Culinary memories from Switzerland: THE canapé. Sandwiches are a ubiquitous food staple around the world. From their official inception with John Montagu, the 4th Earl of Sandwich (1718–1792)—who had requested that his valet prepare a “piece of meat tucked between two pieces of bread” —to contemporary fast food franchises specializing in oversized, fully loaded footlong versions, each country’s identity includes some sort of bread butterflied and filled with delectable indigenous ingredients (melted cheese, cold and grilled meats, vegetables, yogurt, spicy mayonnaise, and even peanut butter and jelly). Perhaps one day, in this cornucopia of world sandwiches, one might be included as a food item on UNESCO’s List of Intangible Cultural Heritage of Humanity.
Continue reading Culinary memories from Switzerland: THE canapéMonthly Archives: June 2020
What does built-in cabinetry have to do with architecture?
What does built-in cabinetry have to do with architecture?.There is always a practical answer to the program of a room so that “one’s sense of well-being takes priority over any theoretical concerns.” One way to investigate this is to learn how to design furniture and built-in cabinetwork to enhance the program. For many students, this exercise is eye opening, especially in the early years of their architecture studies.
Continue reading What does built-in cabinetry have to do with architecture?Why Model Sketching? Part 2
Why Model Sketching? Part 2. As a student attending Cooper Union, I vividly remember the first time I saw one of my peers “sketch” in model form. While I was well versed in sketching through drawing, and was particularly fond of diagraming concepts to develop ideas, I was surprised by this new method of allowing ideas to emerge like in a sketch, but within a three-dimensional context. There was something seamless between idea and representation, between thinking, seeing, and how the hand dances while crafting the model. I was hooked and wanted to explore this new process.
Continue reading Why Model Sketching? Part 2Architectural Education: about conceptual diagraming
Architectural Education: about conceptual diagraming. I cannot count the number times I’ve listened to colleagues and former professors of mine promote the idea that learning about architecture begins by confronting Architecture (yes, with a capital A) with one’s prejudices about what constitutes a building. While I often question this pedagogical approach, especially as a way to initiate students to architecture—possibly denying their “suburban” autobiography—I favor that any learning about architecture (yes, with a lower-case a) should be, first and foremost, about finding a strong ethic, method of self-reflection, and empathy toward creating an art form based on space making.
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