BearingsPrinceton Architectural Press, 1991 - 79 Seiten |
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... submission guidelines for Bear- ings have remained unchanged with two exceptions . The first call for entries was directed at young teachers who had taught no more than seven years . The second Patricia C. Phillips Bearings invited all ...
... submission guidelines for Bear- ings have remained unchanged with two exceptions . The first call for entries was directed at young teachers who had taught no more than seven years . The second Patricia C. Phillips Bearings invited all ...
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... submissions were placed in a gallery and were , for the most part , treated like objects from one branch of the visual arts . Still , one aim of the selection and curatorial process was to emphasize the variety of submissions ...
... submissions were placed in a gallery and were , for the most part , treated like objects from one branch of the visual arts . Still , one aim of the selection and curatorial process was to emphasize the variety of submissions ...
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... submissions were rarified statements about one aspect of the architectural process , holding it up for special consideration as a trace element lacking within the diet of architectural thought or de - em- phasized in recent ...
... submissions were rarified statements about one aspect of the architectural process , holding it up for special consideration as a trace element lacking within the diet of architectural thought or de - em- phasized in recent ...
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academic activity allows alter American architect architecture asked attempt Bearings becomes begin building built Center challenge closed composition concerns connections consideration considered constructed contemporary context continue create creative critical cultural design process dimensions drawing East elements empty environment Environmental exhibition experience experimentation exploration faculty framework gallery HARIRI ideas important individual installation Institute intent involved issues landscape Left light look mass material means ments method MICHIGAN models nature North objects observation Opposite Opposite page Parsons School particular pedagogical perception physical plane port position possible potential practice present Professor questions reality recent relates relationship represent require scale School of Design sculpture sense sometimes sources space spatial specific speculative stand structure student studio submissions suggest teachers teaching theoretical tion ture understand University urban vision visual York