MASTER OF SCIENCE IN ARCHITECTUREㅤㅤㅤㅤSPRING 2025

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GRADUATE RESEARCH DESIGN STUDIO II
Diana Agrest, The Irwin S. Chanin Distinguished Professor
Foivos Geralis, Adjunct Instructor

THE BODY
Corporeal Boundaries: Movement, Time, Space

This studio approaches the question of the body in its articulations and intersecting boundaries from a critical perspective.

It is through focusing on the body as an object of study that architecture and architectural discourse articulates itself with other discourses and disciplines in a constant oscillation between the real object, the body, and the body as an object of study—opening questions ranging from socio-political, cultural, economic, environmental, gender, and representational, etc., that bear on the modes of construction and conception of bodies.

Through narratives generated by focusing on the human body we can transcend (critically) the original preconceptions established in our architectural unconscious (ideology) based on the foundational texts and principles of Western architectural theories such as Vitruvius and Renaissance theories and representations of the body.

Fast forward to the first half of the 20th century and all forms of architectural constructions of the body—from Ernst Neufert's Architects’ Data of 1936 to Le Corbusier's The Modulor of 1945 and also 1955—present narratives of control of the body in space conceived as a machine in a prevailing technocratic ideology, and the body as a tool for consumption and control.

This technocratic ideology takes its extreme form in the second half of the 20th century—with the impact of systems theory, cybernetics, mediatization, and in general, virtual reality—and into the 21st century, and the predicted culture of disembodiment brought about by its mediatization as a result of which the body becomes in its many forms of representation a simulacrum itself.

Or one could look at the body in its corporeality and the pushing of the limits of the body itself, as in athletic activities and all mode of extreme explorations, or the overcoming of its boundaries through the means of possible extensions, from those related to the senses to parts of the entire body through the possibilities afforded by constantly changing and advancing technologies that have gone from the mechanical to the digital, including prosthetic devices, some remedial and some just expansive per se, in a cyborgian transformation so vividly prognosticated by Donna Haraway; or the body relative to the myriad organisms that interact and affect it from within and from without; or focus on the sensorium, the essential human quality.

But again, as bodies are subject to constructions and representations one must ask what body is the body in question. The question is that of difference as opposed to the universalization of an abstract (male) body. Differences of all kinds, from genetic to cultural, including questions of sex, gender, race or ethnicity, and others. This body is also affected if not completely determined by socio-political, economic, cultural, ideological, and physical environments, and enacted in diverse places and modes of habitation, from the physical body to culture of disembodiment in the cyberspace we inhabit, exacerbated at the present time.

This exploration takes as a point of departure individual interests and narratives and conceptualizations through which each project is developed as a creative and seamless process with no separation between explorative research and proposals. Central to this process is an emphasis on the question of representation.

Film was the point of departure for this exploration, as film has recorded and represented the complexity of the body through narratives and contexts of different kinds better than any other medium recording the performative and sensorial aspects of the body in its corporeal boundaries and intersections in movement through time and space.

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Projects

  • Founded by inventor, industrialist and philanthropist Peter Cooper in 1859, The Cooper Union for the Advancement of Science and Art offers education in art, architecture and engineering, as well as courses in the humanities and social sciences.

  • “My feelings, my desires, my hopes, embrace humanity throughout the world,” Peter Cooper proclaimed in a speech in 1853. He looked forward to a time when, “knowledge shall cover the earth as waters cover the great deep.”

  • From its beginnings, Cooper Union was a unique institution, dedicated to founder Peter Cooper's proposition that education is the key not only to personal prosperity but to civic virtue and harmony.

  • Peter Cooper wanted his graduates to acquire the technical mastery and entrepreneurial skills, enrich their intellects and spark their creativity, and develop a sense of social justice that would translate into action.