Dip Unit 17 Yr 4: Candida Correa de Sa, Tim Fieldhouse, Sarah Gray, Matt Hill, Joanna Karatzas, Brett Lambie, Ben Nicholls, Tess Warburton, Steve Westcott. Yr 5: Jessam Al-Jawad, Maria Fulford, Jin Mi Lee, Jack Newton, Dean Pike, Kirstie Smeaton, Andrew Walsh. .
Unreal Constructions imaginary; impossible or difficult to believe Dreams combine real and imaginary characters, actions and places to create 'unreal' worlds. Stories, anecdotes, scripts and poems link diverse factual and fictional elements to distort our common sense of space and time and construct similar semi-real conditions. On the other hand, philosophy and science offer insights about our understanding of the world that are often impossible to grasp and almost dreamlike. Our possession of information, whether it is fiction or truth, whether it comes from literature or science, constructs a complex condition of knowledge. Knowledge furnishes us with confidence and confusion and desire and anxiety about what we can create next. How does our contemporary condition of knowledge influence our spatial imagination and critical thinking? What are the new meanings and forms it suggests? This year we tried to intersect absurd dreams, allegorical programmes and myths, with an awareness of new theories, processes and materials. Placing architecture between desire and knowledge, we tried to explore constructions that are 'unreal' but perfectly meaningful and possible. We visited the Western Cornwall Coast, especially the disused industry of mines around Botallack, and buildings in Prague, Brno, Vienna, Munich and Vals. Students chose diverse sites, from remote Cornish landscapes to busy locations in central London. Many thanks to Bev Dockray for her invaluable teaching. .
Niall McLaughlin and Yeoryia Manolopoulou
This page: Kristie Smeaton, Primary School, Perranporth, North Cornwall.