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The wooden structure is not painted. After a year or two, the
entire structure will be grey and thus gradually become more
visually integrated into the area.
Full-size construction of this kind has significantly higher value
than a “paper on the wall project”. By developing their own
architectural design and constructing a selected project, the
students achieve increased insight into the development of ar-
chitectural concepts, and the inherent properties of materials,
structures, workmanship, fabrication, erection of structures,
collaboration and communication. Such skills are important for
architects who want to create innovative wooden architecture.
As we see it, the main advantages are summed up as follows:
- Full-size projects require the development of architectural
concepts beyond considerations of visual appearance or build-
ing materials. The concepts must also have the integrity to
withstand the test of time, to handle all of the design ques-
tions that arise during construction and to be buildable in a
short time.
- Knowledge of the orthotropic and structural properties of
wood is important for the maximisation of the material’s po-
tential for architectural expression. Proficiency can contribute
to buildings in which the details are important to the architec-
tural character or when structure is a part of the architectural
expression.
- In work with an explorative approach to materials, pos-
sibilities and limitations are investigated, and eye and hand
coordination are developed through learning by doing. This
proficiency, gained through the use of tools and machinery,
makes it possible to transform craftsmanship into architecture.
Through this developmental process of explorative praxis,
full-size construction can become a real model for architec-
ture’s potential as a critical and creative cultural contribution
to society.
- Learning by doing with full-size building makes it possible to
apply theoretical knowledge to creative expertise in the prac-
tice of architecture. Once this proficiency is gained, it is pos-
sible to start the explorative work of the subsequent project
on a higher level.
- Motivation and cooperation are fortified by working with real
people, real materials and real problems. The responsibility of
generating a quality product is no longer of just personal inter-
est, and students learn that architecture is not a one-person
endeavour, but involves a number of contributors with differ-
ent roles and knowledge.
- Challenges concerning roles, communication and conflict res-
olution are also fortified. Students must practice as architects
and communicate their concept and ideas to both architects
and non-architects. Working in “the real world” brings with it
real problems and real disagreements. This type of negotiation
is an important part of the practice of architecture.
We wish to thank the municipality in Rindal for their support
and collaboration. Special thanks to Elmer Talgø and Håkon
Fredriksen for their solution-oriented attitude. Without them,
the birdwatching tower would not have been build. We also
wish to thank all of the students for their achievement with
special thanks to Ole Thomas Rødland for taking most of the
photos.
Trondheim 2012
Jan Siem
Bjørn Otto Braaten
Pasi Aalto
Arnstein Gilberg
Bendik Manum