All posts by henritdehahn@yahoo.com

Vintage New York Postcards: Part 2

Ever since living in Manhattan in the 1980s, I have fond memories of the vintage postcards depicting the emerging metropolis of the early 20th century. I love the visual of the anticipation of a city growing vertically at an increasingly rapid pace. Skyscrapers were like chess pieces added to the Commissioners’’ Plan of 1811 (plan that set in place Manhattan’s grid between Houston and 155th Street) allowing the skyline to become one of the wonders of the 20th century and the envy of the modern world. Each skyscraper surpassed the other as they were decorated with increasingly elaborate and often pastiche styles, while integrating new technologies and patents of the nascent construction industry.

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Vienna: a lesson in stairs (Joze Plecnik), Part 2

Vienna stairs Jože Plečnik, Part 2. As much as the Zacherl House expresses the promise of modernism to come—from site strategy, structure, treatment of the façade, and ornamentation (previous blog)—I want to also celebrate the entrance sequence which, for me, makes this building so memorable. Perhaps this is because much research on the Zacherl House fails to go in depth regarding the staircase and because I find this particular space so beautifully orchestrated. 

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Vienna: a lesson in stairs (Joze Plecnik), Part 1

Vienna: a lesson in stairs (Joze Plecnik), Part 1. Each time I visit Vienna, the capital of the former Austro-Hungarian empire, it exhorts in me a mysterious feeling. First because I keep such fond childhood memories from there, and second because, as an architect, I have great sympathy for the city’s opulence in all matters of the fine arts and design. As a society, we have come to admire the magnificent artifacts that were created over the centuries, but those that retain my attention are from the turn of the 19th century, a period which reflected a new and rich artistic era when the city moved from eclecticism to modern functionalism. 

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Drawing spatially

Drawing spatially. In a number of previous blogs, I reiterated that translating ideas into space is one of the essential responsibilities when educating an architect. Typically for students, coming up with an idea is not an issue in their design process. But transforming an idea—spatial complex ideas created in the mind and transcribed digitally or onto a sheet of paper—is altogether another beast. 

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Lexington: a lesson in stairs (Jose Oubrerie)

Lexington: a lesson in stairs (Jose Oubrerie). If you are unfamiliar with the Miller House designed by José Oubrerie, let me introduce you to this magnificent work of art through the lens of a particular element, namely a stair that is both architecture and an elaborate piece of furniture.

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Firminy: a lesson in stairs (Le Corbusier)

Firminy: a lesson in stairs (Le Corbusier). There are times in academia when one is confronted by fundamental design questions that change our understanding of architecture. For me, this occurred when I encountered the promenade architecturale in Le Corbusier’s oeuvre. Hands down, and even retrospectively, this remains for me one of the most important spatial ideas I learned as a young student. 

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Towards a new studio environment

detail of the drafting board room where the titanic was conceived

Context

Towards a new studio environment. I imagine that sooner or later the current studio environment where architecture students work mostly—or even exclusively—at their desks will become obsolete. Over recent decades, architecture schools have made a conscious effort to provide students with desks as part of their architecture design studios (belonging to the student for the semester) that are generous in scale and accommodate activities ranging from a response to program briefs and desk crits to conducting digital research, completing homework, viewing videos, listening to music and podcasts, making models, and occasionally enjoying a quick and often not so healthy snack. 

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Writing interludes

“Architecture does not exist without drawing, in the same way that architecture does not exist without text.”
Bernard Tschumi

Students of architecture have countless ways to express ideas about their projects. From concept to final presentation, they may choose carefully from many mediums to represent their ideas: diagrams, sketches, orthographic representations, perspectives, analog models, computer generated fly-through animations, details, and construction documents.

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Thoughts on teaching, Part 2

Thoughts on teaching, Part 2. My passion for the practice of architecture led me—unexpectedly—to my love of teaching architecture. In particular, teaching students in early stages of learning; a moment in their academic tenure where it is key to acquire fundamental principles.

“What will be more important in the future, the right skill set or mindset?

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Still lifes by Ben Nicholson

Still lifes by Ben Nicholson. Recently, I was delighted to rediscover the British artist Ben Nicholson (1894-1982) whose paintings I had so much admired while studying architecture. For some reason, I lost touch with his oeuvre despite my growing interest in the art of painting, especially the still life genre that I so much cherish. There are two reasons for my renewed interest in the still lives by Ben Nicholson. 

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