AIMS / When we think of islands like Tabarca, it is common to imagine yourself disconnecting in an idyllic independent paradise. But far from being a self-sufficient island, Tabarca is a place deeply dependent on an outside world that provides it with services, manages part of its waste or delivers its tourists. A dependency much more prominent than in other ecosystems that are common to us, such as cities. Far from presenting dependency as a problem, we propose to understand it and become obsessed with it. By understanding the metabolic relationships of Tabarca with its environment, it is possible to propose architectures that mediate its future. And while you’re at it, organize a nice trip with friends.
METHOD / On February 2 you will have to present in class (4 min max.) the design of a trip that, reaching Tabarca, connects it with another point on the peninsula. The activity will be carried out in groups of three people maximum. When designing your trip, consider that:
– It should be done before February 8.
– Each group must get obsessed over a very specific issue from a list. What is the network of agents of your object of study? How did it get to Tabarca? etc.
– Pay attention and prepare your travel equipment carefully. What tools do you need? How many hours will you be in each place? Should you contact someone beforehand?
On February 9, the record of that trip will be exhibited.
TECHNIQUE /
February 2: Free format (My maps, vector cartography, PP Presentation, etc.).
February 9: Photo album with footnotes and a cartography or timeline.
STRENGTHS /
Take care of the approach to your study object, how do we prepare for a field visit?
Look and describe the complex networks of agents that make urban life possible.
SCHEDULE /
02 Feb Presentation
09 Feb Final Crit
EVALUATION / Jury: UOU professors.
Those are 12 questions to be answered by students
1.-The WORKSHOP proposes that students begin to build a complete thought to tackle projects, to process, organize, view and display information so that “data collection” became proactive rather than an analytical tool.
Have I been able to go beyond analysis procedure and convert the project into a proposition display?
2.-Students must learn to self-reference and criticize their work and to draw conclusions. They have to process systems and models of architectural production, reformulating nonobvious descriptions, focusing his gaze on the invisible structures, not having preconceived ideas, producing unexpected findings, and non-discursive (arguments that are made but which does not follow anything immediately) reasoning.
Have I used my own ways of expression reformulating descriptions and avoiding the obvious and the use of direct images of the project culture?
3.-Student begins to explore architectural expression systems to formalize their projective ideas.
How many ways of expression have I used at work and what is the value expressed by each of them?
4.-We must learn to talk and discuss about architectural sustainability criteria, adding the concept of ecological niche project (mental territory, social, material, technical, medium-environmental, etc …).
Have I addressed the theme of THE WORKSHOP responding to the proposal on the sustainability?
5.-We are going to know how to work in-group to discover the roles in production systems.
How much information data made in-group have I used to express my project?
6.-The students must participate and contribute with their ideas to the class as an essential part of knowledge.
What is the intensity used to express my ideas through the architectural expression ways? How much time do I need to make a drawing or a model to express my ideas?
7.-The students must learn to establish a personal lexicon to express his architectural ideas.
Have you expressed your ideas through a personal lexicon or have you imitated expression systems used by other designers seen in the media (magazines or Internet)
8.-You need positively assess risk and innovation as a necessary condition of design. Innovation defined as the use of allied disciplines to develop intellectual and technical tools to create new realities, within their own reality, exceeding the established models.
Do I use allied disciplines for innovative production?
9.-The students must enter, step by step, work details the project culture, you must learn to interpret and criticize from their own proposal.
How many data have you appropriated from the culture to express my project?
10.-You should produce an open system work, with more questions than answers. The number of questions the student will be assessed is more than the number of certainties, you must use fuzzy logic, to support multiple possible truth-values, allowing multiple possible truth-values and strategies to create unpredictability.
How many questions have you made throughout the design process and how many have you tried to answer?
11.-Skills: Interest in the contribution, regardless of the attitude from which it was generated
What is the interest considering my contribution to the WORKSHOP?
12.-Attitudes: how to tackle the problem independent of the outcome
Have I tried to solve with intellectual and material effort to present the proposal. The project has developed enough quality
Alicante University (SPAIN) / Joaquín Alvado Bañón (joaquin.alvado@ua.es) + Javier Sánchez Merina (jsm@ua.es)
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La Cuarta Piel (lacuartapiel.com)