TREE HOUSE THE POINTEXHIBITION OSLO PAGEI 042 •. •............................................. ".iNI/IIr'-'Ori_I__4f} ! --.,......... ' GARDENS OF DELIGHTS IN BETWEEN URBAN SAFARI AlBUSKJEll1/6A HOTELMONTREUX PAGEI 07e 'II PAGEI 080 PAGEI 0«1 PAGE'~ PAGE,096 r •••• -- -~- CYBER BAROQUE THE POINT _.-"-- ECHO PAGE'l&ll PAGE'19~ ... PAGE'21~ ".- •• .....r_l_ • ......,_CJMI_c...I__ brt_llf"O:l"-._IM_lltII_lIrl"""_,lb_ IIIo_51.., I 0 . 1<1_tIirI;_/II_c1.._I"."_..to_INt_o. 110 _~CoAoI"ll.tsolo~I_.loIIf'''''''!JIdiJ _lhWl_IV_I<III_a.:....... _ttMl_IV_1oI TRA TERRA EMARE STEPRUNNER SKY lOUNGE CT PANELS CONTROL UNIT PAGE#29(J ~ PAGE#2!l4 PAGE'29E PAGE1300 PAGE1302 LIVING IN THE ROOF WRAPABUilDING PAGE'm PAGE'334 I •• /~ 1 ...............___ __..J KH GRAZ LIVING IN THE ROOF KAlZIP OPERAOSlO_ lECTlflE EXH16111)11IPARIY EXHI6I1l)NIPARIY lECTURESERlS ~ PAGE'332 -- .... 07 08 1 1SUMUER " " NORDIC TALKING " 41;2 Years in Studio with KJETIL THORSEN InstituteforExperimentalArchitecture.HOCHBAU Editedby Kjetil Thorsen I Ursula Ender Petra Cernusca SpringerWienNewYork NORDIC TALKING INTRODUCTION NordicTalkingprovidesaninsightintoprojectwork-creativespaces-01thevariousdepartmentalresearch goals,suchasscale1:1projects,diplomaprojects,architecturaldesign,advancedbuildingtechnologiesand competitionstakingplaceintheyears2004to2008underthesupervision01KjetilThorsenattheinstitutelor experimentalarchitecture.Hochbauwiththeoreticaltexts,generalstatementsandproject-relatedcommentaries -creativecriticism-providedbynon-alliliatedguests,whoregularlyreviewedtheprojects,heldlectures,and werethereloreinapositiontocommentandreUectcriticallyonthecurriculumandcontent01thispublication. For four and ahalf years Kjetil Thorsen (Architectural Office, quentlyhasamarkedinfluenceonthelivesofindividuals.Inthese Sn0hella,Oslo)sharedthetaskofheadingtheinstitutefarexperi onlyseeminglypredeterminedandconfinedrealmsofdesignthe mentalarchilecture.HachbauinInnsbruckwithPatrikSchumacher studentcandevelophis/hercreativity-newarchitecturalideasin ofZahaHadidArchitects. Afurther8mentors, 10assistantsand socialspace-anidearesourceforcontemporarythinking. externallecturerswithdifferentresearchinterestsandprofessional orientationssupportedtheteachingandtrainingofthestudentsin AdvancedBuildingTechnologies constructionanddesign.Departmentaltuitionisconstantlycom TheteachingandresearchonAdvancedBuildingTechnologyex plementedbygeneralandproject-relatedinputprovidedbyinvited periencesadiversityofrealizationshere, reachingfrommaterials criticsandlecturers.Ourguestscomefromallovertheworld,have researchtotheuseofnewtechnologies.Visionsandcreativefree differing professional backgrounds, come from differentwalks of dommergewithadvancedtechnologiesandrapidprototyping.Ad lifeandcan drawonavarietyofprofessionalexperiences.These vancedBuildingTechnologyistobeextendedintoeverypossible fieldsofactivitycrossandmeetinInnsbruckandarefoundonthe application and field of thought, when the students themselves globalmapattheendofthebook. definetheirconstruction topicsand takeon theresponsibilityfor theirprojectsfromdesignanddefinition,preparationtorealization Scale1:1 stage. The most recent technologiesand methods presented in Next to experimental research in the field of design and con teachingandbusinesspartnerships,arerealizedand3Dprintsof structionthepracticalcombinationofthesetwodisciplinesbased thedesignscreated.Thelargeproportionofexternallecturersen on immediateexperienceoftherealityoftranslating design into suresavarietyofapproachestoarchitecture.Thisbroadspectrum realityprovideafocusofourdepartment.Followingthecreationof enables the student to define his/her position relative to these. an individualprovisional design/ designsketch thearchitectural Poetryandcreativethoughtcombinewithinnovativetechnologies studentsdevelopajointdesignplanandareresponsible forthe andmanufacturingprinciplesandhelpovercomethelimitationsof projectuptoitsfinal1:1 realization.Thusthestudentsareprovided theconventionalproduct.Primaryemphasisisplacedoncreative withthe opportunitynotonlyto conceiveand plan experimental designofspaceandthelureoftheexperimentalapproach. architecturesbuttorealizethesewithalltheconstruction,organi The individual projectdescriptionsthusreflectthestudents' dif zationalandassemblyaspectsinvolved. ferentandvariedapproachestothetopicsandarebasedontheir write-upsoftheconceptionandexecutionoftherespectiveproject ArchitecturalDesign seenthroughtheireyesandrelatedintheirownwords. Architectureasadesigndisciplineisseenbothasanartisticanda scientificsubjectinwhichresearchtakestheformofastructured, IdonotbelievethatKjetilThorsenwillleaveavoid.Iamconvinced creativeappliedprocess.Architecturalinnovationmustincludethe hehasdefinedahithertounknownandunprecedentedpositionat exploration ofspatial constructsand speculationaboutpossible thisUniversityboth interms ofhumanrelationshipsandcontent social usesofthe constructs. This iswhythe designtopics fre perspectivewhichwill continuetoprovideacreativestimulusto quentlycontainanelementofsocial criticismorcriticism ofthe usforyearstocome. system, whichraisesthequestionregarding thespacesinwhich architecture is obliged to take place. Architecture mustbe seen InthenameofallparticipantsIwouldliketothankKjetilThorsenforhispersonality, asasocialactwhichonlyoccasionallyhasasubtlebutmorefre- creativity and his willingness to share with us his workat Innsbruck University. UrsulaEnder UrEn353 006 IMPRESSIONS preamble KjetifThorsen KiTh366 Theparalleldependenciesofeducationasexpansionofknowledge,the development ofindividualdecisionmakingandpersonalmaturingof youngpeople'srelationshiptocontemporaryrealitiesisawell-known fact. Thiscomplexand interdependentdevelopmentof each student mightbeparticularyvisibleineducational situations, wheredefacto results mayonlybeseenorexperienced quitesometimeaNerfinal exams.Withinarchitecturaleducationstudentshaveatendencytore- placethislackofimplementationinreal lifewithexistentialquestions mimickingreality.Andhere,betweenlayersofartandfuturearchitec- turalstructures, liesagreateducationaldemandforpersonalorigina- lityandinventiveness,eigenart,whilstthetimegivenforyoungtalent todevelopacertainamountofsell-confidenceisnotatalladequate. Workingwithstudentsundersuchconditionsisthereforemoreabout makingstudentsindividuallyawareofthesecomplexities,makingthe tasklookassimpleaspossible,butneversimpler. Architectureisaslowprofessionand everyresult, beitadrawing,a modelorabuilding,whichinthemselvesareindependentresults,will neverpointinadirectionofaresultdescribinganall-encompassing finalpiece.Thereisnosuchthingasthefinalcreation.Thatiswhythe architectural developmentofasocietytoalargeextentstayswithin theacademicrealm,althoughthedifferentarchitecturalresultsremain the responsibility of the same collective society. The architectural achievements, however, tend toberegarded ashavingan individual character. Myfirst interest, teachingattheinstitute01experimentalarchitecture attheUniversityofInnsbruck,hasbeentoinvestigatetheintersections betweencomplexityandsimplicity,aswellasbetweencollectivityand individualitytogetherwith the students.The collective decisions by groupsofstudentsrelated toprocesseswithin differentdesigntasks asabstractas"Chernobyl+" or"UrbanCamouflage",aswell, asfor realisable1:1 projectssuchas"StadlinKematen"or"Universiade"in Innsbruck,werestilldrivenbyindividualresearchand individualper formances.Thesedesignthemesonly describe relevant frameworks to be Inrealitythesediscoveriesrelateasmuchtocontextualreadingoflandscapes defined within the collective groups as intersecting with each otheraswell as for intersectionsof contemporary ofstudents,where-astheintellectual conflictswithin differentsocieties. Working with the students has confirmed contentistobeinterpreted individu andstrengthenedmyviewontheseissues.Mypersonaldevelopmentrelieson ally.Similartothedevelopmentof the theinspirationofthesecomplexintersectionsandfurtherdicoveryofthenew. "singularintheplural" methodology Secondly,Ihavetriedtointroducephysicalconditionsforthestudents,todi in the practice ofSn0hella, the stu rectwaysofthinking,forthemtodevelopindividuallyfeltcuriosity.Thiscurio dents in Innsbruck have investigated sitymayleadtosituationswherestudentssurprisethemselves,("DidIthinkof different intersections of this relati this?"),whichagainmightleadtofurtherdiscoveries.Longconversationswith onship, leading to the discovery of the studentsestablished common groundsfor howto interpretand partially newbordersandthresholds. alsolivethethemesgiven. Thegeneral ideaistocreatereal situationsand todefinechallengessointi matelythatthepressureofcuriosityandthedesireformoreinformationbeco mesunbareableforeachstudent. Thisdrivingforcegeneratesa"need"foradeeperunderstandingofthe Thismethodofgeneratingcreativitywasmainlytestedwiththemaster theme,aninterpretationofthisunderstandingandfinallyahypothesis studentson their final project. Byintroducing groupcriticism itwas onhowitmightbedesigned.Whentestingthedifferentconditions,we possibleforeachstudenttochallengeanother,astowhentogenerate wouldgeneratedirectconfrontationswhenchallengingrealorassumed ahypothesis.Itwasinterestingtonotethatthisdidnotdevelopdesign preconceptionsandnormalitiessuchas: similaritiesbetweenthedifferentprojects,butrathertheopposite:wi delydifferentresultswithahighdegreeofindividuality. ·Ifyouliketogetupearlyinthemorningtrygettinguplate. ·Ifyouliketogetuplatetrytogetupearly. Thirdly, Iwas concerned with finding adequate tools and represen ·Ifyouliketoplayfootballgoforaswim. tations which could forcefully explain the content of complexities ·Ifyouliketoskitrysunbathing. within each project.The different ideasand hypotheses of an early ·Ifyoudon'tliketoreadreadalot. stageprojectwouldgiveindicationsofhowtochosethemostrelevant ·Ifyouliketoreadtryjustthinking. tools.Thesetoolswerenot limited,andmediaspanningfromverbal ·Ifyoulikebeingonyourownseekbigpartiesor, explanationsandperformancestofilms,storyboards,physicalorma ·ifyougotopartiesallthetimestayathomeor thematicalexperiments,rapidprototypingofmodels,large-scalecast simplytrytoscreamagainstwindandweather. orbuiltmodels,programming ofnewsoftware, photographs, music, 1:1 constructions,oramixoftwoorseveral,wereused.Thisfreedom Personalsituationsofacertainextremitymayoccuronmanylevelsand ofchoiceaddedanotherlayerofcomplexitytothedesignprocesses, Ibelieveyouhavetounderstandboththephysicalbordersofyourbody butfinalexperienceswereoftentransferredtolaterthemes,wherethe aswellasyourmentalborderstobeabletodesignwell.Thesedifferent masteringofthisfreedombecameessential. conditionshavetobetested.Onlythenmaytheunderstandingofwhen andhowyourconcentration isatitsbestbedevelopedand theshort These processes, the developmentofpersonalcapabilitiesasboth individualdesigner timeframeformakingintuitivedesigndecisionsberecognised.Aline andteamworker,theconditionsusedtoamplifyself-confidenceandthemasteringofdiffe ofthoughtsofalreadyexistingknowledgeandexperiencewillintersect renttools,generatedslowdynamics,whereallparticipants,me,thementorsandstudents withthesemomentsofconcentrationandideallygeneratenewideas. coulddeveloptogether,althoughindifferentdirectionsofinterest. INAUGURAL LECTURE KJETILTHOOSEN I PATRIKSCHUMACHER ., ., "' .~: I' .. <::i ~, .S! t~,: .~..:., ":::.i <.t.i; 'l! ~, Ql; ~i ::e;: ~ .ii, .;~i,i:,,, .~~.i,.! :~":ei', J 010 EDUCATION archlteeulTaifacrJryotinnsbtuck MariaSchneider KjelilToorsenhasbecomeindistJensal>Jetothe FacultyofAtth!tectufeoftheUnNefsityof/nns brock,AsanirJleffllllionalt{SlJCcesshlarclitec1 hehasbroug/tabrealh01fresh iffandnew inpuisesforOIIdiJ/t{wort , , HiSkatChafactef, tis open-miooe<Jnessam .his ~eneroSilf have COrtliruled to his being area/JeMieramontheotherhamahight{ ArnoldKlotz roolHaled lecturer. He has also distinguished JqelilTtr;rsen'sreputaliOnasmearctiteetoftheUbtatyofAJexaoori;J himsellIhroughhishIJfrJlineinecof1JmittNl pteee<ledhim,rotonfjtoVienna. I~IJqelilTtr:>rsenpersonallyat tefS. hisextrlJOfdinatycrealHty. amhissocial /!IecloSiflJeYertoftheUniverSiiIJe2005,atlerheand/lisS/uderts ski's. Hehasclfwlyaeroonslratedlhalheisa haddesignedandrealisedtheerea/Neinstallationhrthisinlematio hight{qualifiedarcliteCl, alwayshappf10dis nalwRersportscOlTfJelitionin!ntlsbrlxkandSeefeld. Dlnhg l!is cuss mallets with ol/lets andmediate where corwersalionIW2SnalilallyverjirrfJressedbyhisknowledgeofthe necessay, Jandand!ispeffectGermanacquitedbytheNotwegWJ./XXnatChleC! during!issMiesmGm. we /tIllt'Vef, / also seen the othefskJe 01 KjeliLasanentertainer.bteX1JfIl!1ein!Wsike ThehighlevelofrecognitionellmedfromtheTyroleanpublicwasdue /nrhllefOfBawion,whereheorceleI/usonlj IDhiselfwts10contortstudertconrepfionalideaswithreality. Due at5aminoroefhaveanhouf'Ssleepbe10re b hishaJUimeleachingassigrmertinInnsbruckhe wasnotalways Hying01110!af-iWaylands. Hisstalemertsdu p-lrfS,itally{JIesert.buthewas-SlfJpotIe<JbyhisaSSiStaTts-corti firq meelirqshavealsomade uslaughmore fJJ()(J$ljpresefltorthestudertsamtheco/leaguesbyvittUf!of!is personiJ.5tyamhiSl£ademiCamsocialcof/l)tterr:e. WIlltegiWto lhanorce. DearKjetll,wewillmissyou. Wesincerelyhopetosee)Vu /helocusofhisptilosopt7jasateacherleImeqlJOlehimin!isown asoftenaspossible,andhopethatyouwlUstayasyouMe. "MjbcusonteachJfrJ hasatwafs~n to leadS/udertstowaI1Js aWalelll!SSof~IititfelalionshipsbetweensociaJ.poi/icattechnical andattlitectulalissues. againleadilVtonewaiStOveliesofiCeas. conceptsamIorms.• Witooutoou/.7tTfrJrsenarrJhis"otherhalt"Pa/fi&tr.Jmachef,aJorq with!isacademitcolleagues.havestrorqlytxxIstedtheinJJottart:eof theFa:ultyofA!chlectureoflheUdietsilyol/nrrstnlCkalsoasalsoan edlJC~ionalimtilulionfromanAustridnandirAem~ionalpoirtofv.ew ilthelas!yelJls.ThemanyInnsbfIJCkrecipiertsofprizesinirAem~io­ filiisludertcorrpetliorrstNybemertione<jasanillusltalion. • • OeMKjeliI,all01uswerelasclnatedbytheprogfeu01 " ")VurprojectsatGroundZeroandIheoperaIn0810. I w/sh)VUcont/nulnggreatsucceuwiththereal/ut/onof)VUT w(}{ldWfdeprojects. Th(}{1eJ/andtheFacultyofArchllecture sma' willremainIncontactInthefuture,A signof'jOIJf~eneriJ/ ..:ceplarceallheUnNefsitfwasyoU!iare"'dcereroonyi1July2Q()l, whithmneOllhetellthefSamstooetVswanted10miss.