Volume #14: Unsolicited Architecture

January, 2008

In order to actively grapple with the challenges of our age, architects have to transform themselves from extremely competent executors of assignments into entrepreneurs and producers. This issue of Volume discusses essential tools to reclaim professional autonomy. In the first part, Volume sits ‘Around the table’ with forward-thinking practitioners who see a different role and responsibility for architects. The central part presents the portfolio of the Office for Unsolicited Architecture founded by Ole Bouman and students of MIT. The third part marks the unsolicited world according to young architects and artists from around the globe.

Volume#14: Unsolicited Architecture
168 pages
Binding: Soft-Cover
ISBN 978 90 77966 14 3
Price: € 19,50
Release: December 2007
Editor-in-chief: Arjen Oosterman
Contributing editors: Ole Bouman, Rem Koolhaas, Mark Wigley
Feature editor: Jeffrey Inaba
Editorial Consultants: Carlos Betancourth, Thomas Daniell, Markus Miessen, Kai Vöckler
Design: Irma Boom and Sonja Haller
Publisher: Stichting Archis

Volume #14 includes contributions by Ole Bouman, Matthijs Bouw, Elizabeth Demaray, F.A.S.T., Bryan Finoki, Alicia Framis, Andrea Giacomelli, Harmen de Hoop, Katrin Korfmann, L.E.FT., Ersela Kripa, Katherina Matoukis, Hugo Priemus, Wang Qingsong, Rebar, Sašo Sedlacek, Michael Shamiyeh, Dik Smits, Studio Beirut includes Steve Eid, Pascale Hares, Bernard Mallat, Nabil Menhem, Joe Mounzer Rani Rajji and Michael Stanton, Kirsten Algera, Felix Janssens, Daniël van der Velden, Kai Vöckler, Hans Wilschut, ZUS
Office for Unsolicited Architecture is conceived by the MIT Unsolicited Architecture Studio under the direction of Ole Bouman. Thanks to Yung Ho Chang, Alexander d’Hooghe, Ute Meta Bauer, Eric Howeler, Christine Boyer, Adèle Santos.Student editors of the portfolio are Andrea Brennen, John Snavely and Ryan Murphy. Student researchers from MIT are also Michelle Petersen, Gabriel Chan, Damian Chan, Shirley Shen, Dan Smithwick, Lena Vassilev, Dickson Wong, Andrey Dimitrov, and Edmund Ming-Yip Kwong. HKU (Utrecht, The Netherlands) student researchers areTim van de Weerd, Sarah Yu and Nataly Engel.

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Editorial, Volume #45

Permanent Learning

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In 2000, the so-called ‘Millennium Development Goals’ were adopted by the UN, one of which was primary education for all. This was in the wake of the post-historical years that followed the fall of the Berlin Wall, in which a ‘Yes, we can!’ mentality was present (long before we had even heard of America’s first black president). Poverty, famine, malaria, and more – all problems that we can and should solve as global community; that was the spirit. In light of the program, this year’s results have been evaluated. Some goals prove to be tough, but education scores rather well. Not yet 100%, but if we can believe UN statistics, today 93% of all children between 6 and 12 receive primary school education.

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Article, Readers' Picks, Volume 10 Years

Volume #5 — Power Seating

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Volume #5: The Architecture of Power, Part 1

For the tenth anniversary of Volume, Timothy Moore, director of architecture practice SIBLING and former managing editor at Volume, remembers an early issue of Volume dedicated to power where image came to the fore. (F*ck context.) Timothy dropped by the Archis office to deliver the article in person while in Amsterdam to research his PhD on ‘The Instruments of Transitional Architecture’.

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Volume #45

Out Now: Volume #45

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Volume #45: Learning

While education is currently under financial and ideological pressure, learning is flourishing. Learning is not a self-contained period of time and place in which we magically transform into adults, but rather a life-long condition, a process that now permeates everywhere and everything at all times. For some learning is a luxury, yet for others it’s an economic necessity. Learning can be a tool of social liberation, but also one of financial subjugation and political oppression. In this issue of Volume, we’re thinking about what it means to learn: how it happens, where, by what, for whom, and why. Learning points us in a direction and gives us tools; does it also teach us how to use them and make a move?

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