Michael Hensel is at the podium addressing the topic of Performance-oriented Architecture.
Michael began his presentation by issuing the following set of challenges to architectural education:
- Architecture/ interdisciplinarity first?
- What does one need for 4/5 decades in practice?
- How are design problems formed?
- Education does not equate to teaching.
- Vertically Integrated Education.
- Inquiry and Repositioning Capacity as Integral part of Education
- Integrated Research and Teaching
- Local Themes and Conditions
- Understanding relational aspects (instead of segregating relations into pseudo-discourses)
- Data-Driven Design Performance-Oriented Design
To begin to answer these challenges, the question, “What do architects do?” becomes:
“What do architectures do? or What could architectures do?”
In this way, we can ask ourselves about what roles, functions,
“The (architecture’s) performance… becomes a function of the contituent systems that together form its performative envelope: material surfaces, differential climate spaces, activities and visitors…”
A similar notion was described by Kenzo Kuma at the AA. (the lecture was transcribed later into the publication Anti-Object. From this point of view, the architecture starts to look less and less like an object with a context and more like a set of relations and varying degrees of change and conditions.
Hensel described “Architectural mediation” as a feedback loop by which the physical/biological world is enhanced by architecture. This means that ARCHITECTURE is the elements whereby that mediation takes place.
Performance-oriented design is not just about data collection, it is how you relate and resolve what you collect in your design process.