B 2 – Concepts of Order in the Study of Architecture: Knowledge Transfer and Visualization Strategies
Bauschule Koblenz (The Koblenz Trade School for Construction & Architecture), Construction Class Group Portrait, Postcard ca. 1948, Photographer: Georg Tonger (Archive Christiane Salge)

SECTION B – Order as Knowledge

B 2 – Concepts of Order in the Study of Architecture: Knowledge Transfer and Visualization Strategies

Christina Clausen, Daniela Grotz, Christiane Salge

Department of Architecture at the Technical University of Darmstadt

 

With the institutionalization of architectural education, first at the art academies from 1700, then at the polytechnic institutes from 1800, and since 1850 at the technical universities, it was necessary to organize and didactically prepare architectural knowledge for an ever-increasing number of students. This subproject therefore focuses on the question of how the diverse and constantly expanding body of knowledge in academic architectural education is structured and conveyed with the help of textbooks and teaching collections. In a further step, it will be necessary to ask what effect the associated canonization of architectural knowledge has on the design process, the built environment, and society’s ideas of order. Through the comparative analysis of various teaching media and teaching concepts, these approaches will be examined from different perspectives within a research project conducted by Prof. Dr. Christiane Salge along with two dissertation projects by Christina Clausen and Daniela Grotz.

The research project of Prof. Dr. Christiane Salge will deal with the question of the role of academic teaching collections in Berlin, Munich and Vienna in the formation of an architectural canon in the 18th/19th century and will examine the influence that this constitution of knowledge had on the design process of architects.

Christina Clausen’s dissertation project “The Mobility of Architectural Media: Learning and Teaching Materials in the History of Architecture and their Mediation Strategies from 1750 to 1850” (working title) deals with processes of form and media transitions between models, drawings, engravings and paintings. The focus of the study is on the pictorial mediation of architectural history, which is still in its infancy, and which, especially in the beginning, was shaped by the individual interests of the teachers and the representative needs of new state institutions; at the same time, however, it also helped shape the architectural-historical canonization and the emergence of new orders of knowledge.

Daniela Grotz’s dissertation project examines forms of design theory in the 20th century. Particular attention is paid to the concept of “school”. This is intended to serve as a methodological approach to illustrate the complex interrelation between institution, theory, teaching and practice using selected case studies. The term is also understood as a specific practice of order, by means of which a frame of reference is constructed within the dynamic intradisciplinary, transdisciplinary as well as socio-cultural field of forces.

In collaboration with the subproject, a lecture series entitled “Gebaute Ordnung” (Built Order), a workshop on “Wissensordnungen in der Architekturtheorie” (Orders of Knowledge in Architectural Theory) will be held in 2021 and an exhibition on architectural teaching collections is planned for 2022.

 

Publications on the project topic (selection):

Clausen, Christina: „Malerische Architekturvisionen. Bildmediale Strategien der architekturhistorischen Lehre an der Royal Academy in London“, in: Vom Baumeister zum Master. Formen der Architekturlehre vom 19. bis ins 21. Jahrhundert, Ed. by Carola Ebert, Eva Maria Froschauer and Christiane Salge, Forum Architekturwissenschaft, Band 3, Berlin: Universitätsverlag der TU Berlin, 2019, pp. 234-254.

Clausen, Christina: „Eine „lebhafte Idee“ vom Glauben. Die Verwendung von Architekturmodellen für die religiöse Erziehung im frühen 18. Jahrhundert“, in: Ordnen – Vernetzen – Vermitteln. Kunst und Naturalienkammern der Frühen Neuzeit als Lehr- und Lernorte, Ed. by Eva Dolezel, Rainer Godel, Andreas Pečar and Holger Zaunstöck, Halle 2018 [Acta Historica Leopoldina 70], Stuttgart: Wissenschaftliche Verlagsgesellschaft, 2018, pp. 383-414.

Salge, Christiane: „Matrikelbücher, Schülertabellen und Seminarlisten. Wichtige Quellen zur Erforschung der Architektenausbildung an der Berliner Bauakademie 1799-1806“, in: Vom Baumeister zum Master. Formen der Architekturlehre vom 19. bis ins 21. Jahrhundert, Ed. by Carola Ebert, Eva Maria Froschauer and Christiane Salge, Forum Architekturwissenschaft, Band 3, Berlin: Universitätsverlag der TU Berlin, 2019, pp. 214-233.

Salge, Christiane: Visualisierungsstrategien in der Architekturzeichnung um 1800. Friedrich Gilly und sein Entwurf für ein Theater in Stettin, in: Gilly – Weinbrenner – Schinkel. Baukunst auf Papier zwischen Gotik und Klassizismus, Ed. by Marion Hilliges and Christian Scholl, Göttingen: Universitätsverlag Göttingen, 2016, pp. 15-21.

Salge, Christiane: Ästhetik versus Wissenschaft. Die Entwurfsausbildung an der Bauakademie in Berlin (um 1800), in: Wissenschaft entwerfen. Vom forschenden Entwerfen zur Entwurfsforschung der Architektur, Ed. by Sabine Ammon and Eva Maria Froschauer, Paderborn: Fink: 2013, pp. 385-414.