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Human Settlements Review - Parliamentary Monitoring Group

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<strong>Human</strong> <strong>Settlements</strong> <strong>Review</strong>, Volume 1, Number 1, 2010<br />

Emblematic of all the tectonic relations afforded<br />

by the system, a worker with advanced skill<br />

may gain critical training that prepares them for<br />

future deployment as construction foreman, or<br />

indeed in certain cases for commencing their<br />

own small entry level construction firm.<br />

Collectively these individual building<br />

components can be deployed over a site,<br />

allowing for best orientation, for ease of<br />

interconnection, for phased growth and for<br />

productive collective spatial configurations.<br />

This temporal dimension to development<br />

is consistent with traditional rural practice,<br />

and contrasts strongly against the master<br />

planned ‘mega’ structure approach promoted<br />

by contemporary utilitarian approach which<br />

demand maximum delivery in the minimum<br />

time.<br />

This 1,630m grid and column therefore forms<br />

the DNA of the project; it is not a reductive<br />

controlling cartesian grid, but rather an<br />

enabling one that provides maximum freedom<br />

for absorbing and accommodating the many<br />

dimensions of the complex building process.<br />

Despite the utilisation of a systems approach<br />

to design and building with the use of iterative<br />

components and plans, the outcome of each<br />

school is differentiated by mediation of the<br />

model across all the scales of implementation,<br />

from site making through configuration of<br />

selected units and the infil material chosen<br />

down to the hand of the individual craftsperson<br />

who effects the actual work.<br />

another conflict in the process. The project<br />

was therefore reinterpreted as Design Build<br />

Research [DBR]. Essentially the program<br />

became a laboratory for investigation and<br />

experimentation that produced concrete<br />

results capable of measurement and thereby<br />

contributing knowledge in a positive feedback<br />

cycle.<br />

The initial buildings focussed in nuanced<br />

responses to the existing classroom designs.<br />

Critical knowledge was acquired in this process<br />

that lead to an eventual reconfiguration of the<br />

modes of production. However, the knowledge<br />

was gained in-situ, by doing. In other words,<br />

‘thinking and making’ are reconciled within a<br />

single space of production. This approximates<br />

both early vernacular responses to shelter and<br />

settlement making, as well as to contemporary<br />

responses that are prevalent in the townships<br />

and informal sector. Here necessity and the<br />

limitation of financial, spatial and material<br />

resources has prompted genuine innovation.<br />

One of the preconditions in pursuing this<br />

line of design is time/space for research.<br />

It necessarily involves significant delay in<br />

the delivery of goods and services; raising<br />

7

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