The Open Architecture Challenge (1 of 3)

| June 25, 2010

Here’s an interesting video by the After Ed TV team. It’s interesting to listen to the language being used. I wonder, also about the overall strategy of insertion. That is, the idea of a competition as being the wedge that allows this work and exploration to happen both within architecture firms and schools.
Is there another way to conceive of the relationship between design work and education that isn’t predicated on, for want of a better word, a gimmick, or novelty? Imagine, for example, the contest itself as an educational place, with hybrid places, engaging with the existing architecture. One of the limitations, of course, is that this is simply presented as hypothetical work. The implementation, subject to budget, is the real product.
More challenging, is there a way to conceive of the work of design as not simply being applied to education, but might be a dynamic coupling that leads to something that is neither design nor education? From this perspective, one might be able to imagine engagements with learning spaces that did not wait for budgets, but set to work on the existing spaces themselves, rendered live.
In any case, it’s hard to glean too much from the videos without a larger context. Here’s a link to the Open Architecture Challenge from 2009:

Reposted from After Ed TV. Written by After Ed Team.

Designers start the competition with a visit to their classrooms and consider better classroom design.