Study Architecture 
ProPEL 
Author(s): Ryan Roark
While renovations and interventions into existing buildings represent a large percentage of work within the architecture profession, pedagogy has until recently shied away from intervention projects, both because of the perception of “preservation” as something that is set opposite design—and because the task of representing a building that already exists at full scale and full resolution is a complicated problem in itself, before even starting on the new design. Today more and more schools offer studios addressing adaptive reuse, but the problem of representation remains. Representing a building which explicitly has multiple phases and multiple histories is fundamentally an exercise in representing time—a challenge relevant to any type of project. After all, no site is truly empty or without history. There are industry standards or defaults for showing renovations—for example, drawing “existing” in black and additions in red—yet while these conventions offer clarity, they glaze over the multiplicity of the existing and traces of history remaining or revealed by renovation. This paper explores a seminar course called “Representing Renovation/ Reuse/ Time” in which students develop new ways of showing the relationship between past and present. By discussing the innovations imagined by students over the years, this paper highlights the pedagogical value of studying adaptive reuse projects and using new approaches to 2D and 3D media to foster critical thinking about the complex relationships between architectural history, design intent, and contemporary interventions.
https://doi.org/10.35483/ACSA.AM.113.49
Volume Editors
Sara Jensen Carr & Rubén García Rubio
ISBN
978-1-944214-48-7
