IKA Summer 2016

IKA – LEARN– ING ARCHI– TEC– TURES SUMMER 2016

Sparks of Hope from in between Institutionalized Organizations of Ignorance1 and Sophisticated Stupidity Reduction Machines2 . . . or . . .

From Architectures of Learning to Learning Architectures Part 23 Wolfgang Tschapeller

Universities have become institutionalized organizations of ignorance. Schools and faculties are mutating from places for spreading education into breeding stations for low and middle cadres destined for use by the ruling classes. – These were the claims of a 1966 manifesto by the Situationist International on the state, meaning and purpose of universities,4 and I think it would be worth a try, exactly 50 years later, to superimpose this manifesto like a semitransparent diagnostic template on institutions of learning, teaching and research, which are enclosed in 2016 by the European Higher Education Area5 as if by a gigantic Fuller dome.

Buckminster Fuller’s geodesic domes have always made me nervous, not just as structures, but also as social models, as they are hermetic and only work if the locking bar has been set. It is fortunate that at about the same time, around 1960, when the »Dome over Manhattan« was created, the artist, architect, activist and thinker Constant was working on an antithesis, a rhizomic network to grow as New Babylon to encompass the entire globe. Constant asks if the primary aim of education is not perhaps to restrict freedom, and goes on to state that the inhabitant of New Babylon, »Homo ludens dispenses with education«, with restriction of freedom; that he does not need it, as he »learns by playing«.6 This implies that in New Babylon, there are no institutions of learning, education or research. New Babylon does not need any of that. New Babylon needs no academies. New Babylon needs no institutions.

Perhaps Constant knew about J. L. Borges’ Library of Babel. In any case, in 1941, Borges had constructed an infinite library into which to plunge the universe, and Mark Wigley7 seems to have used this model, though not to plunge a universe into a library, but to install a school of architecture inside one. He explains that Columbia University’s school of architecture is not a school with a library, but a school »inside a library«, installed into a library, so to speak – and not forced into a social reality, a here-and-now,8 nor into alignment with the needs of modern capitalism of which the Situationist International had warned. Instead, the school is woven into the totality of knowledge, so as to develop, from this vantage point, »anti-, partial or alternative realities«9 as truly visionary projects.

1 Situationistische Internationale, Über das Elend im Studentenmilieu, 1966.

2 M. Wigley, The education of breathing, in »Educating Architects«, N. Spiller, N. Clear, London 2014.

3 IKA’s annual theme 2015/16 4 see 1

5 European Higher Education Area (2010) based on the Bologna Declaration of 1999.

6 Constant, New Babylon, a nomadic town, 1974 7 see 2 8 B. Steele, Architectural Anti-realism, in »Educating Architects«, N. Spiller, N. Clear, London 2014.

9 see 8

Analog Digital Production IKA – INSTITUTE FOR ART AND ARCHITECTURE Construction Material Technology SUMMER Ecology Sustainability Cultural Heritage 2016 Geography Landscapes Cities History Theory Criticism

B2 M1

ADP CMT ESC GLC HTC BACHELOR MASTER SEMESTER

DESIGN STUDIOS BACHELOR

B2 ADP DEEP SPACES WILL NOT B4 ESC FACTS AND FICTIONS — WHAT KILL WHAT B6 GLC HOW TO GET TO CHAUTAUQUA—

DESIGN STUDIOS MASTER

M M

COURSES

EDUCATION II: THE LIBRARY LANDSCAPE AS A MODEL OF EDUCATIONAL DEVELOPMENT

4 6 8

ADP TOOLS OF IMAGINATION OPEN SOURCE GLC COLLABOCRACY: TOWARDS ARCHITECTURES

10 12

ADP CMT ESC GLC HTC ELECTIVE + THESIS

14 16 18 20 22 24

DOCTORAL STUDIES

26

EXCURSION

28

LECTURE SERIES

30

CALENDAR / CONTACT / IMPRINT

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5 © kubische-panoramen.de Photo: Margherita Spiluttini, © Architekturzentrum Wien, Sammlung

DESIGN STUDIO SUMMER 2016

WOLFGANG TSCHAPELLER / WERNER SKVARA

B2

ADP CMT MON ESC TUE GLC FRI 14—18 HTC H

Deep Spaces

1 2 3 4

...Laboratories, studios, seminars, desks and archives are some of the spaces where knowledge is produced: laboratories are spaces for experimentation in the natural sciences, studios are workshops for artists, seminars and — earlier — desks are places for knowledge production in cultural studies, and archives are the realm of historians.1 There appear to be at least fragmentary guidelines for the concrete physical aspects, dimensions and properties of some of these spaces.

A laboratory has to be devoid of properties. Its spatial contours are a product of the measurements of experimental equipment, and its shell is a composite of filters, controlled intake and exhaust conduits, and screens for and against magnetic fields. Its contact points with the ground are constructed in such a way that not even the slightest vibration from real space can enter into the experiment space. Then take archives. An archive is often a space constructed from a multiple of the archived material and has clear climatic requirements as well as the main task of conserving the material’s original state. As for traditional artists’ studios, we know that they had to have high ceilings and that a certain kind of light was achieved by means of large, north-facing windows.

Can traditional studios be considered as optical instruments? Later, the modern era demonstrated that a studio could take the form of a steel mill that hammers a tonne of steel into a cube, 2 or of a kitchen table used only at night when everyone else is asleep, 3 and more recently such a kitchen table has reappeared as an experimental setup for drawing in space and time.4 What do we know, though, about the experimental space of architecture, where architecture is learned and produced? What are its proportions, what materials does it have to be made of, what are its properties and what is its content? What is its name? Studio? Workshop? Atelier?

Let’s delete these names; let’s consider the state of the art of cultural studies and neurosciences; let’s take into account that our brains and our production tools are converging, and let’s start a project — let’s be as ambitious as possible; let’s take a working title, let’s call it »Deep Spaces«, in reference to the NASA programme of the same name that has the mission of studying IFK now, 2/2015, »Neues in die Welt setzen«, interview with Hans-Jörg and exploring the limits of space, the solar system and the universe as Rheinberger by Helmuth Lethen. conceivable for humans. Deep Spaces, then, is the project of explorRichard Serra ing the new experimental space of architecture: no more studios, no Joseph Cornell Nikolaus Gansterer more laboratories — from now on, Deep Spaces.

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DESIGN STUDIO SUMMER 2016

HANNES STIEFEL / LUCIANO PARODI

B4

ADP CMT MON ESC TUE GLC FRI 14—18 HTC H

Facts And Fictions — What Will Not Kill What Environments Sculpture courtyard at the Beinecke Library, New Haven, from: Oct 13 1961, from: Beinecke Rare Book and Manuscript Beinecke Rare Book and Manuscript Library Construction Photo- Library Construction Photographs, May 1961–Sept. 1963 graphs, May 1961–Sept. 1963 [Photo: Ezra Stoller] [Photo: unknown author]

of and for Architectural Education II: The to put it shortly, mankind has two books, two registers, Library Thus, two testaments: Architecture and Printing. ( . . . ) Printing will

1 2

destroy Architecture.

Victor Hugo, Notre-Dame de Paris, Book V/ll, This Will Kill That, 1831

Future environments of or for architectural education will be fictitious and per1 formative, one voice stated in the previous studio. And yet they will not be ca1

pable of eluding Thomas Pynchon’s assessment that »games, fairy-tales, legends from history, all the paraphernalia of make-believe can be adapted and even embodied in a physical place.«2 This might explain the ambiguous character of those manifold environments in which future architectural education will settle and perform — and somehow always has.

We are interested in the processing of reality — and in the transcription of other, various, fantastic realities into the architectural realm and the built realm.

Victor Hugo’s 19th century proclamation of the end of architecture refers to a debate about hegemony in the field of cultural expression, a battle between architecture and printing, between the building and the book, stone and paper. Today, the relationship between contemporary architecture and diverse forms of media is fluid and reciprocal rather than oppositional. We want to challenge this dynamic relationship, and we will inscribe it into the fabric and space of the contemporary city in the form of an anticipatory library of architecture.

We consider Jorge Luis Borges’ model of the universe, the library of Babel, and we recall Michel Foucault’s notes on Persian gardens and carpets — these smallest parcels of the world that simultaneously represent the totality of the world. This endeavour is nothing short of ambitious: Imagine a future library as a liquid garden conceived with and represented through contemporary architectural means.

Sometimes »eternal truths« need to be cleared in order to confirm them in an altered world. We understand the task of Cultural Heritage as an influential transformative practice, as opposed to a duty of conservation.

The studio is somehow the continuation of last semester’s topic Learning Architectures / Ambiguous Environments. Therefore, we affirm the call for a yet unknown change of paradigm in architectural practice and teachESC March Studio Winter 2015/16: AMBIGUOUS ENVIRONMENTS , Designing about ing, a call for intensified investigation of other spaces and thus Architecture, IKA -Booklet Winter 2015–16 of concepts of diversity and difference. It shall stand for a desirThomas Pynchon: Gravity’s Rainbow, Penguin Books New York / London 1995, p. 419 able future of architecture into which some of yesterday’s excep(first published in 1973) tions have already cast their shadows.

2 3

4

5 6

Peter Meyer Werft [Photo: Sir James] Orientierung./studio3 [Photo: Guy Majerus]

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DESIGN STUDIO SUMMER 2016

KATHRIN ASTE / ANTJE LEHN

B6

ADP CMT MON ESC TUE GLC FRI 14—18 HTC H

How to get to Chautauqua

Landscape as a model of educational development

One in ten Austrian citizens between the ages of 18 and 24 has completed only compulsory school, and 27.5% cannot read properly. In 2014 about 2,000 unaccompanied minors arrived in Austria. In 2016 the city of Vienna will start a so-called »Jugendcollege« to make Austrian school accessible for young refugees. All of these adolescents hope for a fair chance, but the Austrian education system is known for its conservative structures, which tend to reproduce educational injustice. Instead, people rely on private initiatives. Numerous innovative approaches, interesting developments and private initiatives in education seem to be confined to the educated middle classes.

The future of our society depends essentially on how intelligently the young generations will meet the challenges of our time. What shape does our educational landscape have to take to provide the breeding ground for future inspiration?

Alternative education programmes for young adults had a long history in the 20th century: The US -American Chautauqua education movement founded in the late 19th century was at first manifested in a mobile structure of tents travelling through rural areas. Chautauqua camps offered lectures on art, music and current issues, nondenominational preaching and leisure. To this day, the Chautauqua Institution is a non-profit adult education centre and summer resort, and several independent Chautauquas are still held, following the original idea to support educated cosmopolitan citizenship. Against the background of globalisation and migration, such programmes have again become very relevant, and even in Vienna, initiatives like EFFIE , the »Experimental Fun Festival for Innovative Education«, are currently exploring the potential of experimentation and performance for education.

The goal of this studio is to explore what architecture can contribute to creating similar spaces of shelter, education and discourse. How can these places of education support social and spatial integration and create educational landscapes for a rapidly growing city like Vienna? The landscape principle can provide a model of a network structure by creating a three-dimensional material design that can cultivate diversity and support symbiotic processes.

The site of Copa Cagrana, a popular recreation area since the 1980s, is currently undergoing transformation. This area neighbouring the commercialized grounds of Donau-City was recently »reorganized« by the city of Vienna with a subtext of homogenization. In spite of this current development, the potential of this site could be to continue its role of mediating between Vienna’s citizens with diverse ethnic and social backgrounds. As the master plan for DonauCity even provides for an educational institution nearby, this could be the perfect spot to cluster educational initiatives, low-cost student dwelling and leisure facilities – fostering the established as well as cultivating the ephemeral and improvised – within the framework of a landscape park.

Sketchpad, Ivan Sutherland, MIT, 1963

Loom, Joseph Marie Jacquard, 1801

11

DESIGN STUDIO SUMMER 2016

MICHAEL HANSMEYER MON TUE FRI

14—18

H

M

ADP CMT ESC GLC HTC

Tools of Imagination

Today, we can fabricate anything. Digital fabrication now functions on both the micro and macro scales, combining multiple materials and using different materialization processes. Complexity and customization are no longer impediments to design.

While we can fabricate anything, design arguably appears confined by our instruments of design: we can only design what we can directly represent. If one looks at 3 D -printed artefacts, there is oftentimes a discrepancy between the wonders of technology and the conventionality of design. It seems that our current parametric approaches operate within a scope too tightly prescribed.

We appear unable to exploit the new freedom that digital fabrication offers. In short: we can currently fabricate more than we can design.

What is needed is a new type of design instrument. We need tools for searching and exploration, rather than simply control and execution. These new tools should be simultaneously open and systematic, striking a balance between causality and chaos. They require a design language without the need for words and labels, as they should create things previously unseen. These tools must ultimately redefine the process of design: the designer will work in an iterative feedback loop with the machine, moderating processes and incorporating feedback, surprises and proposals. Knowledge and experience are acquired by searching, requiring heuristics that work in the absence of categorization.

As yet, we have countless tools to increase our efficiency and precision. Why not also create tools that serve as our muses, inspire us and help us to be creative? Tools to draw the undrawable and to imagine the unimaginable. Tools to produce knowledge, tools for learning architecture.

More than ever, machines should enter into a productive dialogue with us in the design process. We need to move beyond rational instruction and arrive at intuitive interaction. In this studio, we will directly respond to Nicholas Negroponte’s demand in The Architecture Machine: »Let us build machines that can learn, can grope, and can fumble, machines that will be architectural partners, architecture machines.« What we stand to gain are entirely new spatial and haptic experiences. A playful design that stimulates the senses, elicits curiosity and invites interaction. A design environment that simultaneously allows control and surprise, and that embraces and celebrates the unforeseen.

Utopia map, Abraham Ortelius, 1595

DESIGN STUDIO SUMMER 2016

Canvey Island Detail, unitfifteen research, 2015

13

NIC CLEAR / DANIELA HEROLD

MON TUE FRI

14—18

H

M

ADP CMT ESC GLC HTC

Collabocracy: Towards Open Source Architectures

The fundamental categories of economic analysis ceased to be, as they had for two hundred years, land, labour and capital. This most elementary classification was supplanted by people, ideas and things ...David Warsh, Knowledge and the Wealth of Nations Someone once said that it is easier to imagine the end of the world than to imagine the end of capitalism.Frederic Jameson The last few years have seen the rise of alternative ways of organising society, where networks replace hierarchies and collaboration replaces competition.

This new epoch will have a profound impact on how we live, work and socialise; it is an era that will require new forms of individual and collective agency, and new types of space. Crucially, it will require new attitudes to making and inhabiting spaces. We are entering the era of the »collabocracy«.

The design research of the studio will be addressing issues around forms of collaborative and open source ways of working, as well as their effects on identity, agency and subjectivity and on the physical, social, technological and spatial transformations that are taking place.

The effects of these transformations will be discussed in terms of their impact on the spaces used by individuals, groups and organisations, and will be read through the lens of developments in contemporary theory, economics, speculative fiction and the moving image, where such ideas have become a key issue in the reframing of these discourses.

The focus will be the city of Vienna, drawing on its rich history in avant-garde and social activist design and intervention. Through an engagement with radical practice, the studio will look at how the city might reclaim an open system of action and organisation, and speculate on what type of architectures might take place there.

The studio will be working with film and animation to generate, deThe studio will be working in close con- velop and represent its spatial propositions. We will also be looking junction with the University of Greenwich, where Nic Clear is Head of the Depart- at cinema and speculative literature as genres to help us imagine ment of Architecture and Landscape. new futures and new spatial possibilities.

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PROJECT LECTURE SUMMER 2016

WERNER SKVARA

ADP CMT ESC GLC THU 9 30—12 45 HTC R203a

H

H

3D Modelling and Animation I

B2

The course covers the fundamentals of 3 D modelling in computer-aided design. It provides students with an understanding of different types of modelling techniques and the skills to construct virtual models, extract two-dimensional visualizations and design basic animations. The course is closely connected to the B 2 design studio.

PROJECT LECTURE SUMMER 2016

EVA SOMMEREGGER

ADP CMT ESC TUE GLC BI-WEEKLY 9 30—12 30 HTC R203a

H

H

B2

Tracing Karlsplatz: Using Time-Based Media to Capture the City Interactive Design, Film Editing and Sound, Scripting

How do moving images make certain spatial relations that only exist in film come into existence?

Unlike other architectural communication tools, time-based media produce fluid and genuinely dynamic space.

We will investigate the city’s here-and-now and venture across the road, to have a look at Karlsplatz — a space of layered histories dating back to Roman times. We will employ moving images to produce time-based pieces on the square: revealing forgotten paths and stories, and capturing present urban processes. Taking Karlsplatz as the film’s protagonist, we will capture the square’s characteristics by means of video and develop a spatial piece from this.

We will record audio, video and still images in order to explore the richness of both predetermined and interactive time-based media and to expand the limitations of two-dimensional architectural representations.

15

SEMINAR SUMMER 2016

PETER BAUER

R203a THU

16—17 30 H

B6

ADP CMT ESC GLC HTC

3D Modelling and Animation III

The best starting point for designing load-bearing structures is to explore the underlying, fundamental concepts of an architect’s work. To start with, it is not necessary to calculate the structure; however, it is essential to know the requirements resulting from the chosen design parameters.

This lecture practises the parametric investigation of structural systems using Rhino, Grasshopper, Kangaroo and several other extensions. To begin with, fundamentals like mass, velocity, acceleration and forces will be modelled. From these initial concepts, form-finding processes for trusses, cables and membrane structures will be developed, and the internal as well as external forces of the resulting geometry will be analysed.

Finally, a special chapter will be dedicated to double-curved surfaces in relation to planar — best fitting — elements.

SUMMER 2016

DANIEL KERBLER

Paul Sonnleitner, 2013

Parametric Modelling and Digital Fabrication

M2

ADP CMT ESC THUE GLC BI-WEEKLY 9 30—12 30 HTC R203a

H

H

Drafting has always been an integral skill architects have to master in order to develop and convey their ideas. Today the discipline has shifted from the analogue use of pen and paper to the digital processing of data streams. A once sequential and linear process that made use of simple tools is now an interactive and generative one emerging from a set of rules.

This seminar is designed to help students develop a personal approach to rule-based tools. The course focuses on redefining the skill of drafting in the field of software applications. Two challenges have to be addressed: how to avoid the permanent distraction caused by predefined interfaces and how to recreate the simplicity of working with pen and paper in the digital realm.

By exploring the new ways of drafting in the context of parametric data processing, we begin to understand new concepts of logic and interactivity, enabling us to update the way we design.

City Symphonies (animation still), Michelle Wun and Cherene Hui, 2015

SEMINAR

16

LECTURE SUMMER 2016

PETER BAUER

R211a THU

Building Structures II

14—15 30 H

B2

ADP CMT ESC GLC HTC

In this lecture, we will learn about structural concepts that are suitable for covering large areas.

Expanding our knowledge of linear elements like beams and cables (the subject of Building Structures I), we will develop two-dimensional load-bearing structures, e.g. shells and membranes. Several (digital) form-finding methods will be studied, improving our command of Rhino and Grasshopper. These tools will be used to investigate structural fundamentals using the method of parametric modelling.

Furthermore, the lecture examines design strategies for the optimization of building structures. Lastly, the structural behaviour of air-supported structures, pneumatic structures and bionic structures will be presented.

LECTURE SUMMER 2016

CHRISTOPH MONSCHEIN

R211a WED

13—14 30

Construct Architecture

H

Building Technologies I

B2

ADP CMT ESC GLC HTC

This course offers an introduction to the history and theory of basic building technologies and material tectonics. From materials to building archetypes of construction, from subsoil to foundations, from basements to roof structures, from the basic elements to the non-quantifiable elements of architecture, the course provides an overview of different systems and the assemblage of building envelopes. It promotes a synthetic understanding of building construction and practises a heuristic approach to the field. Another part of Construct Architecture is to learn about drawing and its relevant standards. This course will equip you with the basic knowledge and skills for work or further study and your future as an architect.

SEMINAR SUMMER 2016

LUCIANO PARODI

R209 THU

13—14 30 H

In Detail: Construction Time Building Technologies III

B4

ADP CMT ESC GLC HTC

Building Technologies III aims to consolidate students’ knowledge of building technology. This semester, we will look closely at construction sites and the reciprocity between construction and detailing processes, using construction sketches as tools.

The construction site, a banal but complex arena, brings all participants in the development of a building together and displays different moments of a structure through its successive phases. These are moments that can inspire ideas for events to come, or moments that could be seen as parallel realities – realities that are only briefly visible, but continue to exist as strata of the finished building.

Construction sketches are expressive drawings rapidly made on site using walls, floors, boards or any other material available as a backdrop. They are used to simplify a plan and make it clear to the person who has to execute one or more tasks in order to fabricate a detail. Construction sketches are individual, have no scale other than proportion, follow no drawing methods and remain concealed in the building as long as it exists.

SEMINAR SUMMER 2016

THOMAS SCHWED

R209 THU

Project Evolution

10—11 30 H

M2

ADP CMT ESC GLC HTC

Professional Practice I

The lecture introduces the professional and legal foundations necessary for the practice of architecture. With a focus on the planning phases, we will analyse the complex process of project evolution from the preliminary design stage to the planning application and building permit, followed by the technical design for construction in conjunction with the required project management.

By looking at examples, we will understand the process of design development. Informative site visits and the opportunity to talk to experienced architects at various offices will further add to our understanding of the design and building process, and of how it is structured and managed.

In addition, we will discuss the objectives of the planning phase, of building laws and regulations, building standards and various required calculations in relation to the design process.

Study Mandacaru Flower - Sesc Pompeia, Lina Bo Bardi, 1977

17

18

PROJECTLECTURE SUMMER 2016

MAX RIEDER

META_ECO –

B4

ADP CMT ESC GLC HTC

R211a WED BI-WEEKLY

17—20

H

Revision, Palimpsest, Transcription for the Future

Ecologies II PROJECTLECTURE SUMMER 2016

Architecture as an act of both designing and building relates to both the biosphere and the mental sphere. We are interested in the spatial and the cultural milieu. Our individual way of life is what defines the design of our desires and their subsequent transformation into spatial as well as material constructions. This stands in contrast to the often simplistic, standardised solutions in the field of sustainable construction. Whether low-energy, zero-energy or plus-energy, rarely does energy label certified architecture, energetically pimped by building services, convince the creative-minded in our profession. We therefore want to look back in order to move ahead.

Using some of my own projects as test cases, we want to move them from the past into the green future, practising design for culture and climate change. Our ambition is to formulate a new holistic view and aesthetic, whilst also being highly specific to different cultural as well as climatic zones. The necessary external input will be provided to allow for smooth operation.

JOSEF FRÖHLICH / HANNES STIEFEL

B4

ADP CMT ESC GLC HTC

R211a WED BI-WEEKLY

17—20

H

Sustainability from A to Z / Sustainability and Complex Systems Sustainability I Sustainability means producing a sustained effect.

The first part of the course, taught by Hannes Stiefel, discusses the subject of sustainability from A to Z, from »Accessibility« to »Zero Energy« in an essayistic format, particularly with regard to cultural and social aspects. This introductory part of the course offers a broad understanding of an inflationary term that is often misused in architectural discourse.

The second part of the course, taught by Josef Fröhlich, is dedicated to the relationship between sustainability and complex systems. The development of a building or the design of a public space means an intervention in a complex social and ecological system. To guarantee or at least incorporate the principles of sustainability in architecture, it is critical to understand the structures, features and dynamics of complex systems, as well as the possible impact of interventions in such systems, and the means of steering those systems in the desired directions.

LECTURE SUMMER 2016

GOLMAR KEMPINGER-KHATIBI

R211a THU

Cultural Heritage

12 30—14 H

H

B6

ADP CMT ESC GLC HTC

Conservation II

»Buildings and towns enable us to structure, understand, and remember the shapeless flow of reality and, ultimately, to recognize and remember who we are. Architecture enables us to place ourselves in the continuum of culture«. Juhani Pallasmaa The lecture courses Conservation I & II deal with theoretical and practical aspects of modern conservation. They explain the meaning and importance of cultural and natural heritage today, the fields they cover, and the values and definitions they relate to. The courses provide an overview of the field’s history, its significant movements and its international guidelines and institutions.

The practical part looks at the interaction between the building systems and materials and their surroundings and causes of deterioration. It discusses sustainable retrofitting and looks at management issues as well. The application of theory in practice will be shown by analysing case studies, taking short excursions and visiting exhibitions. Occasional guest lectures will round out the programme. The course understands cultural heritage as a transformative practice.

19

LECTURE SUMMER 2016

THOMAS PROKSCH

B6

ADP CMT ESC GLC HTC

R209 WED BI-WEEKLY

17—20 Models of Sustainability – Sustainable Urbanism and Architecture between Claims and Reality H

Ruderal Flora [Photo: Land ind Sicht]

Sustainability II

»At the beginning of every project there is maybe not writing but a definition in words — a text — a concept, ambition, or theme that is put in words, and only at the moment that it is put in words can we begin to proceed, to think about architecture; the words unleash the design [. . . ].« Rem Koolhaas The starting point for the lectures is my experience as a landscape architect and ecologist.

For many years, I have been working as a consultant for landscape design, and together with architects and urban planners, I have developed urban designs and architectural solutions focusing on social and environmental aspects of design. Regarding the sustainability of a design, the site of a project and the specificities of its urban structure, its landscape situation and its socio-spatial conditions are most crucial.

By means of reference projects, we will discuss whether incorporating the principles of sustainability into the planning process can contribute to an improvement of planning results. The lecture will be conversational and will be accompanied by excursions and city walks.

SEMINAR SUMMER 2016

PETER LEEB

M2

ADP CMT ESC GLC THU 16—17 30 HTC R209

H

Well-Tempered Environments

Countless technological inventions have expanded the field of possibilities for shelter production. For coping with heat and cold, protection from wind and humidity, and regulating sunlight and shade, the new tools have been helpful and have inspired us to push the limits of architectural imagination. Yet economic and ecological considerations of resources, as well as their relationship with thermal comfort and mobility, have raised questions with far-reaching implications for architecture. These questions, relating to the history, the methods and the scale of providing comfort in buildings, have moved to the centre of our discipline’s attention.

In the course of the seminar, the interdependencies between technology, environment and human expectations of comfort will be portrayed as essentials for architecture, both conceptually and constructively.

Historical and contemporary examples will be introduced, and perspectives on future developments will be considered in a critical fashion.

20

SEMINAR SUMMER 2016

LISA SCHMIDT-COLINET

R211a FRI

10—11 30 H

B2

ADP CMT ESC GLC HTC

Documentation and Representation in Geographies, Landscapes, Cities

This lecture course introduces the subject of time in architecture with regard to the design, life and use of buildings. Time is discussed in terms of a building’s relationship to its environment, climate, site, and program. Why do some buildings last and what does it mean for a building to be »robust« or »resilient«? We have almost always considered buildings to be permanent while maintenance and adaptability have become crucial issues in order to preserve them. Should we design buildings for their future lives or an orchestrated death? A building is a complex endeavor and an architect should invest energy in seeking the essential problem that he or she seeks to solve. Buildings, important examples past and present, so called successes and failures, existing and extant, will be discussed theoretically and practically in order to build up a more complete picture of the factor of time at all stages of planning, constructing, inhabiting and maintaining.

LECTURE SUMMER 2016

MARIA AUBÖCK

R209 FRI BI-WEEKLY

10—13

H

Landscapes and Gardens

B4

ADP CMT ESC GLC HTC

To learn to differentiate types of landscape and approaches to landscape architecture, to understand the function of open space and to become knowledgeable about materials and plants is the goal of this lecture series. The disciplines covered range from the design of open public space to landscape design and garden design, and are all understood as powerful design disciplines that interact with and complement architecture.

The lectures cover the preservation, planning and design of open space in which we all move. This also requires an understanding of the planning procedures and methods.

The lectures will present a range of realised projects from all over the world and focus on their implementation in the context of the landscape and the city.

LECTURE SUMMER 2016

BERND VLAY

R209 FRI BI-WEEKLY

10—13

H

Infrastructure and Networks

B4

ADP CMT ESC GLC HTC

»Hardly anything is more depressing than going straight to the goal.« Cedric Price The course (ab)uses the concept of infrastructure in order to discuss the potential of urban and architectural design.

Cedric Price fundamentally questions how things are and should be related to one another, addressing the framework itself as a fundamental issue of architectural intervention.

Infrastructures are infamous for FRAMING architecture: they have to be there BEFORE architecture may start its operation. The architect usually has to navigate conditions already there, predetermined by infrastructural elements.

In our class we will explore and question this hierarchy, looking at different phenomena of infrastructures and networks. We will look at very different networks and infrastructures, revealing their influence on the power, responsibility and limitations of architectural thinking and doing.

21

PROJECTLECTURE SUMMER 2016

LINA STREERUWITZ

R211a THU

10—11 30 H

B6

ADP CMT ESC GLC HTC

Strategies for Cities: Challenging from Within

By looking at different cities and through the close reading of contemporary projects, competition briefs and urban situations, we will try to understand the embeddedness of urban developments in their specific historical, political, economic and ecological circumstances. Can these conditions be challenged from within? Can we as planners use rules and regulations to other ends, find gaps in between areas of responsibility, misinterpret expectations precisely by taking them seriously? Through knowledge and understanding of the factors and actors, the laws and contracts determining our cities, perhaps we can find the means to shape the urban fabric and the ways in which people are allowed to inhabit it. In this context, a specific focus will be put on the question of housing, as the main »mass« of city building, regulated and controlled by manifold forces outside the realm of planning.

PROJECTLECTURE SUMMER 2016

CHRISTIAN TECKERT

R209 TUE BI-WEEKLY

10—13 Rethinking Urban Futures of the Recent Past H

B6

ADP CMT ESC GLC HTC

Urbanism II

The analysis of discursive formations in contemporary urbanism will be at the core of the lecture series. It will include fields like sociology, art, media theory, philosophy and critical geography, which have been decisive for the current debates.

In a situation where no hegemonic method or unitary approach can be detected in urbanism, and after it has been claimed that urbanism as a discipline is facing irrelevance, this lecture series will be based on a critical discussion of the crucial theoretical debates and key terms in contemporary urbanism, like network urbanism, tactical urbanism, bigness or the city of exacerbated difference. At the same time, it will consider new methodological approaches to the realm of urban research, analysis and mapping, which increasingly represent an urbanistic practice in their own right.

SEMINAR SUMMER 2016

ANTJE LEHN

R209 WED BI-WEEKLY

10—13

H

M2

ADP CMT ESC GLC HTC

Mapping the Image of the City

Mappings

The focus of this course is to discuss historical and contemporary cartography and mapping as tools to describe and understand spatial patterns and forms of organization in society at large. It gives an introduction to intensive and extensive cartography, as well as issues related to topology, topography and city planning.

We will analyse maps as representations of surfaces and space, and expose their ability to show time-based and topological relationships. Filtering information and choosing formal and strategic parameters will help us to develop strategies of representation taking into account social behaviour, orientation and territories.

In cooperation with Wien Museum, we will develop an installation in dialogue with historical representations of Vienna. The aim is to visualize the relationships between citizens, districts and the city through interviews, observations and drawings. The resulting maps should make contemporary spatial knowledge visible and reflect a diversity of city images.

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LECTURE SUMMER 2016

AUGUST SARNITZ

B2

ADP CMT ESC GLC WED 15 15—16 45 HTC R211a

Architectural History II Modernism and Contemporary Topics H

H

This course is key to the teaching of history within the school in that it tries to trace various practical and theoretical changes over the past one hundred years.

The following position is to be discussed: Architecture is a semi-autonomous discipline aiming to design and enhance our built environment. The term »semi-autonomous« reflects the different parameters on which the production of architecture depends, e.g. cultural, socio-economic and technological aspects. In addition, there will be a historical and theoretical discourse on aspects of historiography. The aim of the course is to promote a profound understanding of relevant background history as an introduction to modern and contemporary architecture.

SEMINAR SUMMER 2016

AUGUST SARNITZ

R209

B4

ADP CMT ESC GLC HTC

Writing on Architecture, Landscapes and Cities WED

13 30—15 H

H

The question of »notation« is of great relevance in teaching history and theory of architecture: In a rapidly changing environment, where the pace of modernization never decelerates, historical studies are of crucial importance to the architect in that they enable a broader sense of cultural judgment about one’s own time.

This seminar addresses the classic themes of architecture and urbanism in the 20th century. After reading authentic texts, different positions of early modernism, classical modernism, postmodernism and other »isms« will be discussed.

Some seminar sessions will revolve around a selection of texts and books or will be concerned with the production of exhibitions. Readings include, among others, Camillo Sitte, Georg Simmel, Erich Mendelsohn, Lewis Mumford, Kenneth Frampton and Peter Eisenman. The aim is to present various positions on »notations« of architecture as a basis for an interdisciplinary discussion.

LECTURE SUMMER 2016

ANGELIKA SCHNELL

R211a WED

10 30—12 H

H

B6

ADP CMT ESC GLC HTC

Histories and Theories of Cities

Starting chronologically with prehistoric and ancient cities, the lecture will give both an overview of the history of cities and of the history of theories of cities up to the present day.

In an alternating rhythm, the lecture will explain the historical, social and built reality of cities by means of selected examples and the theories that have determined or used them. The lecture discusses not only standard theories by architects and urban historians such as Leonardo Benevolo, Lewis Mumford and Ernst Egli, which describe the structural development of cities, but also theories and narratives that are based on their social, political, economic and narrative aspects.

The lecture aims to show that theories of cities (even architectural theories of cities) always imply a political vision of society.

The aim is to foster a basic knowledge of the historical development of cities; furthermore, to understand what theories of cities are and to raise awareness of the theories of the society we live in, promoting an understanding that ultimately enables us to challenge the theories of architecture.

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SEMINAR SUMMER 2016

ANDREAS RUMPFHUBER

H

Consumption 4.0

M2

ADP CMT ESC WED GLC BI-WEEKLY 9 30—12 30 HTC R209

H

Contemporary Debates on Architectural Theory

Wandfresko in Çatal Höyük, Türkei

With the radical change of production modes, the gradual outsourcing of dirty industry to the East, the introduction of automatons and calculating machines into all aspects of labour processes, as well as the decoupling of the economy from the material basis, we have been witnessing a profound change of our economy into what today is called cognitive capitalism. One essential aspect of this new way of living together is the way we consume. As Rem Koolhaas’ co-author Sze Tsung Leong writes in the HDS Guide to Shopping in April 2002, »Not only is shopping melting into everything, but everything is melting into shopping.« This year’s seminar will focus on what has been happening to consumption since the early 2000s. How is consumption organized today? What are we consuming? And how is it related to the production of surplus value? How can we understand new business models for shopping in relation to the production of our cities?

The seminar will consist of close readings of seminal texts, discussions and mappings of spaces of consumption in the city of Vienna.

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ELECTIVE COURSE — SEMINAR SUMMER 2016

BM

ADP CMT ESC GLC HTC

R210

DANIELA JAUK / NICOLE PRUCKERMAYR

TBC

Sex (and Genders) in the City

TBC

(De)Constructions of Gender in Public Urban Space

Public urban space is still a tyrant of dichotomy and of the heteronormative, exclusionary structuring of diverse lives. In this interdisciplinary workshop (sociology, art, cultural sciences), we will interrogate gendered urban landscapes practically, artistically and theoretically in the evolving utopia (dystopia?) Seestadt Aspern. To start with, we offer input lectures and data on varied topics along the axes of normative orders of public space through the lens of queer, gender and intersectional theory and through the theory and practice of art in public space. We will soon get out of the classroom into the field and research conditions of gendering on site. You will critically engage with Aspern and its implications, and respond to and interact with this urban landscape. You can choose freely how and in which kind of public space you want to intervene (options include performances, interviews, spatial interventions etc.).

SEMINAR SUMMER 2016

CHRISTINA CONDAK

Thesis Seminar

M3

ADP CMT ESC FR GLC 11—12 30 HTC R210

H

SEMINAR SUMMER 2016

CHRISTINA CONDAK

Thesis Documentation

M4

ADP CMT ESC MON GLC 14—15 30 HTC R210

H

thesis presentation: Jochen BrandhuberI, 2016 / Benjamin Grabherr, 2015 [Photos: Kristyna Svecikova]

The Thesis Seminar offers seminars and guidance for independent student research, which should result in the comprehensive development of a thesis proposal. The course provides general instruction in the definition, programming and development of a thesis project. Students will prepare their thesis proposals by specifically defining a question, developing a working knowledge of related research in that field, and producing an architectural hypothesis. The collected work of the seminar will provide the necessary materials for the subsequent semester’s design experimentation, testing, critical appraisal of the hypothesis and eventual thesis project. The thesis argument will ultimately couple the specific resolution of an architectural proposition with the response to a larger question within architectural discourse.

The course focuses on the representation and documentation of the thesis project. It challenges the students to develop their theses through a continuous process of oral articulation, writing, drawing and documenting, and enables them to formulate and structure their proposals. As the final synthesis of the graduation project, students submit their thesis documentation in the form of a book putting forward their thesis. It presents their hypotheses and methodology, includes research materials, the process of production and documentation of the final thesis project.

26

DOCTORAL STUDIES

D

Doctoral Studies (Dr. techn.)

Architecture, as a discipline situated between the arts and the sciences, finds itself in a unique position. Even if classified as a scientific program of study by statute, the design process, and therefore creative and artistic thinking, forms the core of its education, so that architecture cannot be understood solely as an applied science. Architecture cannot be considered as a purely artistic discipline either, since its practice involves a wide range of scientific aspects that require a rational, analytical and/or interpretive approach. These aspects are prerequisites, too, as well as immanent societal obligations of the discipline.

Making research visible by means of a PhD program at IKA emphasises the particular position of the discipline. This has given rise to a distinctive, highly original concept of research, which allows for both strictly scientific research formats – i.e. in the field of architectural history or material technology – and artistic research at the intersection with design practice. Consequently, doctoral theses may include and focus on theoretical, historical and technological as well as social themes. Additionally, design-based research equally qualifies as a research path.

IKA has offered a doctoral study programme in architecture (Dr. Techn.) since 2011, which is open to students holding an appropriate university degree in architecture (Master’s or equivalent diploma). Candidates who wish to apply for the programme are required to write a synopsis of their proposed dissertation project and are encouraged to approach a professor at the Institute who could act as a supervisor for their intended doctoral thesis.

Once a supervisor has been found, the programme normally extends over six semesters.

There is no application deadline and no admission fee.

Further information on the program: https://ika.akbild.ac.at/school/admission/Dr_techn For queries concerning the program, please contact: arch@akbild.ac.at

27

DOCTORAL STUDIES

Current Dr. techn. candidates at IKA

D

Anamarija Batista: ›Krise‹ als Denkfigur und ihre Manifestation im städtischen Raum: Ein Blick auf die künstlerische, architektonische und urbane Praxis (supervisors: Diedrich Diederichsen, Angelika Schnell) Waltraud Indrist: Hans Scharoun und sein Konzept des ›Wohnens‹ zwischen 1933 und 1945 — 5 Häuser. 5 Familien. 5 Freundschaften (supervisor: Angelika Schnell) Solmaz Kamalifard: A Study of Natural Lighting in Interior Spaces as a Human-Space Interaction Stimulus (supervisor: Michelle Howard) Esther Lorenz: The City as Mass Media Angelika Schnell)

(supervisor:

Mahsa Malekazari: Dancing to the Tune of Light.

An investigation into ascertaining discrete visual conditions through the active behaviourof the occupants (supervisor: Michelle Howard) Holger Schurk: Theorie, Form und Geometrie im Entwurf.

Die Projekte von OMA /Rem Koolhaas zwischen 1989 und 1992 (supervisor: Angelika Schnell) Eva Sommeregger: Ways in which to Draw where I Am? Re-enacting Drawings of Locomotion (supervisors: Angelika Schnell, Nic Clear) Christian Tonko: Engineering the Creative Process.

A comparison between the office work of OMA/AMO and Olafur Eliasson (supervisor: Angelika Schnell) Jie Zhang: An Interpretation of the Renaissance in Post-war Italian Modern Architectural Discourse (supervisor: Angelika Schnell) completed doctoral theses winter term 2015/16:

Michael Karassowitsch: The Goal in Architecture. The Essential Mutual Claiming of One Another of Architecture and Spirituality. (supervisors: Wolfgang Tschapeller, Elisabeth von Samsonow)

28

EXCURSION SUMMER 2016

HANNES STIEFEL / LUCIANO PARODI

BM

ADP CMT ESC MARCH 30 — GLC APRIL 3 HTC MOSCOW

Futurist Vladimir Mayakovsky, ca. 1914 [Photo: author unknown]

Muscovite Realities Field trip 2016: Moscow

During the first years of Soviet power, the academic and educational field attracted the attention of most of the great inventive architects of the time. In the field of architectural practice, Moscow’s architectural unions resumed their work after the revolution – but they were dominated by traditionalists. Therefore the new groups of innovators collaborated with young people, knowing very well that the result of the debate about – and the fight for – appropriate architectural education would be decisive for future directions in architecture.

In fact, almost all of the influential new movements and tendencies in Soviet architecture in the twenties originated in experimental educational environments. Following in the footsteps of WChUTEMAS (Russian Art and Technical Studios, 1920–1927/30), we will approach the city of Moscow with Vladimir Mayakovsky and Mikhail Bulgakov in mind. We will explore a unique European metropolis whose architectural and spatial culture mirrors the transitions from one oppressive regime to another, with all their socio-economic and sociocultural implications.

Rusakov Club (1927–28), Konstantin Melnikov, from: S.O.Chan-Magomedow, Pioniere der Sowjetischen Architektur, VEB Verlag Kunst Dresden, 1983

LECTURE SERIES SUMMER 2016

ANAMARIJA CONCEPT BATISTA / AND ORGANIZATION: WALTRAUD INDRIST / EVA SOMMEREGGER

GESPRÄCHSSALON (ORGANIZING TEAM) HANS-JÖRG RHEINBERGER MARTINO STIERLI (TBC) EVA DÍAZ

R211a MON

14.3. 19 4.4.

2.5.

13.6.

H

BM

ADP CMT ESC GLC HTC

Architectures of Learning – Learning Architectures

This year’s lecture series will discuss modes of teaching and learning that have been practised at various schools of architecture, ranging from Black Mountain College and Bauhaus to contemporary teaching programmes. In this series aimed at students, teachers and anyone interested alike, we will focus on the question of how notions of process and discourse shape the ways in which »learning architecture« is thought, taught and practised.

In 1952 John Cage wrote his legendary piece 4´ 33´ ´ . Through the absence of instrumental music, the work emphasised people’s behaviours and actual space. This transformation of the setup and incorporation of accidental and unexpected moments led to a redefinition of what falls under the scope of music. It was a reversal: members of the audience were turned into performers; performers were turned into members of the audience. For four years prior, Cage had taught at Black Mountain College — the US school following in the footsteps of Bauhaus and expanding on it. There, Cage found inspiration for his own work. The climate at the college evoked notions of mutual exchange, discourse and process; searching for results was dismissed in favour of process.

Hans Scharoun’s Geschwister-Scholl-Schule school building in Lünen is another canonical project regarding processes taking place. Its open spaces are meant for people to accidentally and unexpectedly meet in, redefining ways in which members of a community communicate with one another and therefore produce space. The generous recreation hall is the school’s core and acts as a linking element. Furnished with plant trays, drinking fountains and niches providing seating, it is — to quote Scharoun — »half place, half pathway«.

The school is a materialised social utopia for those growing up. To Scharoun, the processes of walking, meeting and communication form the basis of architecture.

Following these reflections, the lecture series focuses on three main topics: first, changes within an institution to emphasize processes rather than results.

Second, we look at the ways in which architects leave the space of the institution to venture into the public realm for field trips and journeys dedicated to research, in order to directly engage with the subject of interest: everyday life and spaces. Third, it will be about tracing ways in which disciplines collaborate and how interdisciplinary exchange becomes part of a greater research landscape, resulting in new spaces, processes and opportunities.

Black Mountain College was a crazy and magical place, and the electricity of all the people seemed to make for a wonderfully charged atmosphere, so that one woke up in the morning excited and a little anxious, as though a thunderstorm were sweeping in. Lyle Bonge, former student of Black Mountain College

Architecture class with A. Lawrence Kocher, designer of the Studies Building, at Black Mountain College, ca. 1941/42 / Courtesy of the Western Regional Archives, State Archives of North Carolina

30

32 IKA CALENDAR

SUMMER 2016

KICK OFF / SEMESTER START: DIPLOMA PRESENTATION: BATISTA, WALTRAUD LECTURE SERIES: GESPRÄCHSSALON ANAMARIJA INDRIST, EVA SOMMEREGGER MOSCOW EXCURSION: LECTURE SERIES: HANS-JÖRG RHEINBERGER DIPLOMA PRESENTATION:

1.3.

7.3.

14.3.

30.3.— 3.4.

4.4.

18.4.

MIDTERM REVIEWS: LECTURE SERIES: MARTINO STIERLI DIPLOMA PRESENTATION: LECTURE SERIES: EVA DÍAZ

2.— 3.5.

2.5.

13.6.

13.6.

FINAL REVIEWS:

SUMMER SEMESTER 2016 CONTINUING REGISTRATION: GRADUATION CEREMONY SCHLUSSFEIER: APPLICATIONS: BARCH ENTRANCE DATES ONLINE REGISTRATION: HANDOUT OF EXERCISE: SUBMISSION OF EXERCISE WORKS AND PORTFOLIO: ENTRANCE JURY / SELECTION OF CANDIDATES: PERSONAL INTERVIEWS: APPLICATIONS: MARCH ENTRANCE DATES ONLINE REGISTRATION: SUBMISSION OF PORTFOLIO: ENTRANCE JURY / SELECTION OF CANDIDATES: PERSONAL INTERVIEWS:

for general inquiries please contact: Academy of Fine Arts Vienna Schillerplatz 3 1010 Vienna Austria www.akbild.ac.at/ika Office: Ulrike Auer

R213 2 nd Floor +43 (1) 588 16—5101 / u.auer@akbild.ac.at Gabriele Mayer +43 (1) 588 16—5102 / g.mayer@akbild.ac.at

27.—28.6.

15.2.— 31.3.

1.7.

23.5.—10.6.

22.6.

29.6.

30.6.

7.— 8.7.

2.—20.5.

24.5.

7.6.

7.— 8.7.

Institute for Art and Architecture – Academy of Fine Arts Vienna Summer 2016 Head of Institute: Wolfgang Tschapeller Editor: Julia Wieger Design: cyan berlin

[TBC]