Urban Independent
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East Wahdat Burning Man Barefoot College Leidsche Rijn Rural Studio
presented as part of Consuming Places









What problem solving practices have been instrumental in creating locally responsive solutions? Can these be applied to other communities?

I believe that the greatest qualities of the studio derive from its ability to be spontaneous and collaborative in its ways of making buildings. This is clear in the use of materials "at hand", and the prolonged, very social building process - some houses had as many as 200 different students contribute! Also, the refinement of the initial conceptual design of the house, taking place over such a long time and passing from one hand to another keeps the making active rather than passive - many projects changed significantly in their final iteration, each successive group reacting to the previous one. . .this runs contrary to our industrialized way of doing things in America, where "building" has become mere fabrication of an abstractly idealized form.

A characteristic practice of the studio is to work closely with the community. Each project has a defined client group which is actively involved in the design process. In the case of the houses, students work to meet the particular needs of each family and to recognize their unique personalities. In the case of the community structures, students host community-wide meetings and establish representative groups who have direct input in the projects.

Because students live as citizens of the community in which they work, they approach the making of architecture in a very convivial way. The building becomes an event for the community, shared and celebrated among neighbors. Students come away with as detailed an understanding of the people and place, as of the building they have built.

The Studio promotes a localized, sustainable view of building. Students use materials that are at hand in the area, often recycled or overlooked. This is a lesson they learn from the pragmatic resourcefulness which is common among those living in poverty. Materials and objects which have no conventional value are imaginatively turned into aesthetic and functional delights. Students also learn vernacular traditions – shady roofs, natural ventilation, porches – which cross into passive energy solutions and become exuberant architectural features.