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Over the years , the submission guidelines for Bear- We hope that successive Bearings continue to imings have remained unchanged with two exceptions . prove the methods of discovery so that the findings may The first call for entries ...
Over the years , the submission guidelines for Bear- We hope that successive Bearings continue to imings have remained unchanged with two exceptions . prove the methods of discovery so that the findings may The first call for entries ...
Seite 14
The aim is to continue this expansion , allowing the This flexible medium allows us to explore and reveal collaged system to override the surrounding environpersonal statements about a non - scaled architectural ment . landscape .
The aim is to continue this expansion , allowing the This flexible medium allows us to explore and reveal collaged system to override the surrounding environpersonal statements about a non - scaled architectural ment . landscape .
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... form of exchange which ceived notions of spatial experience and perception , the academic paper or studio jury cannot approach . finding fluid unknown territory in which to conduct Bearings will continue in the coming years .
... form of exchange which ceived notions of spatial experience and perception , the academic paper or studio jury cannot approach . finding fluid unknown territory in which to conduct Bearings will continue in the coming years .
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activity allows American architect architecture asked attempt Bearings begin building built Center challenge communication concept concerns connections consideration considered Construction contemporary context continue create creative critical cultural design process disciplines drawing East elements empty environment Environmental exchange exhibition experience experimentation exploration framework gallery HARIRI ideas important individual Institute intent involved issues landscape Left light look Mark Robbins mass material means ments method MICHIGAN models nature North objects observation offer Opposite Parsons School particular pedagogical perception physical plane port position possible potential practice present questions reality realization recent relates relationship represent require scale School of Design sculpture sense sometimes sources space spatial specific stand structure student studio submissions suggest teachers teaching theoretical things tion ture understand University urban vision visual York