{"id":4118,"date":"2020-03-31T17:25:13","date_gmt":"2020-03-31T14:25:13","guid":{"rendered":"https:\/\/triplex-confinium.eu\/?p=4118"},"modified":"2020-03-31T17:34:13","modified_gmt":"2020-03-31T14:34:13","slug":"a-nomad-architecture-school-in-the-countryside","status":"publish","type":"post","link":"https:\/\/triplex-confinium.eu\/bg\/2020\/03\/31\/a-nomad-architecture-school-in-the-countryside\/","title":{"rendered":"A Nomad Architecture School, in the countryside."},"content":{"rendered":"
\n\t
\n\t\t
\n\t\t\t

Decades ago architects were imagining that through their visionary approach, they would reconcile society and technology, culture and nature. Nowadays architecture comes last in the process of shaping our reality, as architects have become mere decorators, working on content already established by others.<\/span><\/p>\n\n\t\t<\/div>\n\t<\/div>\n<\/div><\/div><\/div><\/div>

\n\t
\n\t\t
\n\t\t\t

\nAs both masses and leaders become more and more liberated from perceiving the interdependence between our medium and the quality of our lives, the role of the architect is ever more translucent. As it becomes more limited to designing buildings, it also becomes more unclear – since the historical ambitions of this profession still boil in the \u201dfuzzy amalgamation of knowledge and practice\u201d that architecture is. (Rem Koolhaas)<\/span>\n<\/p><\/blockquote>\n\n\t\t<\/div>\n\t<\/div>\n<\/div><\/div><\/div><\/div>

<\/div>
<\/div><\/div><\/div>\n\t
\n\t\t
\n\t\t\t\n\t\t<\/div>\n\t<\/div>\n

 <\/p>\n

Inspired by the past and empowered by our possible future, we believe that directly addressing fuzziness, embracing complexity and maintaining our role as initiators is crucial – nor for our survival as a profession, but for the quality of our built future. But how does one do that in a pedagogical setting?<\/span><\/p>\n

Our processes have been quite experimental in the past years, but after long debates (that are still simmering in the background) we settled on three objectives:<\/span><\/p>\n

 <\/p>\n

    \n
  1. Understanding architecture as a \u201ddiagram of everything\u201d – as an instrument of exploring the world.<\/b><\/li>\n<\/ol>\n

    We always use an existing building as a starting point, we never start anew. Through the process of understanding the object in its setting, we connect to an extended list of topics and layers, which we then struggle to overlay, synthesize and mold into strategic thought.<\/span><\/p>\n

    The entire process is overly inquisitive, and quite often sparks debates not only among students, but also among tutors. For example, this semester we started with a short premise, and then with the question: \u201dConsidering the given premise, what is the most appropriate site?\u201d – the students have to argue for the selection of the site of their project.<\/span><\/p>\n

    This semester students were given two options, both situated in the countryside, starting from the premise that they need to design a Nomad Architecture School dedicated to research the Banat territory\/system:<\/span><\/p>\n

    A site situated right on the border with Serbia, on the bank of the Timi\u0219 river, at the end of a former colonial village – as most in Banat are. A plot that was once the domain of the local aristocrat, sitting in the middle of a former geometric dispositif of connectivity that was bridging two villages – one of them (Modos, Ja\u0161a Tomi\u0107) is now in Serbia, the other (Csavos, Gr\u0103niceri) is in Romania. The once magnificent palace can no longer be found, and the changes in the village life have been at least as dramatic – even if most of its built mass survived.<\/span><\/p>\n

    \"\"<\/p>\n