Eames Case Study House #8: Architecture (three of x)

01/21/2013 § Leave a comment

01 eames

The lasting lessons from this past visit to the Eames house had everything to do with what was beyond the house. The view across the Pacific Coast Highway brings with its beauty the desire to know what it was in 1949, before the build-up – decidedly unpoetic. On the property, the house is in playful dialogue with the trees, the sundappled meadow and nestled tenderly with the hill; the house makes one long for all buildings to converse so easily with their surroundings. An anecdote told to us by the present staff member I know will have lasting effect in my life since it articulates just the sort of evidence I need to confidently take the position that good architecture takes the time of stillness and play as much as the serious work of analysis.

02 eames03 eamesThe initial design for the house crossed this meadow; designed by Charles Eames with Eero Saarinen it was aptly named the bridge house and would have been built had the steel for its construction not been delayed due to the war effort from 1945 to 1948. By the time the steel arrived, the Eameses had “fallen in love” with the meadow and were determined to nurture the meadow with their structure, and not cross it.

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Poem (one of x)

01/15/2013 § Leave a comment

Morning Walk

Speed is my desire, but
slowness keeps death at bay.
Embarrassed by my breath and
furious at my age, too old for hyperbole and
too young to know better,
I twist the barbed leaf, picked hopefully off my path,
towards sentimentality. I force it to slither between my fingers
sinuously seducing; but it is no elegant snake and pricks my fingertip without a drop of blood
as I drop it on the anonymous concrete.
You see, everything here has a qualifier.
I walk to my unromantic, unsentimental job that I should feel lucky to have.

Everywhere: Jellybean beginnings (three of x)

09/16/2012 § Leave a comment

Observation (one of x)

01/08/2012 § Leave a comment

A good friend of mine in Brooklyn recently had a baby; she said that her baby is constantly fascinated by looking out the window, looking around at the city around her. She doesn’t need fancy toys – the world around her is enough. How often is this true for adults? Milan Kundera describes the curious yet relaxed gaze as old-world indolence through the Czech proverb: “Gazing at God’s windows.” He continues that “A person gazing at God’s windows is not bored; he is happy. In our world, indolence has turned into having nothing to do, which is a completely different thing: a person with nothing to do is frustrated, bored, is constantly searching for the activity he lacks.” (1995, Slowness) In the spring of 2011 in Spain, I visited Barcelona, Madrid, Seville and Granada. Everywhere I looked, people sat and looked. I cannot be sure what each person saw, but I take comfort in their looking.

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Everywhere: Jellybean Beginnings (two of x)

01/23/2011 § Leave a comment

Roxbury, Boston: Urban Pedagogy (one of x) / Reading the City (two of x)

01/23/2011 § Leave a comment

The Roxbury Trail Map
My interest in “Reading the City” has happily continued to grow over the past few years. While it is somewhat analogous to reading a text, for instance, in order to understand, the objective of Reading the City focuses on the interpretation, hopeful that the “reader” will read between the lines towards a greater sense of ownership that creates a greater potential for change. Simply, understanding the environment prompts changing it. But it is important to note that in many ways, a greater awareness of space and the environment we inhabit, in itself constitutes a change.

After taking Anne Spirn’s class (Urban Nature, MIT 2009), I was inspired to bring my interests in “Reading the City” to a younger audience. Last fall, I got the opportunity to do just that in a class I developed at Orchard Gardens in the neighborhood of Roxbury, Boston, through Citizen Schools City Building After School Program. (In implementing the lesson plans I collaborated with Ben Peterson, RISD and Shreiya Madhusoodanan, BAC.) Alternatives for Community and Environment (ACE) just blocks from Orchard Gardens Public Schools provided a valuable tour of the Toxic Sites in the area providing concrete and all too tangible reasons regarding the value of knowing your city and striving for environmental justice.

Some general remarks about the outcome of all the City Building groups across Boston appeared in real text here.

For immediate gratification, this is what our final posters looked like at the city wide presentation in early December held at the Boston Architectural College:

WOW: Final Presentaion

WOW: Final Presentaion

WOW presentation

WOW students in dialogue

preparing for the presentation

And I was lucky enough to get the chance to organize this crazy body of work (comprising of my own notes, sketches, photos, collages and twelve year old endeavors galore) for a guest lecture I was invited to give towards the benefit of a course for Art Teachers; a worthy cause since my own high school art teacher was a true inspiration (Mrs. Douglass). As such, I distilled some general tips and lessons from my experience:

Through the efforts of preparing for the lecture, I am now able to give a somewhat linear narrative of the experience:

The class was called Tracking Roxbury: Tales&Trails. It met Tuesday afternoons from 3:50 – 5:20 on the second floor of Orchard Gardens School in Roxbury, Boston.

In order to entice potential apprentices to the apprenticeship I related the following pitch (more or less) six times (!) in the course of three hours (more or less) to many, many twelve-year olds (more and more):

“We will look at the Past, Present and Future of the surrounding neighborhood, Roxbury. The area has been greatly affected by Orchard Gardens, and, in turn the neighborhood affects the school as well. In the apprenticeship, we will work with many hands-on projects that dig into the Past of the neighborhood through maps of how things used to be. Then we will treat the actual city streets and public spaces as a laboratory or archeological site where we will research, analyze and understand the many different systems that make up this place. Finally, we will envision a path for the future, in which people will harness the power of knowledge and observation about an area. This path will communicate, educate and offer a way to improve the neighborhood. I think that everyone is familiar with Boston’s Freedom Trail in which the past comes alive as one follows along the brick path outlined on the city streets. This is a story that unfolds as you walk. In a similar way, we will create Roxbury Trails depending on the stories about the neighborhood that the students wish to tell.”

[Of course, three other places I have known as home have their own versions of the prescribed path, including Los Angeles, Salem MA and Barcelona. Of course, in Tracking Roxbury, the objective is to create a an Intentional Trail in a neighborhood historically not seen as holding crucial urban value worthy of sharing with its residents and visitors.]

Tying together my interests in mapping and using the city as a text and laboratory for exploration, I developed a syllabus for another nonprofit organization when the opportunity to work with Citizen Schools presented itself. I was especially interested in teaching a class that focused on design process and understanding urban space, rather than creating a concrete design product.

The class was under the umbrella of City Building and many of the classes presented a clear design challenge: design a park, design a café, etc. However, I saw the class was as an opportunity to explore why understanding urban space first, and really providing tools for “Reading the City,” were just as valuable as creating a design.

I think it important to demystify space; this is especially true for an area perceived as a “ghetto.” It is the way it is because of policy, economics and many big and small decisions that can be somewhat understood. More importantly, it shows that the place is constantly changing, and the students can be a part of the change.

From the beginning, I wanted to create a situation in which field trips and exploration of the immediate surroundings would inform class activities. In turn, these class activities could help inform how the students explore the outside environment. Because the actual content of the class seemed to build upon the experience of each particular class, the class could develop organically with the students’ responses as key clues to direct the progression. The two things that were certain were the geographic limits of the surrounding environment and the use of Past, Present and Future as methods by which to analyze the surrounding environment; through this approach the students could look at the history of area (the past), analyze the current situation (the present), and from there, develop a more informed image for improvement (the future).

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The project was interesting for me. And, after the final presentation, and hearing the students talk about what they learned, it seems that they too gleaned some value from the experiment. It is of course difficult to gauge, as many teachers tell me. But, after this experience, I value experimentation in education more and more (such as the Brooklyn Free School) And last, but not least… more photos!

Everywhere: Public Space (one of x)

12/03/2010 § Leave a comment

what is public space?