academic development. Suau, 2016 04

Development of Teaching L

IDEAS CREATE MANIFESTOES

VISIONS OPEN ADAPTATION

STRATAGEM LEISURE

GAME

SYSTEMS IMAGINATION FRAME BUILDING ASSEMBLY

ENJOYMENT LUDIC

EXPERIMENTATION MANUFACTURE

EVENTS PARTICIPATORY

TEST

FABRICATION

DOING

MODELLING

PLAY-PLACE

INVENT

GAME-PLANS

CRAFT

DR CRISTIAN SUAU TEACHING & LEARNING MODEL

2020

2015

2010

2005

2000

1995

t THINK p PLAY m MAKE Fig. 4. My teaching and learning model: Think + Play + Make. Source: Suau, 2016

100%

% 0%

TEACHING DESIGN [ARTISTIC PATH]

100%

2020

2015

2010

2005

2000

Timeline of my academic activities

RESEARCH

1995

After 23 years of international teaching experience mainly in Europe, Latin America and Asia, I believe in the construction of adaptive learning environments. I am intellectually engaged with the spatial, environmental and ecological issues of the contemporary urban culture and the production of universal design. My current academic activities in the field of rchitecture, andscape and rbanism are the result of open systemic thinking: a triangulation between the arts, sciences and humanities. Systemic design is the best catalyst for open and democratic learning experiences within the Studio Culture, which is a dynamic play-place or arena governed by visionary ideas, experimentalism and fabrication. Interactivity and games are essential components to stimulate the development of a fle ible, critical and speculative production of spaces underpinning ethics over cosmetics. e live in the online culture of copy-and-paste . Originality, authenticity and authorship is crucial specially in the business of creative industries. It means that I have to construct an atmosphere based on independent, critical and reflective thin in that commences from the very beginning of the studio. In doing so I help learners to et to their own understandin of desi n and build adequate research methods. n this context learners play a dynamic and autonomous role in the learning process. As result control turns away from me and and shifts toward the learners. Studio-based learnin requires a more adaptive plannin , instant feedbac s and effective tutela e. New dynamics of ideas exchange, playability and involvement are developed within my desi n studios. do as radical or fundamental questions in the desi n brief and along regular tutorials. Students always teach me back They initially prepare and work on preliminary ideas, sketches and model-making to discuss in a face-to-face modality regularly (ideally twice a week). Like a shepherd I do support students from the back by providing guidelines and creating an inspiring environment for personal development. Regarding feedbacks they express high satisfaction when they arrive at their own conclusions and achievements. Design by utopia is essential. My learning environment supports and challenges sensory thinking and give student sense of ownership of the problem and solution process althou h analysis or solution is not adequate. here are no needs for formalistic recipes, fashion-like tips or ideological impositions. The learning of design is an evolutionary process where we all learn to discover principles, concepts and tra ectories for themselves by encouraging speculative ideas and intuitive thinking. Pedagogically I adapt the learning experience in mid-air by conducting the learning capabilities as effective thinker, player and maker. I use the following strategies for cooperative learnin , which include (a) reciprocal questionin in teams durin research and design phases (b) play-place, a pu le-like design network where students become experts and (c) polemic dialogues to encourage independent thinking, ideological pluralism and open debates among themselves and to research a particular controversy (i.e.: formal versus informal cities or void versus skin).

1990

SENSORIAL EXPLORATORATIONS

100%

% 0%

RESEARCH BY DESIGN =

Fig. 5. Timeline of my academic activities. Source: Suau, 2016

Teaching Experience 2007-2016 L 1.1. T E ELS SC OOL O ARC ITECT RE My UG/PG teaching involvement (50 ) was closely connected with my architectural research and artwork, which allowed me to explore on urban design, architecture landscape, eco-design, adaptive housing and appropriate technologies. As year chair, I led the following design studios, workshop modules during the period 2007-2013 (seven academic years): - BSc1 Architectural Design 1 (78-82 students), year tutor, terms 1-2 including study trips to Barcelona and Copenhagen (two academic years: 2007-2009) - BSc1 orld Architecture 1 (78 students), module leader, 12 lectures (inclusive fieldwor ), 200 - BSc1 Architectural Technology 1 (82 students): module leader, 12 lectures, term 2, 2009 - Vertical Studio, coordinator/module leader: 14-16 workshops organised from 2008 - 2011. Link: http:// www.cardiff.ac.uk/archi/studioproposal.php + Vertical Studio 2008, module leader: Folding Architecture (12 students) Link: http://www.cardiff. ac.uk/archi/studioproposal-folding_architecture.php + Vertical Studio 2009: module leader two workshops: unk-Frame and Urban Corners (23 students) + Vertical Studio 2010: workshop tutor: Nomadic Allotments (10 students) + Vertical Studio 2011, oint workshop The Art Box 1 between T U- SA (26 students) + Vertical Studio 2012, oint workshop The Art Box 2 T U- SA (26 students) + Vertical Studio 2013, module leader Air-Art (14 students) - BSc2 Architectural Design 2 (85-72 students): year chair, (term 1+2, 2009 - 2011) 6 external tutors - BSc1 orld Architecture: module leader, 12 lectures (inclusive fieldwor in St. a ans), term 1, 2010. - BSc1 orld Architecture: module leader, 12 lectures, 2010-11 - BSc2 Architectural Design 2 (74-79 students): BSc1 year chair (term 1+2), 2011 - 2013 - Erasmus Coordinator at SA (2010-2013)

L 1.2. SA RE IE S PLACE ENT S PER ISION was internal and final reviews for Sc1, Sc2 and BSc3 Design Studios + 9 ERASMUS placements and internships (office visits) at S .

I offer weekly one-to-one tutelage, research methods, lab sessions and research themes in advanced master dissertations. I was the main supervisor and examiner (first mar er) of the followin master theses

2.1. ARC ITECT RE STRAT CL DE NI ERSIT My UG/PG teaching involvement is closely connected with my architectural research, KE activities (VIP+MUSE) and design practice, which allows me to tackle complex problems regarding informal urbanism recovery landscape, universal design, remaking and water technologies. My current research responsibility is 40 (publications and research work) 40 teaching and 20 for the coordination, implementation and funding. Teaching activities are distributed in course management lectures design tutorials and reviews two advanced Architecture Design studios (upper levels) BSc/master/PhD theses supervisions public events and exhibitions and Mobileland VIP course. In addition, I supported Cultural Studies and Architectural Technology through lectures, dissertation supervisions and reviews, tutorials and essay reviews. As year GPO director and tutor, I led the following design studios, workshop modules during 2013-16: - MOBILELAND VIP, landscape outdoor workshop module leader: 25-27 students (2014-2016) Link: https://mobilelandglasgow.wordpress.com/ - AB954 Design Studies 4 (82 students), year tutor, terms 1-2 including study trips to Barcelona (2013-14) - Teaching support in Cultural Studies and Architectural Technology (upper levels) through lectures, tutorials and essay reviews (2013-2016) -AB964/ AB965 Design Studies 5. Unit 3: Radical Architecture unit leader+reviewer 15 students (201316): https://strathradicalarchitecture.wordpress.com/

1.1. ASTER S PER ISIONS AT SA 2 2 1 12 MArch dissertations (all successfully completed): - Malaysian Traditional Houses by Shaharir, S. - Brandism Architecture by Radley, C. - Eco-dwelling by Bedford, R. - Photography in Architecture by Robinson, M. - Architectural Branding by Morgan, . - Reducing Energy Use in Ireland by Mulville, M. - deolo y and rchitecture by randfield, . - Transformable Architecture by Mc Gahon, D. - How Can Participation and Self-building Contribute to the Implementation of Suitable Housing Solutions by Goodfellow, C. - Post-Petroleum Societies by Crowley, . - Learning From Si a A Comparative Study of His ork by McAviney, T. - (Dis)Locating English Urbanity by Ratke, M.

2.2. S RE IE S PLACE ENT S PER ISIONS was internal and final reviews for Sc aster esi n Studios + main supervisor of 3 GPO placements design competition.

1.2. ASTER IN R AN DESI N A D SA I was lecturer in various taught modules internal examiner and theses supervisor for the Master in Urban Design MAUD Programme from 2007 to 2013.

2 MPhil dissertations (successfully completed): - Temporary Urbanism in Rhondda Valley by Henshaw, P. - Sustainable Design by Hmadat, S. (co-supervised) 1 MSc supervision (successfully completed): - Sustainable ater Management in Santo Domingo by Matos, . 2 MAUD dissertations (successfully completed): - Eco-polis, Newport by Shah ahan, A. - Intermodality in Urban Design by hou, F.

Teaching Experience 2007-2016 L 1. . TEAC IN CO ITTEES AT SA I was member of the BSc Scheme Review Committee Learning and Teaching Committee Board of Studies Board of Examiners PG/UG Staff/ Student Panel UG Admission Team and lead of the Architectural History and Theory Group (AHTG). 2.1. S - MArch Pro ect 5 (22900), module leader, Remaking the City Unit 60 credits. Following the successful of Radical Architecture (Design Studies, Unit 3) I was invited to offer a new module last summer that brought together community, academy and practitioners to support3 radical proposals related to food, temporary events and agile housing fabrication regeneration for our cities. I tutored 3 groups (6 students) during summer 2015. Students used 1:1 live interventions and people-centred design strategies for the enhancement of the urban conditions: Cinema Pneumatica, O and Food Slot (Made in Glasgow) How adaptive design empowers our urban culture Can it become a catalyst for green economies e used again a blog to share preliminary ideas. Link: https://remakingtheopencity.wordpress.com Now I am working in the preparation of a book on systemic design-based educational where I refer to selected game-plans and design cases in a proposal called THE PO ER OF LESS for LAP LAMBERT academic publishing (in progress). 2.2. ASTER IN R AN DESI N I tutored studio gave lectures participate as internal examiner (marker) and also supervise theses in the fields of urban plannin , urban desi n and landscape for the Master in Urban Design Programme from 2013. 2. . TEAC IN CO ITTEES AT S I was member of the Course Management Group GPO and PG/UG Staff/Student Panel 07

P D S PER ISIONS AND EXA INATIONS 2 11 1 1. PhD theses supervision 2011-13 1.1. PhD candidate: Kika Ioannou Title: Promoting and Delivering Sustainable Interior Design in Cyprus 1.2. PhD candidate: Talal Elmasuri Title: Sustainable Flexible Housing Scheme 1.3. PhD candidate: ieling iao Title: Smellscape: Towards an Aromatic City Research centre: The elsh School of Architecture, Cardiff University, ales (UK) Duration: 3-year study (only supervision phase) Themes: Sustainable Design, Urbanism and Landscape Main supervisor ( ): Dr Cristian Suau (*) Only supervision phase; then I moved to Glasgow on July 2013. 2. PhD supervision + successful completion/viva 10 uly 2012 PhD candidate: Fernando Ayala Research centre: Barcelona School of Architecture (ETSAB), Universitat Politecnica de Catalunya (UPC), Spain itle rchitecture Science-fiction and omic-boo s vant- ardes, Evolution and Language Degree: PhD in Architecture (distinction) External examiner second supervisor: Dr Cristian Suau 3. PhD successful completion/viva 23 October 2013 PhD candidate: alid Omeir Research centre: Department of Architecture, Strathclyde University, Glasgow (UK) uration -year study (e amination final revisions only). Title: Urban Design Guidance for Bengha i, Libya: Linking Urban Form and Local Culture for Social Housing Regeneration in Libya . Viva: Pass (with revisions) on 05 Feb 2014. External examiner: Dr Cristian Suau 4. PhD supervisions 2014-16 (ongoing supervisions) 4.1. PhD candidate: Amira Elsemellawy Title: Alexandria Port: Regeneration and Conservation of the Historical Urban Fabric . Theme: Urban design urban history Main supervisor: Dr Cristian Suau 4.2. PhD candidates: acob Dibble ohn Maxwell, Themes: Urban design Second supervisor: Dr Cristian Suau Research centre: Department of Architecture, Strathclyde University, Glasgow (UK) Duration: 3-year study regular supervision

5. PhD supervision + successful completion/viva 14 March 2014 PhD candidate: Carmelo appulla Research centre: Barcelona School of Architecture (ETSAB), Universitat Politecnica de Catalunya (UPC), Spain Host research institution: The elsh School of Architecture, Cardiff University, ales (2012) Title: For an Architectural Science of Patterns Degree: European PhD in Architecture (cum laude) External supervisor (UK, 2012): Dr Cristian Suau 6. PhD successful completion/viva 12 August 2015 PhD candidate: Michael Marriott, Research centre: School of Design, ueensland University of Technology UT, Brisbane, Australia Title: Territorial Use and Regulation of Public Space in a Favela of Rio de aneiro, Bra il . Degree: PhD in Architecture Landscape (distinction) External examiner: Dr Cristian Suau 7. PhD supervision + successful completion/viva 01 February 2016 PhD candidate: Carlos Bustamante Research centre: Madrid School of Architecture (ETSAM), Universidad Politecnica de Madrid (UPM), Madrid, Spain Title: City and ind: About the Urban Morphology and the Use of Public Spaces in Patagonia, Punta Arenas, Chile . Degree: PhD in Architecture (distinction) External examiner supervisor (UK): Dr Cristian Suau 8. PhD supervision + successful completion/viva 16 February 2016 PhD candidate: Maite Bravo Research centre: Barcelona School of Architecture (ETSAB), Universidad Politecnica de Barcelona (UPC), Spain Host research institution: Department of Architecture, Strathclyde University, Glasgow (UK) Title: Parametric Logics in the 20th Century Architecture Degree: European PhD in Architecture (distinction) External supervisor (UK, 2015): Dr Cristian Suau 9. Postdoctoral Research Supervision Grant: FP7-PEOPLE-2012-IEF Marie Curie EU urban research (2year postdoctoral research) Title: Euro Mediterranean Urban Voids Ecology (EMUVE) Host research institution: elsh School of Architecture, Cardiff University (UK) Postdoctoral research fellow: Dr Federico olff Scientist in charge and coordinator: Dr Cristian Suau

Pedagogical Education and Studies 2007-2016 P

1. ADVANCED ACADEMIC TRAINING TEACHING SEMINAR ORKSHOP . Glasgow 2007 Course led by the Centre for Education in the Built Environment (CEBE) . I participated in the framework New Teachers in the UK , organised by CEBE and the University of Strathclyde (December 2007). 2. POSTGRADUATE CERTIFICATE IN UNIVERSIT TEACHING AND LEARNING (PCUTL). Cardiff 2009 I completed my Advanced Diploma of Postgraduate ertificate in niversity eachin and earnin at HR Division, Cardiff University (2008-2009). I am recognised as Fellow by the Higher Educational Academy (HEA) Link: http://www.cardiff.ac.uk/pcutl/ he niversity supported to develop and reflect upon their teaching and support of learning. The programme provides an opportunity for personal development through critical, scholarship-underpinned exploration of teaching and learning support for all staff across their career span. This is a collaborative programme, which values an individual s contribution to the experience of the University s students. It is underpinned by the Professional Values for a HE teacher articulated in the UK Professional Standards Framework (UKPSF) Link: http://www.heacademy.ac.uk/ukpsf 3. AA INTERNATIONAL VISITING TEACHING PROGRAMME. London, Summer 2012 AA offered a leading teaching programme to 12 European young academics to share innovative visions about architectural research and education methods to engage with the teaching and research of the AA school and to develop an open debate about the aims and strategies of contemporary architecture and urban issues nowadays. I deployed my innovative teaching abilities throughout a programme of lectures, seminars, crits and round tables. Link: http://www.aaschool.ac.uk/STUD /VISITING/ visitingteachers.php

I T E

E ELS

SC OOL O ARC ITECT RE

ARC ITECT RE STRAT CL DE

NI ERSIT

- Guest tutor and lecturer, MSc Landscape Design Unit and ILEK, ERASMUS Teaching Mobility, Faculty of Architecture and Urban Planning, University of Stuttgart, Germany (May 2013) - Guest tutor, Architecture Studios, Schools of Architecture (2), Illinois Institute of Technology (IIT) and School of Art Institute Chicago (SAIC), sponsored by the teaching mobility scheme (PMI-2 UK-US New Partnership Fund Pro ect), British Council (2012) - Guest tutor and crit, Architecture-Urban Design studios (4): Universidad de Chile (FAU) Universidad ie o ortales ( ), ontificia niversidad atolica de Chile (PUC), and Universidad del Bio-Bio (UBB), Chile (summer visit, 2008-2010) - Guest tutor and crit, Place and Games Studio, International University of Catalonia (UIC), Barcelona, Spain (2008) - Guest tutor of Advanced Urban Lab , ERASMUS Teaching Mobility, School of Architecture, University of Girona, Spain (2010-2011) - Coordinator, tutor and crit, The Art Box 1+2 ( oint eco-design unit), University of Tian in Cardiff University, China (2011-12)

Regarding the internationalisation of teaching, I established 3 new ERASMUS mobility exchange agreements with the Faculty of Architecture of University of L ubl ana (Slovenia, 2013) the Faculty of Architecture of University of agreb (Croatia, 2014) and VGTU (Lithuania, 2015). I was external examiner/ tutor/lecturer at the Faculties of Architecture, University of L ubl ana (2013-15), VGTU VDA, Lithuania (201415), University of Pristina (2015) University of Chile (2014) and Intituto Europeo di Disegno (2014-15), Spain.

4. ERASMUS TRAINING, SUMMER 2014 Professional development in Kaunas and Vilnius, Lithuania. The training events consisted of teaching observation, lectures and design workshops at Vilnius Gediminas Technical University (VGTU) and Kaunas Faculty of Vilnius Academy of Arts (VDA), une 2014

OT ER RELE ANT CASES - Guest tutor of Experimental Design Studio, Institute of Advanced Architecture in Catalonia (IAAC) and NTNU, Barcelona, Spain (summer 2006) - PhD module leader in Doctorate Programme The New Instruments of Architecture , Barcelona School of Architecture, UPC (2004-2005): a. Pavilion as Manifesto of Architecture (advanced design theory course) b. The City Conceived from Modern Architecture (workshop-seminar) c. Potential Architecture (research by design unit) - Guest tutor, Urban Design studio, School of Architecture, ITESM, Monterrey, Mexico (2004)

5. EU TEMPUS PROGRAMME 2015 I was invited to participate as educational expert and external examiner at the School of Architecture, University of Pristina, Mittrovica, Kosovo ( anuary 2015). Link: http://eacea.ec.europa.eu/tempus/ participating_countries/impact/kosovo.pdf

As part of the Strathclyde delegation to China (2013), I initiate new articulation agreements with: Inner Mongolia University of Technology, Huhhot uhan University of Technology, uhan and Northwestern Polytechnical University, i an. I was invited to deliver workshops, tutelage and lectures in the Faculty of Architecture, Belgrade and the Cultural Centre of Belgrade ( uly 2013) C ech Technical University in Prague (February 2014) and tutor+examinate master thesis at the Master programme in Design for Sustainable Development, Chalmers University, Sweden (2013-14).

Training, Honours and Awards regarding Teaching in Design Studio T

1. CEBE TEACHING E CHANGE SCHEME between elsh School of Architecture ( SA) University of est England, U E (academic period 2010-11). I gave lectures studio tutorials and reviews + planned future academic colaborations. Link: http://www.cebe.heacademy.ac.uk/ 2. CEBE CASE STUD GRANT 2011 I conducted a pedagogic study called The Power of Less: Lessons of Innovative Eco-fabrication in the Design Studio (December 2011- une 2012). I compared four design workshops I led focussed on innovative teaching methods, student feedback assessments. ournal CEBE Transactions: http://www. cebe.heacademy.ac.uk/ 3. AA INTERNATIONAL VISITING TEACHING PROGRAMME: London, May- une 2012 The programme offered meetings with AA students and teachers involvement in the review and assessment activities throughout the School and the opportunity for detailed discussion of research and methods of education. Link: http://www.aaschool. ac.uk/STUD /VISITING/visitingteachers.php 4. COMMUNIT -LED EDUCATIONAL A ARD 2014 MOBILELAND: I am the pro ect leader of MOBILELAND, which sponsored by Stalled Spaces Scotland (Glasgow 2014) It includes land lease agreement, clinic, art installations, portable gardens and further ludic activities. Links: http://mobilelandglasgow.wordpress.com/ https://www.glasgow.gov.uk/stalledspaces 5. ERASMUS+ CREATING THE NET ORK OF KNO LEDGE LABS FOR SUSTAINABLE AND RESILIENT ENVIRONMENTS (KLABS). Fund: 997,606. I am EU regional manager/consultant of this education pro ect on sustainable urban development (2015-2018). Link: http://www.klabs.pr.ac.rs 09

1. EUROPAN ORKSHOP 2006 European urban design workshop in Dortrecht, Holland (2006) as part of my selected EUROPAN 8 award design called Railtown in Hamar, Norway (runner-up). Team. Suau, C., appulla, C. Markuekiaga, N. References: ByggeKunst 02/0 (2006), Oslo, pp. 58-59 93, ISSN 0007-7518 Hamar Railtown, Norway (2006), EUROPAN Spain, Madrid, pp. 139-144, ISBN 84-934051-4-0 Link: http://www.europan.no/E8/Hamar/winners 2. THE ART BO (2011-2012) Sino-british oint academic exchange between Tian in University (China) and Cardiff University (UK). I led two design workshop as main programme coordinator, principal tutor (design studio) and key lecturer: A. THE ART BO 1 (China+UK, May 2011) Link: http://www.cardiff.ac.uk/archi/v-studio-2011studio_4.phpB. THE ART BO 2 (China+UK, May 2012) Link: http://www.cardiff.ac.uk/archi/verticalstudio-2012.php. 3. AA VISITING SCHOOL MITTELMEERLAND URBAN LAB . Guest tutor, lecturer and reviewer, Link: http://www.mittelmeerland.org a. Mittelmeerland 1, Dubrovnic, Croatia ( an. 2011) b. Mittelmeerland 2, Tangier, Morocco (Sept. 2011) c. Mittelmeerland 3, Beirut, Lebanon (April 2012) d. Mittelmeerland 5, Alexandria, Egypt (May 2013) 4. (RE)C CLING ORKSHOP IN L UBL ANA (2015) Urban expert and tutor of master plan for EUROVELO cycling route along the Slovenian Adriatic coast from ofi e to ra on a, social fund, pril 2015. 5. GRO ILD A ARD (SCOTLAND 2016) Suau, C. author/leader of The ild Green Bag: A Portable Tasty Garden in MOBILELAND garden. Award: 3k (February 2016)

1. LONDON FESTIVAL ARCHITECTURE 2010 NOMADIC ALLOTMENTSÂ© (awarded+live pro ect) This mobile installation was part of a ma or applied research on eco-frames carried out by me since 2004. It is linked with my remaking design research. LFA and Borough Market commissioned me to explore new possibilities to build mobile allotments with waste (summer, 2010). Pri e: Best Reuse Pro ect by ISAF 2010. This experimental case has been widely published by Architects ournal (A ), The Guardian, BBC, Domus and University press. Link: http://nomadicallotments.wordpress.com 2. STUDENT DESIGN COMPETITION A ARD 2011 (awarded+exhibit work) My studio Architectural Design 2 (2009-10) obtained two UK awards in the entry design competition Nationwide Sustainable Housing Competition sponsored by RIBA and Nationwide. SA year 2 student Alice Harwood received a oint second pri e award and Andra Antone received a special mention. Link: http://www.cardiff.ac.uk/archi/news_sus_ housing_awards.php 3. IMAGINE GLASGO E HIBITION 2015 An award and exhibition organised by The New Glasgow Society (NGS) where 2 design pro ects from RADICAL ARCHITECTURE unit were selected by an international ury and exhibited them in October 2015. Authors: Sam and Blair Paulina and Laura. More details are availble in the Radical Architecture links: https://strathradicalarchitecture.wordpress.com/ http://issuu.com/cristiansuau/docs/ra_exhibition 4. SHABB SHABB APARTMENTS 2015 My master students Laura, Paulina and Kurt obtained a design pri e with ellow Submarine . It was built in Munich (September, 2015). It was sponsored by GPO. Links: http://raumlabor.net/shabbyshabby-apartments/ https://urbanrestart.wordpress.com

SELECTED CASes “All men are designers. All that we do, almost all the time, is design, for design is basic to all human activity’” Victor Papanek, 1971

two

TEACHING PORTFOLIO

Appendix_01. Teaching and Supervision Experience in Design Studios A

The mapping, timeline and list of my teaching and supervision experiences have already been illustrated in the previous section. My abilities to teach architecture, landscape and urbanism are demonstrated through a selection of authentic teaching sessions. My selected cases have been assessed by a combination of coursework, exams, portfolio work and presentations. Regarding supervisions, design pro ects, master dissertation and doctoral supervisions are always personally (co) tutored and monitored on a one-to-one basis and student works are periodically criticised and reviewed in open critique sessions. encoura e them to ta e an active learning role by participating in the development of the design brief, contents revisions and group and self-assessment process. Re ardin quality enhancement initiatives, employ an intense and regular agenda with year management meetings, tutorials, student surveys and preview/ review planning sessions to make S OT analyses and hence identify strengths and potentialities for learning improvements within my design studio and also parallel taught modules. RESEARC RELATED TEAC IN In addition, the selected cases are connected with at least one of my research themes as follows: 1. ECOLOGICAL LANDSCAPE 2. ADAPTIVE URBANISM 1 2 3 3. UNIVERSAL DESIGN

Design pro ects are the central spine in my studios. They constitute the core of my learning method. Based on a relevant question (i.e. how much waste my city produces ) and design tasks, my cohort develops new know-how, visions and capacities. Every academic period I choose relevant themes that are connected with my research and artistic questions and urban every day problems such as in the cases of RADICAL ARCHITECTURE (advanced design studio) and MOBILELAND (live pro ect). The main focus of the assigments is the coaching of abilities in key areas of self-motivation (curiosity), problem-solving and transmission of the design meanings and tools, such as environmental, ecological and spatial analyses new communicational techniques systemic thin in materialisation and eloquent narratives (manifestoes). The initial research phase informs design pro ects. During my classes, students practise with various materials and media whilst translating an initial idea (ideogram) into an elaborated space mainly through concepts, model making, drawings, photography/ fim and di ital representation. Students wor independently or in small groups. I deliver a pedagogic model that reflects on fle ibility, openness, and continuous design development. My students learn to trust and use their intuition common sense , and to embrace curiosity, playability and experimentation. Students develop new attitude led to team-up collaboration, co-working and open source networks through these steps: 1. T IN 2. PLA 3. A E

i . 4. anorama of esi n Studio 2 s final review 2012, S , ardiff. Source Suau, 201 11

Like twins, design and research are amalgamed together. My tutors and I guide students to cooperate with other studios, departments and experts as part of a transdisciplinary teams, collaborating with students both at graduate and postgraduate levels. Autonomous research network initiatives are niether effective nor easy at the beginning. Studio-based learning is highly engaging for students, enabling them to develop new capabilities in systemic and authentic manners. It positions learning in useful terms that enable students to inte rate, reflect on and apply their learning, and thereby learn experientially. It assessment also allows for learning to be enriched by collaboration and team-up work. My studios are usually a dedicated classroom (playplace) that construct social and personal spaces but also virtual ones (i.e.: RADICAL ARCHITECTURE blog) and outdoor labs (for instance, RADICAL ARCHITECTURE studio and MOBILELAND gardens). So I implement group work and research tasks in the initial phase of any design assignment. Therefore I employ two learning strategies to support design decision and process in learners: A. DESI N T IN IN conceptualising, analysing and abstracting B. DESI N PLA IN experimenting and gaming C. DESI N A IN framing, synthesi ing and concreti ing

Appendix_02. Selected Educational Publications This selection of educational-related publications are tightly connected with my artistic and research activities. hey are reflective and e perimental essays of process-led design and student-centred studio. 1. OO C APTERS - De Vos, Els (ed.) Theory by Design: Architectural Research Made Explicit in the Design Teaching Studio Section Knowing by Making , Suau, C. The Power of Less : 2012, Artesis University College, Antwerp, pp.353-362. ISBN 978-94-90705-07-7 - Lascelles, M. (ed.) The Union Street Urban Orchard: A Case Study of Creative Interim Use (2011) Suau, C. and Davidson. R., DI : Do It ourself , R. The Architectural Foundation, London, pp. 79-80, ISSN 978-0-9519067-8-1: http://www.architecturefoundation. org.uk/shop/the-union-street-urban-orchard-book - Ferrater, C. Pinos, C. (ed.) A Game in a Place: Vertical Studio (2011), Suau, C. and Blanco Pool Table Laser Drawing in the Air Pu lab , M. ActarBirkhauserD, Barcelona, pp. 59-65. ISBN 97884-938493-1-3 2. SCIENTI IC O RNAL - Suau, C. The MOBILELAND© Pro ect: Ecological rban atalyst in rownfields (201 ) andscape Urban Planning (LAND): Food Growing in the City SI, Elsevier Editorial Link: http://ees.elsevier.com/land (abstract accepted/manuscript in progress) - Suau, C. The MOBILELAND© Garden: A Radical Landscape Game . Theory and Practice of Spatial Planning ournal, CREATIVIT GAME: Number 3 (2015), University of L ubl ana ed., L ubl ana, pp. 106-113, ISSN 2350-3637. Link: http://iu-cg.org/ paper/2015/IU_CG_03-2015_suau.pdf - Suau, C. Minimun Game Plans , Theory and Practice of Spatial Planning ournal, CREATIVIT GAME: Number 1 (2014), University of L ubl ana ed., L ubl ana, pp. 34-39, ISSN 2350-3637. Link: http://iu-cg.org/paper/2013/IU_st01_suau01.pdf

[SCIENTIFIC OURNAL] - Suau, C., The Power of Remaking: Lessons of Innovative Eco-Design in Design Studios (2014), MADE ournal, Issue 7, The elsh School of Architecture, Cardiff, pp. 55-63, ISSN 1742-416 - Suau, C. Visionary Prefab in the Modern Age: Deconstructing Keaton s Films , DOCOMOMO ournal 44 (2011/1): Modern and Sustainable , Barcelona, 2011, pp. 81-85. Link: http://www.docomomo.com/ com/ ournal- docomomo.htm - Suau, C. Towards Minimum Dwellings. Manifesto Against Oversi ed Architecture , 2008, MADE ournal, Issue 4, The elsh School of Architecture, Cardiff, pp. 74-83, ISSN 1742-416 Link: http://www.cardiff.ac.uk/archi/made - Suau, C. Markuekiaga, N. Fabricating New Spatial Systems , August 2006, Revista 180, Issue 17, FAAD, Santiago de Chile, pp. 18-21, ISSN 0718-2309 - Codinachs, M Katarina Mrkon ic Suau, C. Incubating Sustainable Architecture: Think-Tank Networks on Cooperation and Progressive Research , International Conference of the Centre for the Study of Architecture in the Arab Region (CSAAR), November 2006, Rabat, Morocco, Volume 1, pp. 167-176, ISBN 9957860208. Link: http://www.csaar-center.org/ conference/2006/index.htm - Codinachs, M Katarina Mrkon ic Suau, C. University Network for Sustainable Architecture . Pro ect sponsored by Asia Link (EU 2006). anuary 2006, International ournal of Environmental, Cultural, Economic and Social Sustainability, Volume 2, Issue 4, pp. 165-172, ISSN: 1832-207 Link: http://onsustainability.com/ ournal - Suau, C. acobsen, A. Fabricating Eco-Dwellings with Elemental unk-Frames . The Annual Symposium of the Nordic Association for Architectural Research, April 2006, Royal Danish Academy of Fine Arts, Copenhagen, pp. 176-184, ISBN 13-978-87-7830-144Link: http://www.arkitekturforskning.net

. CON ERENCE PROCEEDIN S - Suau, C. MOBILELAND©: The Portable Garden , International Conference, GRO ING IN CITIES: Interdisciplinary Perspectives on Urban Gardening International Conference, September 2016, Basel, Swit erland (abstract accepted) Link: http www.urbanallotments.eu final-conference - Suau, . colo ical rban nfills he MOBILELAND© Garden in Glasgow (October 2015), 3rd International Conference Ecological Architecture, Kaunas University of Technology, Faculty of Civil Engineering and Architecture, Kaunas, Lithuania: http://ktu.edu/lt/statybos-ir-architekturos-fakultetas/ ecologicalarchitecture (paper/oral presentation) - Suau, C. appulla, C. AIR ART: Structural and Ludic Spatial Experimentation for Future Arid Environments (2014). ISBN 978-961-6823-52-4. roceedin s of the nternational Scientific onference Smart Urbanism , L ubl ana University, Slovenia, pp. 181-189, ISBN 978-961-6823-52-4 (paper/oral presentation) - Suau, C. The Art of Eco-frames: Lessons of Innovative Eco- Fabrication in Design Studio . PLEA Conference 2012, Nov. 2012. Lima. T09-201201230009 (paper/oral presentation) Link: http://www.plea2012.pe/fullpaper/ - Suau, C. The Art of Less: Lesson for Innovative EcoDesign , i ADE Conference on The Centrality of Art, Design and the Performing Arts to Education , Chester, 2011 (Dissemination of paper granted by CEBE, case study award) Link: http://www.nsead.org/Downloads/ i ade conference 2011 flyer.pdf .

ED CATIONAL INITIATI ES

ECOFABRICA I MOBILELAND I

ELLO FIELD I GPO

Appendix_03.

Architectural Design Studios 1+2 [2007-2013] Design studios BSc 1+2 I

elsh School of Architecture I Cardiff University I

CASE DESI N ST DIO 2 2 1 11 TER 1 I was BSc2 chair (term 1) and Mhairi Mc Vicar was year tutor. l also was studio tutor of 12 students who I tutored twice a week individually or in groups. The studio was co-led with Mhairi McVicar plus external tutors. During term 1 the studio mainly focussed on sustainable housing in Cardiff city with emphasis in placeness, functional adaptability, spatial fle ibility, fi ure- round and passive climatic design. e reinforced both model making and digital representation throughout the support of the digital design group (weekly). Students also had with the support of History and Cities and Landscapes with a set of design-related themes. Tutelage was allocated as follows: Mondays for year meeting followed by lectures/charrettes ednesdays set up for pastoral care and planning (half day) Thursdays (studio support) for individuals/groups and Fridays for regular tutorials/reviews (full day). My teaching workload consisted of mentoring students, reviewing and moderating assessment per phases preparing lectures tutoring weekly basis (60 minutes per students) preparing the study tour to BarcelonaGirona organising design the Urban Conditions exhibition and mentoring students. Student feedbacks were highly estimulating (88 satisfaction).

escribe and reflect enerally on my wor

Second

WELSH SCHOOL OF ARCHITECTURE

Y2 STUDIO - TERM 1 - 2010

1 .10.10 pro e t 2

sustaina le living

students name:

elsh School of Architecture ear Studio 2010-11: AR 2001

harrette

review name 1: review name 2:

scribe s name:

(to e ompleted y student s ri e) to investigate examplary dwellings through diagrams, skectches, and models to analyse the inhabitational, pro rammatic and environmental qualities of an housin unit to explore a conceptual preliminary master plan (models, sections, plans, and skectches) to analyse, at the scale of local spaces, the riverside, the street, the existing housing types and its configurations

YEAR BRIEF

URBAN CONDITIONS

LEARNING JOURNAL

GRANGETOWN - CARDIFF

1 13

ales

only indicative grade (to e ompleted y sta ) 0

( orderline)

3 ( lear ail) note all grades are indi ative until inal port olio e ams

(to e agreed etween students and tutor)

strengths of presentation

weaknesses of presentation

suggestions for forthcoming stage

areas of influence on next pro ect s stage

note: do not write/draw in the other side of this fold

Appendix_04.

Radical Architecture (Environments) [2013-2014] Design Studio 5 I Pg.dip I Department of Architecture I University of Strathclyde I Glasgow UNION PLATFORM Francis Murphy Unit 14.3

CASE DESI N RIE RADICAL ARC ITECT RE y desi n brief invited learners to question lanet Earth as a vulnerable system and they made a profound analysis regarding the collapse of our built environments. hat spatial games should we play instead Rebellious design explores the potential playability of alternative scenarios for living through political drifts, ecological repairs, environmental synergies, and urban games. However, what makes radical architecture and urban landscapes My unit is an experimental design laboratory, which is ruled by inventiveness, spatial drift, ludic actions and ideological pluralism. It investigates adaptive strategies applied in cities, suburbia, rural areas or even hinterlands. Students explore the following conditions: 1. Extreme (severe environments) 2. Essential (elementary spaces) 3. Fantastic (utopian or fictional ame plans) 4. rans ressive (borderlands and edges) 5. Transformative (systems in motion) 6. Informal (subaltern architecture).

The Union Platform proposes a new infrastructure for engaging citizens with their city, stimulating participatory and inclusive development and the activation of neglected communities in the East and South of Glasgow. Through a prefabricated system of components, Union Platform provides citizens with a tool for manifesting small scale, temporary and experimental facilities within the city, reactivating the Union Line railway as a catalyst for enhancing, involving and enfranchising communities. Nomadic, transportable facilities are designed, developed and distributed throughout the city, activating both urban voids and rural communities. Railway vaults are developed into dynamic and engaging installations that link areas of the fractured city through temporary and spontaneous activity.

UNION PLATFORM make_shift urbanism

By providing an opportunity for citizens to engage in the development of the urban fabric, communities are enfranchised in both making and shifting of their city.

NION PLAT OR P DIP. DESI N T ESIS 2 1 by Francis Murphy This urban landscape pro ect reclaimed the obsolete elevated railways in glasgow to create biological corridors, farming, wild gardening and mobile living.

Union Platform Network

INTERGLOT The Interglot module motion architecture stimulates nomadic opportunities within the contemporary city. Plug prefabricated, interchangeable units into the carriage base, allowing for flexible programme and temporary facilities. Connected to the local rail network, your piece of the city can expand your business, activate your neighbourhood and network your city. Whether studio, market or cinema, the Interglot system ensures that you are in control of urban development, providing opportunities for what you want and where you want it.

You can start by putting together the basic elements to form the walls, roof and floor of your Interglot.

1 Then you can choose if you want windows or doors and where they might be to create accessible spaces.

A selection of double height elements allow for spatial variation and mezzanine platforms.

A selection of accessories can be added to maximise potential, extending space and creating connections.

A variety of accessories such as service blocks or staircases can be plugged in to enhance functionality.

5 14

Appendix_05.

Radical Architecture (Environments) [2014-2015] Design Studio 5 I Pg.dip I Department of Architecture I University of Strathclyde I Glasgow

CASE O P DIP. DESI N T ESES 2 1 By Laura Petruskeviciute Paulina Naruseviciute As part of my unit called RADICAL ARCHITECTURE (terms 1-2), O ( orkshop On ater) landscape pro ect is an innovative urban game to reactivate abandoned industrial lands through an temporary floatin school, which establishes the seed for culture along the Forth Clyde canal, North Glasgow. Studio link: https://strathradicalarchitecture.wordpress.com/

YEAR 5 Handbook 2014/2015

UNIVERSITY OF STRATHCLYDE: DEPARTMENT OF ARCHITECTURE PGDip/MArch ADVANCED ARCHITECTURAL DESIGN/ Session 2014/ 2015 PGDip/ MSc Advanced Architectural Studies/ MArch (p/g Dip) in ARCHITECTURAL DESIGN INTERNATIONAL (MADI)

Student Handbook 2014 – 2015

SUMMATIVE ASSESSMENT PRO-FORMA (INTERNAL EXAMINATION/ WRITTEN FEEDBACK) ARCHITECTURE STUDIO: 5A (Year 5)

CODE: AB 964

Assessment Date: 09 December 2014

DESIGN STUDIO PROJECT TITLE: (Title/ Subtitle) Assessment Panel:

Advanced Architectural Design ( AAD) Architectural Design International (MADI) Advanced Architectural Design (AAS)

STUDENT NAME:

Studio: 01 / 02 / 03 / 04 / 05

The Thesis Project (5A&5B) is the student’s opportunity to carry out a detailed examination of an issue or issues of particular design significance. The first element of the programme (5A) is a requirement to undertake a period of in-depth research into an area of explicit concern that might encompass social, environmental, technical and professional issues. The intent is to formulate a comprehensive, well-argued and justified design brief. This brief will then form the basis for further design development in Design Studies 5B.

LO1 Contextual research - establish a manifesto. The ability to conduct an exploratory investigation in order to identify an issue of social, cultural, technical or environmental concern and from this process justify the development of a personal manifesto. C1 To collect relevant literature, precedents and theories appropriate to the review

YEAR 5

C2 To compile and communicate the body of evidence found through the review C3 To declare the principles and goals of the thesis through a manifesto

Feedback:

Handbook

LO2 Detailed research – explore a body of existing knowledge in detail. The ability to undertake relevant research into complex issues and thereafter structure the knowledge base to support the development of a brief detailing the design intentions. C1 To provide a fully-informed justifiable rationale for the research C2 To demonstrate a critical understanding of the main theories, principles and concepts pertinent to the chosen topic. C3 To structure the research outputs to provide evidence of the issues to be addressed

Feedback:

LO3 Research Analysis – form conclusions to inform the needs of the design brief. The ability to interrogate a body of knowledge in order to deliver the necessary evidence to contextualise the area of interest and through further analysis to utilise the outcomes to justify the necessity for future design development. C1 To deliver the evidence supporting a well-argued and justified proposal for the design brief C2 To choose an appropriate methodology for the thesis project C3 To formulate a design brief with clear criteria for describing how the actions proposed are a suitable response to the needs of the thesis project

Feedback:

LO4 Research Documentation & Communication – Present the research underpinning the thesis. The ability to document and communicate the research process, the exploration of the resulting data and ultimately the discussion and conclusions through a process of verbal, graphical and other appropriate media. C1 To demonstrate an effective means of compiling and collating the products of the research C2 To explain complex concepts with clarity of expression C3 To select and employ diverse media to suit the chosen context

Feedback:

Appendix_06.

CASE O ILELAND S S Ecological Urban Catalyst for Brownfields MOBILELAND© is a pioneering landscape recovery action that reactivates abandoned sites through temporary uses of vacant plots and community led placemaking. I invented and currently lead since ctober 2014. is the first Stalled Spaces Award held by the University of Strathclyde. t represents a unique educational and nowled e exchange initiative and is the clinic pro ect of the las ow ro ect ffice where am the founder director. It is supported by the Glasgow City Council and the University of Strathclyde through the VIP and MUSE teaching programmes. In few months MOBILELAND© has established an innovative public space fed by botanic tests, recreational and open art events. The design scheme is adaptable, portable and modular compact landscape scheme, which has the potential to enhance other public spaces and empower future communities. Structures are entirely made from reclaimed materials such as containers, disused timber pallet boards, metals or any material based on the principles of remaking and urban ecology. Internationally MOBILELAND© has debuted in the Month of Design in L ubl ana (Slovenia, 2014) Pecha Kucha Glasgow (2014) and oined the COST Action TU1201 Network Urban Allotment Gardens in European Cities (2015-2017). Keywords: Ecological Urbanism Remaking Ecodesign Urban Gardens. O ILELAND IP Pedagogically speaking this elective course offers diverse ways of practice exchange between students, involved professionals and the local community through a. experiential learning b. story telling and performance c. future problem solving and d. active learning outside the classroom. Links: https://mobilelandglasgow.wordpress.com http://www.strath.ac.uk/vipro ects/ https://issuu.com/cristiansuau/docs/ 16

Appendix_07.

origami and its potential scalability and applications as transformable spaces. after finish the module students participated in the International Design Competition: URBANTINE PRO ECT 2008 (London). Student feedbacks were highly encouraging too. Full information about the brief, programme (timetable) and lectures is available in the following link: http://www.cardiff.ac.uk/archi/studioproposal-folding_architecture.php FOLDING ARCHITECTURE I 2008 I elsh School of Architecture I Cardiff University I ales I UK

Vertical Studio [2008-2013]

CASE OLDIN ARC ITECT RE 2 his chosen case is the first one of a serial of five wor shops that or anised led as leader of Vertical Studio (term 3). I was the coordinator and module leader of the first ertical Studio (inte rated workshops). I had the support of professional tutors. 14 workshops were selected and conducted by internal teaching staff and external contributors. The aim was to integrate our design culture with e plorative research in the fields of art, technolo y and urbanism. The overall student feedbacks were highly positive (96 approval). Apart from this, I co-led with Alecs Catina a workshop called Folding Architecture . It was 100 teamwork group (12 students). e focussed on spatial and geometrical e plorations by usin ori ami techniques and its potential strcutural scalability and transformability too. After the completion of this module, students participated in the International Design Competition: URBANTINE PRO ECT 2008 (London). Student feedbacks were highly encouraging and rewarding. Full information about the brief, programme (timetable) and lectures is available online. Link: http://www.cardiff.ac.uk/archi/studioproposal-folding_ architecture.php

Appendix_08.

by ISAF 2010. Student feedbacks were highly positive as well. Refer to: http://www.cardiff.ac.uk/ archi/v-studio-2010-studio_4.php, http://nomadicallotments.wordpress.com That year I took the T L experiences as part of my PCUTL reflective report by examining mainly comparative assessment schemes and learning/teaching frameworks in3 workshops. It also allowed disseminating my research interests in appropriate technologies and agile dwellings. NOMADIC ALLOTMENTS© I 2010 I elsh School of Architecture I Cardiff University I ales I UK

Vertical Studio [2008-2013]

CASE O ADIC ALLOT ENTS© 2 1 During 5 years of experience, I explored the principles of my teaching model through thinking, playing and making. ith mixed students from bachelor levels, I decided to participate in a design competition as part of the London Festival 2010 and we won the environmental pri e This time I had to tackle logistics and budgeting issues due to I mobilised students to London. I run a live landscape design workshop named NOMADIC ALLOTMENTS©, which integrated landscape architecture, remaking and mobile design by implementing and installation (1:1 prototyping). It was a teamwork-based studio focussed in the reuse of waste as potential structures to fabricate mobile mini-allotments in Borough Market, London. Its aim was to reflect on adaptive eco-structure. I selected ten SA students to build up onsite during summertime. The public launch took place on uly 2010. They experienced the instant appeal, capturing the public imagination as to how the city could be. The event proved that temporary interventions can provide a snapshot of the possible, with the potential to open up fundamental debates about the future of green life in cities. Nomadic Allotments was widely published by Architects ournal (A ), The Guardian, BBC, Domus and our University. It was awarded as the best Reuse Pro ect by ISAF 2010. Student feedbacks were highly positive as well (92 satisfaction). I used this pioneering experience and recent post raduate theses to reflect on and disseminate my research interests about urban garden guerrilla, low-tech construction (DI ), temporariness and compactness in design. e also colaborate with The Union Street Urban Orchard by providing wor shops on techniques after the estival. For more information about the entire process, please visit our blog: http://nomadicallotments.wordpress.com

THESIS 2

Appendix_09.

Advanced Master in Architecture [2015] MArch degree I 22900 I Department of Architecture I University of Strathclyde I Glasgow

CASE RE A IN T E OPEN CIT [60 credits] After RADICAL ARCHITECTURE culminated, six MOBILELAND leading students oined my invitation to develop a live design s Master pro ect during summer term. Although the given handbook contained an succin module description, I suggested to work in 3 groups to maximi e peer-learning and time resources. In doing so, I offered the facilities of GPO in Barras and MOBILELAND site -including container, tools and materials- to carry out their experiments and live pro ects, which were predominantly a self-guided piece of work. In early phase I also invited them to construct the REMAKING THE OPEN CIT blog and publish all design process (insert your initial ideas) with relevant literature review and videos. he requirements were 1. illustrated theses/reports (up to 5000 words) 2. design drawings 3. prototyping and 4. event CINE A NE ATICA By Laura Petruskeviciute and Paulina Naruseviciute his ama in air-frame is a mobile inflatable pavilion where visitors e perience a unique inetic landscape far from conventional media 150m dome fits in only 1m3 bag All the design process is documented in this link: https://urbanrestart.wordpress.com/2015-cinemapneumatica-glasgow/

Appendix_10.

BA/year 4 theses on Architecture [2013-2014] Architectural Dissertation AB420 I Department of Architecture I University of Strathclyde I Glasgow

THESIS 1: UP-CYCLING SPACE [MAY 2014] Dissertation written y aura etruskeviciute his study explores the potential use of waste meaning wasted space social capacities and trushed materials which can e reinvigorated through afforda le architectural interventions to play as a trigger for social engagement ur an games and remaking. [10000 words]

THESIS 1

work

THESIS 2

THESIS 2: EMPOWER THE DISUSED: TEMPORARY USE RECIPES FOR KAUNAS [MAY 2014] Dissertation written y aulina aruseviciute his study looks at the temporary ur anism as a catalyst for ur an development. he research proves that colla oration of all parties [10000 words] THE YELLOW SUBMARINE [SEPTEMBER 2015] As result of these theses aura and aulina associated their capacities as remakers and event-makers to participate win and uild this temporary shed in unich an oint initiative organised y heatre nchner ammerspiele and aumla or erlin. he idea came from a lost ellow Su marine placed on the edge of nglish Gardens in unich. he design repurposed athtu s old washing machine doors to make the modules and windows and thus o serve the nature from your ed. ink https //ur anrestart.wordpress.com

UP-CYCLING SPACE: Design recommendations for reactivation of residual urban space Laura Petruskeviciute

THE YELLOW SUBMARINE