IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION A

Abstract

In the research “Subtraction as Design Practice”, architectural conversion is consistently examined from the perspective of dismantling and understood as an independent design approach as well as a didactic principle. The starting point is the thesis that every conversion – regardless of its scale – consists of two interrelated processes: deconstruction and reconstruction. While architectural teaching and practice traditionally focuses on addition, this work focuses on subtractive interventions as fundamental operations of conversion. In order to better understand these processes, conversion projects are examined on the basis of three central interventions of deconstruction: removal, replacement and relocation. Removal refers to the removal or exposure of building components. Replacement encompasses interventions in which existing elements are removed and repositioned in a modified form. Relocation describes the repositioning of spatial elements such as openings or paths to change the organisation of space. Within the broader discourse on the future of architectural education – characterised by sustainable strategies and resource-saving practices – this research proposes to establish subtractive processes as a fundamental design competence. Spatial quality is created not only through large-scale changes, but also through small, precise interventions such as moving or enlarging openings, removing layers or exposing structures. This research project aims to show how a design approach to deconstruction and conversion can broaden teaching– from a deeper understanding of existing buildings to an awareness of those small interventions that can have a greater spatial impact than extensive measures – and thus offer approaches for the further development of design methods with a view to ecological, social and educational changes.