From Disjuncture to Dislocation
Keywords:architectural education, design-build, design studio, infrastructure, live projects
This photo essay explores the possibility of radically shifting the understanding of the design studio as a spatial construct. By considering the seven-year evolution of a (socalled) design-build project known as the Imizamo Yethu Water Platforms, it recognises the possibility of dislocating the design studio from its traditionally centralised space in the academy and moving it to the site of its investigation or intervention for the duration of a project. The Imizamo Yethu Water Platforms aimed to improve water and sanitation infrastructure in a severely under-resourced informal settlement in Cape Town, South Africa, through the insertion of small permanent public spaces. Due to a number of reasons, including the physical characteristics of the sites selected for these spaces, the design studio gradually shifted its physical location to such an extent that virtually the entire design, documentation and construction process took place in-situ.
How to Cite
This work is licensed under a Creative Commons Attribution 4.0 International License.
Foote, Jonathan. “Design-Build: Build-Design.” Journal of Architectural Education 65, no. 2 (2012): 52-58.
Habraken, N. John. “To Tend a Garden: Thoughts on the Strengths and Limits of Studio Pedagogy.” in Design Studio Pedagogy: Horizons for the Future, ed. Ashraf Salama and Nicholas Wilkinson, (Gateshead, United Kingdom: The Urban International Press, 2007). 11-20.
Louw, Michael. “Work, Waste and Want: The Imizamo Yethu Platforms.” Architecture SA, Issue 59, (2012): 23-25.
Louw, Michael. “Design-Building Infrastructures: The Imizamo Yethu Water Platforms.” Paper presented at the Sustainable Futures Conference, United Nations Headquarters, Nairobi, Kenya, August 30-September 2, 2016.
Perold, Rudolf and Hermie Delport. “Exploring Live and Design-build Projects as Educational Spaces to Foster Critical Citizenship.” in Educating Citizen Designers, ed. Elmarie Constandius and Herman Botes. (Stellenbosch: African Sun Media, 2018). 43-64
Salama, Ashraf M., and Nicholas Wilkinson. “Introduction: Legacies for the Future of Design Studio Pedagogy.” in Design Studio Pedagogy: Horizons for the Future, ed. Ashraf Salama and Nicholas Wilkinson, (Gateshead, United Kingdom: The Urban International Press, 2007) 3-10.