peter bickerton - bickerton masters architecture - facilities of humility in the era of fame
TRANSCRIPT
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
FACILITIES OF HUMILITY IN THE ERA OF FAME
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
FACILITIES OF HUMILITY IN THE ERA OF FAME
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1. The “brand” rules2. A gilt edge is sought by applying attractive indicators of little substance3. Grandiosity – inflated claims of prowess
The quest for Authenticity
B I C K E R T O N M A S T E R S A R C H I T E C T U R E
THE TRIUMPH OF EMPTINESS: PROF MATS ALVESSON
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
NOT SURE ITS WORKING FRANK! I F WE LOSE THE BRANDING WE COULD HAVE MORE WINDOWS…
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
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1. Does pedagogy inform architecture or does architecture inform pedagogy? Example : Pacific Lutheran College
2. Do buildings “lock in” a pedagogy for the life of the building? Example: Living Faith Lutheran Primary School
3. What does it take to deliver education spaces that facilitate and enhance, or at the very least don’t get in the way of pedagogy of the day? Brief discussion from examples
B I C K E R T O N M A S T E R S A R C H I T E C T U R E
WITH A LIMITED BUDGET:
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DOES PEDAGOGY INFORM ARCHITECTURE OR DOES ARCHITECTURE INFORM PEDAGOGY?
B I C K E R T O N M A S T E R S A R C H I T E C T U R E
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
PACIFIC LUTHERAN COLLEGE
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1. New space for 3 Year 4 classes – 168 students2. Large and flexible as possible (within funding guidelines)3. 21st century learning4. Enable easy student movement within space5. Groups of up to 16 in didactic setting6. Opportunities for collaboration
B I C K E R T O N M A S T E R S A R C H I T E C T U R E
THE BRIEF
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1. DesignShare2. Northern Beaches Christian School3. CEFPI
B I C K E R T O N M A S T E R S A R C H I T E C T U R E
OTHER INFORMATION SOURCES
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
P A C I F I CLUTHERANC O L L E G E
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P A C I F I CLUTHERANC O L L E G E
B I C K E R T O N M A S T E R S A R C H I T E C T U R E
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P A C I F I CLUTHERANC O L L E G E
B I C K E R T O N M A S T E R S A R C H I T E C T U R E
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
P A C I F I CLUTHERANC O L L E G E
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
P A C I F I CLUTHERANC O L L E G E
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P A C I F I CLUTHERANC O L L E G E
B I C K E R T O N M A S T E R S A R C H I T E C T U R E
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
HARVARD’S GRADUATE SCHOOL OF EDUCATION WIDE WORLD PROFESSIONAL DEVELOPMENT (WIDE ‐SCALE INTERACT IVE DEVELOPMENT FOR EDUCATORS )
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
P A C I F I CLUTHERANC O L L E G E
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P A C I F I CLUTHERANC O L L E G E
B I C K E R T O N M A S T E R S A R C H I T E C T U R E
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
P A C I F I CLUTHERANC O L L E G E
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P A C I F I CLUTHERANC O L L E G E
B I C K E R T O N M A S T E R S A R C H I T E C T U R E
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P A C I F I CLUTHERANC O L L E G E
B I C K E R T O N M A S T E R S A R C H I T E C T U R E
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
P A C I F I CLUTHERANC O L L E G E
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
DO BUILDINGS LOCK IN A PEDAGOGY FOR THE BUILDING’S LIFETIME?
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
L IVINGFA I T HLUTH ERANPRIMARY SCHOOL
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THE BRIEF
B I C K E R T O N M A S T E R S A R C H I T E C T U R E
1. Move from compliance to equipping learners (21st century learning)2. New space for 3 x year 6 classes – 84 students3. Re‐use existing temporary Library and GLA4. Depart from conventional classroom in rest of school5. Flexible and collaborative spaces
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
L IVINGFA I T HLUTH ERANPRIMARY SCHOOL
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
L IVINGFA I T HLUTH ERANPRIMARY SCHOOL
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
L IVINGFA I T HLUTH ERANPRIMARY SCHOOL
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
L IVINGFA I T HLUTH ERANPRIMARY SCHOOL
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
L IVINGFA I T HLUTH ERANPRIMARY SCHOOL
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
L IVINGFA I T HLUTH ERANPRIMARY SCHOOL
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
L IVINGFA I T HLUTH ERANPRIMARY SCHOOL
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
L IVINGFA I T HLUTH ERANPRIMARY SCHOOL
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
L IVINGFA I T HLUTH ERANPRIMARY SCHOOL
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
L IVINGFA I T HLUTH ERANPRIMARY SCHOOL
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
L IVINGFA I T HLUTH ERANPRIMARY SCHOOL
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B I C K E R T O N M A S T E R S A R C H I T E C T U R E
L IVINGFA I T HLUTH ERANPRIMARY SCHOOL
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1. Pedagogy must come first2. Architecture can be a facilitator3. If the architecture is not grounded in the pedagogy it is window dressing4. Teachers must be committed to the espoused pedagogy5. Memorable spaces are not necessarily great for teaching and learning6. Teaching can be enhanced by informed architecture
B I C K E R T O N M A S T E R S A R C H I T E C T U R E
DOES PEDAGOGY INFORM ARCHITECTURE OR DOES ARCHITECTURE INFORM PEDAGOGY?
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1. Pedagogy will change 2. Are the basics right3. “Future proofing” ‐ really??4. Recycle cost‐effectiveness
B I C K E R T O N M A S T E R S A R C H I T E C T U R E
DO BUILDINGS LOCK IN A PEDAGOGY FOR THE BUILDING’S LIFETIME?
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1. Don’t assume anything2. Articulate the pedagogy3. The pedagogy is the design foundation4. Develop a shared language
B I C K E R T O N M A S T E R S A R C H I T E C T U R E
WHAT DOES IT TAKE TO DELIVER EDUCATION SPACES THAT FACILITATE AND ENHANCE PEDAGOGY?
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1. ESL for architects – Education as a Second Language2. Educators as mother‐tongue speakers3. And vice versa4. A new language
Ideally and as we work together with this new language there will be a single focus ‐ student engagement and understanding.
B I C K E R T O N M A S T E R S A R C H I T E C T U R E
LANGUAGE AS A METAPHOR
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