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Edifying Design-Build: Towards a Practice and Place based Architectural Education

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dc.contributor.authorDaniels, John Dennis IIen
dc.contributor.committeechairEmmons, Paul F.en
dc.contributor.committeememberPieper, Ryan R.en
dc.contributor.committeememberPiedmont-Palladino, Susan C.en
dc.contributor.departmentArchitectureen
dc.date.accessioned2018-03-24T08:00:23Zen
dc.date.available2018-03-24T08:00:23Zen
dc.date.issued2018-03-23en
dc.description.abstractArchitecture in its primitive form enacted a relationship of making between intentions and outcome. Post- industrialized modernization has created a multiplication of complexities, resulting in a profession that has disengaged theory and practice through the specialization of the architect and the craftsman. Design-build has the ability to be an educational process that re-engages a direct dialog and collaboration of the roles of designer and maker, reinforcing the resilience of culture and place through joining intentions and built reality. Design-build projects have the ability to be an integral part of design education because of their ability to engage in physical manifestation that is fundamentally different than formal education of designing through drawing or design at a distance. Exploring the Washington Alexandria Architecture Center's Design-Build ethos as a primary case study, I intend to support this claim by providing evidence of how a Design-Build process can engage the designer, tools, methods, and materials, with the cultural, social, and environmental context that is sensible to place. By utilizing creativity and ingenuity of available resources as an opportunity for adaptation, an organic sense of place is perceptible, the place is created. Representation beyond drawing encourages one to be proactive in connecting the qualities and characteristics of existing space; this leads to a sustainable practice of continued investment in object, materiality, time, and place. Hybrid approaches to design, or the assembly of both design and building as an academic practice, are no longer insular, but are encouraged as a way to interrelate and connect the built environment with its unbuilt opportunities and impressions.en
dc.description.abstractgeneralArchitecture in its primitive form enacted a relationship of making between intentions and outcome. Post- industrialized modernization has created a multiplication of complexities, resulting in a profession that has disengaged theory and practice through the specialization of the architect and the craftsman. Designbuild has the ability to be an educational process that re-engages a direct dialog and collaboration of the roles of designer and maker, reinforcing the resilience of culture and place through joining intentions and built reality. Design-build projects have the ability to be an integral part of design education because of their ability to engage in physical manifestation that is fundamentally different than formal education of designing through drawing or design at a distance. Exploring the Washington Alexandria Architecture Center’s Design-Build ethos as a primary case study, I intend to support this claim by providing evidence of how a Design-Build process can engage the designer, tools, methods, and materials, with the cultural, social, and environmental context that is sensible to place. By utilizing creativity and ingenuity of available resources as an opportunity for adaptation, an organic sense of place is perceptible, the place is created. Representation beyond drawing encourages one to be proactive in connecting the qualities and characteristics of existing space; this leads to a sustainable practice of continued investment in object, materiality, time, and place. Hybrid approaches to design, or the assembly of both design and building as an academic practice, are no longer insular, but are encouraged as a way to interrelate and connect the built environment with its unbuilt opportunities and impressions.en
dc.description.degreeMaster of Architectureen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:14138en
dc.identifier.urihttp://hdl.handle.net/10919/82553en
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectArchitectureen
dc.subjectDesign-Builden
dc.subjectSiteen
dc.subjectPlace-makingen
dc.subjectHistoric Preservationen
dc.subjectContexten
dc.subjectCubaen
dc.subjectAtticen
dc.subjectBasementen
dc.subjectWallen
dc.subjectCeilingen
dc.subjectFlooren
dc.subjectDreamen
dc.subjectInversion of Up and Downen
dc.subjectReflectionen
dc.subjectEducationen
dc.subjectCommunityen
dc.subjectConstructionen
dc.subjectDeconstructionen
dc.subjectAd Hocen
dc.titleEdifying Design-Build: Towards a Practice and Place based Architectural Educationen
dc.typeThesisen
thesis.degree.disciplineArchitectureen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.levelmastersen
thesis.degree.nameMaster of Architectureen

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