Report
Screen Rights, 2019 - 2023
Screen Rights, 2019 - 2023
Screen Rights is a research project by Live Works. It is funded by SIGN (Screen Industries Growth Network) and is exploring spatial and urban barriers to a diverse screen industry in the South Yorkshire region. Currently UK screen industries are less diverse on average than the total UK workforce. This contributes to reduced creative control over narratives, less meaningful representation and exclusion from cultural production and economic opportunities. This project focuses on a placed-based approach to investigate spatial barriers to a diverse screen industry in South Yorkshire and sets the groundwork for inclusive and collaborative place-making strategies for initiating community-led creative clusters.
Report, Book, Event, EDI, Material Cultures, Placemaking, Participation, Emre Akbil and Carolyn Butterworth
Report, Book, Event, EDI, Material Cultures, Placemaking, Participation, Emre Akbil and Carolyn Butterworth
Live Works Screen Rights Report_v250923.pdf
The SSoA Voices Survey - November, 2021
The SSoA Voices Survey - November, 2021
211213 The SSoA Voices Survey: A means to support knowledge-based progressive policy making to drive forward positive change at the Sheffield School of ArchitectureThe Sheffield School of Architecture has a positive and proactive culture which may obscure the fact that abuse and exclusion do occur.
In the summer of 2020, a group of students from across the Sheffield School of Architecture (SSoA) advocated for change through proactive anti-racist activity. As a product of their conversations, they wrote "Anti-Racism at SSoA: A Call to Action", This open letter argued that ‘our school has been and remains complicit in the structures that perpetuate systemic racism within architecture’ and demanded ‘immediate action and concrete change’.
The letter, and in particular its powerful testimonials, made for hard reading, asking some serious questions of the school’s claim to be a ‘Social School of Architecture’. Despite actively fostering a pedagogy and culture around ‘gender equality and feminism’, conversations on race had been either minimised or excluded altogether from the discourse.
The letter had a powerful impact, with many students and staff adding their signatures, and the momentum generated has stimulated a strong desire and mandate for change within the school. We have seen in response the rejuvenation of the Equality, Diversity, and Inclusion committee of which the pro-active Student Action Group is an essential component. For those of us involved in EDI at SSoA, the ‘Call to Action had revealed the provocative power of testimonials for progressive change. In particular, it prompted the realisation that individual narratives and the lived experience of members of our school’s community can lead to and inform action.
‘A Call to Action’ declared both the necessity and the urgency of change, impressing upon us that the school must keep these conversations alive and relevant, to continue to tackle racism and other aspects of inclusion as they impact on the whole of the school community and that this needs to happen together with our agendas to decolonise the curriculum, to promote gender-equality and to tackle climate change. As a necessary action in response to ‘A Call to Action’, the Voices Survey was initiated.
Report, EDI, Pedagogy, History and Representation, Participation, Jennifer Kerr and Catherine Skelcher
In the summer of 2020, a group of students from across the Sheffield School of Architecture (SSoA) advocated for change through proactive anti-racist activity. As a product of their conversations, they wrote "Anti-Racism at SSoA: A Call to Action", This open letter argued that ‘our school has been and remains complicit in the structures that perpetuate systemic racism within architecture’ and demanded ‘immediate action and concrete change’.
The letter, and in particular its powerful testimonials, made for hard reading, asking some serious questions of the school’s claim to be a ‘Social School of Architecture’. Despite actively fostering a pedagogy and culture around ‘gender equality and feminism’, conversations on race had been either minimised or excluded altogether from the discourse.
The letter had a powerful impact, with many students and staff adding their signatures, and the momentum generated has stimulated a strong desire and mandate for change within the school. We have seen in response the rejuvenation of the Equality, Diversity, and Inclusion committee of which the pro-active Student Action Group is an essential component. For those of us involved in EDI at SSoA, the ‘Call to Action had revealed the provocative power of testimonials for progressive change. In particular, it prompted the realisation that individual narratives and the lived experience of members of our school’s community can lead to and inform action.
‘A Call to Action’ declared both the necessity and the urgency of change, impressing upon us that the school must keep these conversations alive and relevant, to continue to tackle racism and other aspects of inclusion as they impact on the whole of the school community and that this needs to happen together with our agendas to decolonise the curriculum, to promote gender-equality and to tackle climate change. As a necessary action in response to ‘A Call to Action’, the Voices Survey was initiated.
Report, EDI, Pedagogy, History and Representation, Participation, Jennifer Kerr and Catherine Skelcher
Collaborative Practice: Practice Based Learning - October 2019
Collaborative Practice: Practice Based Learning - October 2019
The publication is aimed at practitioners interested in shaping the future of architectural education alongside prospective students considering their options for completing their Part II qualification, current students of architecture interested in reflecting on their own education and future practice, educators looking at alternative methods of learning and practices engaged with developing engaged and reflective practitioners.
Funding:The book will be published by 5th Man Publishing (a publishing arm of AHMM, one of the founding CP practices). The book will be funded via sponsorship by the Collaborative Practice partners and if possible funding through the university. We currently are unclear how we might tap into university funding.
Format:The publication will be A5 and circa 48 pages.Structure + ContentForeword [Paul Monaghan or Helen Roberts]1. Introduction [SS+JS]- Changing nature of architectural education Architectural education has not changed for 25 years. Our current model has set up a polarised debate- Challenge for educators- Challenge for students
2. The Story- 2015 – Fees- School Ethos- Gap / Opportunity- What we did- Students / Practices
3. CP Voices A student voice plus a practice voice1. Money [Toby]2. Learning [?] Learning in Practice / Learning in University3. Location [?] - Where do you sit - Sharing / Digital learning4. Working methods [Yanni + Mark] - How I used to work previously / now / future - Being a reflective Practitioner5. Cultures of Practice [? + RMA] - Revealing - Work Relations - Analysing Collaboration / Hierarchical mirroring - Taking a look behind closed doors6. Experience [Louise] - Whats it really like - What kind of architect do you want to be?4. CP Revelations [SS+JS] - Teaching in Practice - Being Objective / Less Precious - Currency of Communication5. What next6. SSoA
Report, EDI, Pedagogy, History and Representation, Participation, John Sampson and Satwinder Samra
Funding:The book will be published by 5th Man Publishing (a publishing arm of AHMM, one of the founding CP practices). The book will be funded via sponsorship by the Collaborative Practice partners and if possible funding through the university. We currently are unclear how we might tap into university funding.
Format:The publication will be A5 and circa 48 pages.Structure + ContentForeword [Paul Monaghan or Helen Roberts]1. Introduction [SS+JS]- Changing nature of architectural education Architectural education has not changed for 25 years. Our current model has set up a polarised debate- Challenge for educators- Challenge for students
2. The Story- 2015 – Fees- School Ethos- Gap / Opportunity- What we did- Students / Practices
3. CP Voices A student voice plus a practice voice1. Money [Toby]2. Learning [?] Learning in Practice / Learning in University3. Location [?] - Where do you sit - Sharing / Digital learning4. Working methods [Yanni + Mark] - How I used to work previously / now / future - Being a reflective Practitioner5. Cultures of Practice [? + RMA] - Revealing - Work Relations - Analysing Collaboration / Hierarchical mirroring - Taking a look behind closed doors6. Experience [Louise] - Whats it really like - What kind of architect do you want to be?4. CP Revelations [SS+JS] - Teaching in Practice - Being Objective / Less Precious - Currency of Communication5. What next6. SSoA
Report, EDI, Pedagogy, History and Representation, Participation, John Sampson and Satwinder Samra
Studio Collaborative Production - 2017-2018
Studio Collaborative Production - 2017-2018
Studio Collaborative Production 2017-18.pdfStudio: Collaborative Production is a design studio run as part of the MArch degree course at Sheffield School of Architecture at the University of Sheffield. The studio explores the creation of a built environment which supports the collaborative production of objects, processes and infrastructures; generating an architecturewhich utilises local resources and expertise and is responsive to local needs. The Studio ran over a 20 week period between November 2017 and May 2018, and was attended by 13 students in the 5th and 6th year of their studies, working towards their RIBA Part 2 professional qualification.
Report, Booklet, EDI, Pedagogy, Participation, Dan Jary
Report, Booklet, EDI, Pedagogy, Participation, Dan Jary
Studio Collaborative Production - 2015-2016
Studio Collaborative Production - 2015-2016
Studio Collaborative Production 2015-16.pdfStudio: Collaborative Production is a design studio run as part of the MArch degree course at Sheffield School of Architecture at the University of Sheffield. The Studio ran over a 20 week period between November 2015 and May 2016, and was attended by 11 students in the 5th and 6th year of their studies, working towards their RIBA Part 2 professional qualification.
The educational nature of the Studio requires the students to produce projects of a scale and complexity that goes beyond what is likely to be immediately realisable in the current economic and political context. As a result the proposals are deliberately provocative and aspirational. The ideas and imagination shown hopefully offer a vision of the future which can inspire and empower the next generation.
The starting point for the Studio is a realisation that the prevailing economic model of speculation and market-driven change is broken, and that there is a need for greater recognition of interdependency, social capital and local value. Goldthorpe – a former mining town in South Yorkshire – has been identified as a place marginalised by current economic and social policy, and a rich context in which to explore an alternative approach.
The work of the students explores a future where a sharing economy becomes mainstream, promoting non-market production and social enterprise. Students have been encouraged to develop an architecture which supports the collaborative production of objects, processes and infrastructures; an architecture which utilises local resources and expertise and is responsive to local needs.
Report, Booklet, EDI, Pedagogy, Participation, Dan Jary
The educational nature of the Studio requires the students to produce projects of a scale and complexity that goes beyond what is likely to be immediately realisable in the current economic and political context. As a result the proposals are deliberately provocative and aspirational. The ideas and imagination shown hopefully offer a vision of the future which can inspire and empower the next generation.
The starting point for the Studio is a realisation that the prevailing economic model of speculation and market-driven change is broken, and that there is a need for greater recognition of interdependency, social capital and local value. Goldthorpe – a former mining town in South Yorkshire – has been identified as a place marginalised by current economic and social policy, and a rich context in which to explore an alternative approach.
The work of the students explores a future where a sharing economy becomes mainstream, promoting non-market production and social enterprise. Students have been encouraged to develop an architecture which supports the collaborative production of objects, processes and infrastructures; an architecture which utilises local resources and expertise and is responsive to local needs.
Report, Booklet, EDI, Pedagogy, Participation, Dan Jary
Studio Collaborative Production - 2016-2017
Studio Collaborative Production - 2016-2017
Studio Collaborative Production 2016-17.pdfAutomation and robotisation are changing the nature of labour and production, and transforming the way people engage with local governance, education and cultural exchange. How can we ensure that the new society which emerges from this changeenriches people’s lives, is socially inclusive and is protective of the environment?
Studio: Collaborative Production is a design studio run as part of the MArch degree course at Sheffield School of Architecture at the University of Sheffield. The Studio ran over a 20 week period between November 2016 and May 2017, and was attended by 12 students in the 5th and 6th year of their studies, working towards their RIBA Part 2 professional qualification. The studio explores the creation of a built environment which supports the collaborative production of objects, processes and infrastructures; generating an architecture which utilises local resources and expertise and is responsive to local needs.
The studio is located within Sheffield’s proposed Advanced Manufacturing Innovation District (AMID) which links the University’s Advanced Manufacturing Research Centre to the city centre along the Don Valley corridor. The project began with an investigation of the AMID study area, carried out alongside a critique of the existing local authority and University-led proposals. This revealed a vision which is primarily commercially driven, and lacking in opportunities for engagement of the local community. The students were keen to explore ways in which AMID can become a more socially diverse, inclusive and vibrantpart of the city.
Report, Booklet, EDI, Pedagogy, Participation, Dan Jary
Studio: Collaborative Production is a design studio run as part of the MArch degree course at Sheffield School of Architecture at the University of Sheffield. The Studio ran over a 20 week period between November 2016 and May 2017, and was attended by 12 students in the 5th and 6th year of their studies, working towards their RIBA Part 2 professional qualification. The studio explores the creation of a built environment which supports the collaborative production of objects, processes and infrastructures; generating an architecture which utilises local resources and expertise and is responsive to local needs.
The studio is located within Sheffield’s proposed Advanced Manufacturing Innovation District (AMID) which links the University’s Advanced Manufacturing Research Centre to the city centre along the Don Valley corridor. The project began with an investigation of the AMID study area, carried out alongside a critique of the existing local authority and University-led proposals. This revealed a vision which is primarily commercially driven, and lacking in opportunities for engagement of the local community. The students were keen to explore ways in which AMID can become a more socially diverse, inclusive and vibrantpart of the city.
Report, Booklet, EDI, Pedagogy, Participation, Dan Jary
You Are Here - December 2015
You Are Here - December 2015
FINAL You Are Here exhibition boards.pdf‘You Are Here’ was delivered in three parts:• the commission of 3 site specific temporary artworks for Sheffield city centre by international artists Sans façon, Leo Fitzmaurice and The Office for Subversive Architecture• a symposium ‘We Are Here’ about art & architecture interdisciplinary practice• an exhibition at Live Works and a publication presenting the outcomes
Aims: To showcase the benefits of artists and architects working collaboratively on sitespecific socially-engaged projects, sited in the local context of Sheffield, but then drawing out lessons for practice on a national level. ‘You Are Here’ was funded by ACE and delivered in collaboration between curator Jane Anderson, Live Works and SSoA students.
Report, EDI, material cultures, participation, placemaking, Carolyn Butterworth
Aims: To showcase the benefits of artists and architects working collaboratively on sitespecific socially-engaged projects, sited in the local context of Sheffield, but then drawing out lessons for practice on a national level. ‘You Are Here’ was funded by ACE and delivered in collaboration between curator Jane Anderson, Live Works and SSoA students.
Report, EDI, material cultures, participation, placemaking, Carolyn Butterworth
LW Project Summary You Are Here.pdf
Sheffield Garden City: Options for Long term growth - 2015
Sheffield Garden City: Options for Long term growth - 2015
One of the main contributors to the report Sheffield Garden City commissioned by Sheffield City Council looking at how the ideas developed by URBED within our winning Wolfson Prize Entry, could be applied to Sheffield. The resulting report focused on how 100,000 new homes could be integrated into Sheffield by co-locating new development with sustainable forms of transportation infrastructure. The knowledge I acquired from this project fed directly into my studio teaching and dissertation supervision. I have also given talks on the project to various cohorts within the school.
Report, Climate Emergency, Placemaking, John Sampson
Report, Climate Emergency, Placemaking, John Sampson
Sheffield Garden City_Options for long term urban growth.pdfImagine Castlegate - September, 2015
Imagine Castlegate - September, 2015
Imagine Castlegate.pdfLW Project Summary Imagine Castlegate.pdfI edited a 112p book, 750 copies printed, exploring how a mix of vibrancy events and real projects are transforming Castlegate including:• work from SSoA and Dept. of Landscape• ReMake Castlegate• community groups FOTH and FOSC• Castlegate Festival & Sheffield BazaarSept. 15 the book was launched to 100 delegates at the international conference ‘Architecture and Resilience at the Human Scale’ & distributed across TUoS, stakeholders, national and international networks.
Aims: To produce a book that showcased the work done over 12 months by The University of Sheffield in Castlegate, an area of Sheffield city centre in decline. The intention was to demonstrate the value of the teaching and research that had taken place in the area, in collaboration with local organisations and community groups.
Report, Book, EDI, Participation, Placemaking, Carolyn Butterworth
Aims: To produce a book that showcased the work done over 12 months by The University of Sheffield in Castlegate, an area of Sheffield city centre in decline. The intention was to demonstrate the value of the teaching and research that had taken place in the area, in collaboration with local organisations and community groups.
Report, Book, EDI, Participation, Placemaking, Carolyn Butterworth
Approaches to health and safety teaching and learning in undergraduate schools of architecture - 2013
Approaches to health and safety teaching and learning in undergraduate schools of architecture - 2013
Healthy design creative safety report 2013.pdfKey findings of this report:
1. This research has found evidence of innovative and creative ways of teaching health and safety. It has also revealed that such good practice often addresses H&S in indirect ways and knowledge is rarely shared between institutions, resulting in variability of approach and delivery of the subject.
2. Health and safety is an appropriate subject to cover in undergraduate schools of architecture. There is an academic imperative to the subject and it is not just something that should be dealt with in practice. Many interviewees recognised the need for the subject to be creatively addressed.
3. ‘Health and safety’ is sometimes perceived negatively by students and staff. This is largely due to a misconception that the subject is purely concerned with applying a set of rules in practice.
4. Live Projects offer an effective context to learn about risk management and issues of health and safety. Students benefit from working with real clients and scenarios, and from an active engagement with the process of making.
Report, Journal Article, EDI, Pedagogy, Participation, Material Cultures, Building Performance, Dan Jary and Leo Care
1. This research has found evidence of innovative and creative ways of teaching health and safety. It has also revealed that such good practice often addresses H&S in indirect ways and knowledge is rarely shared between institutions, resulting in variability of approach and delivery of the subject.
2. Health and safety is an appropriate subject to cover in undergraduate schools of architecture. There is an academic imperative to the subject and it is not just something that should be dealt with in practice. Many interviewees recognised the need for the subject to be creatively addressed.
3. ‘Health and safety’ is sometimes perceived negatively by students and staff. This is largely due to a misconception that the subject is purely concerned with applying a set of rules in practice.
4. Live Projects offer an effective context to learn about risk management and issues of health and safety. Students benefit from working with real clients and scenarios, and from an active engagement with the process of making.
Report, Journal Article, EDI, Pedagogy, Participation, Material Cultures, Building Performance, Dan Jary and Leo Care
Castlegate Festival - June 2015
Castlegate Festival - June 2015
LW Project Summary Castlegate Festival.pdfLive Works designed and delivered the following for the Festival:• publicity material and map• exhibition in Castle House of student design and research work for sites in Castlegate• engagement activities in Castle House using the ReMake Castlegate (Festival of the Mind) model
Aims:To make a creative contribution to the inaugural Castlegate Festival, 21-22 June 2015. The aims of the Festival were to:• provide family friendly, inclusive activities• increase footfall and engage with the people of Sheffield• promote the area and improve people’s perception of Castlegate• tell the stories of Castlegate’s history and future plans through imaginative art installations, exhibitions and activities
Report, Event, EDI, Participation, Placemaking, History and Representation, Carolyn Butterworth
Aims:To make a creative contribution to the inaugural Castlegate Festival, 21-22 June 2015. The aims of the Festival were to:• provide family friendly, inclusive activities• increase footfall and engage with the people of Sheffield• promote the area and improve people’s perception of Castlegate• tell the stories of Castlegate’s history and future plans through imaginative art installations, exhibitions and activities
Report, Event, EDI, Participation, Placemaking, History and Representation, Carolyn Butterworth
The Cultural Value of Architecture - June, 2014
The Cultural Value of Architecture - June, 2014
AAE LW Workshop.ppt.pptxPart of an extensive AHRC funded ‘CulturalValue’ research project, ‘The Cultural Value of Architecture’ aimed to develop new ways of evidencing value in the discipline. Live Works were commissioned by Prof. Flora Samuel to run participatory workshops to explore how people perceive different types of value in the built environment and enrich the research through these findings.
Live Works ran two rounds of workshops with schoolchildren from Dearne ALC School.• a guided tour of key spaces and buildings in Sheffield city centre, to explore the decisions affecting the design of buildings and the impact buildings have on us• Live Works visited the school to work further with the children on their own built environment The outcomes of these and workshops with Blackburn College students informed the findings of the research project.
Report, EDI, History and Representation, Participation, Carolyn Butterworth
Live Works ran two rounds of workshops with schoolchildren from Dearne ALC School.• a guided tour of key spaces and buildings in Sheffield city centre, to explore the decisions affecting the design of buildings and the impact buildings have on us• Live Works visited the school to work further with the children on their own built environment The outcomes of these and workshops with Blackburn College students informed the findings of the research project.
Report, EDI, History and Representation, Participation, Carolyn Butterworth