STUDYING IN STUTGART

The Universität Stuttgart is the home of the traditional ‘Stuttgarter Schule’: Paul Bonatz, Paul Schmithenner, German Traditionalists who were strongly opposed against the Bauhaus and the Modernist’ Weissenhof Siedlung' in Stuttgart.

After World War Two a 'New' Stuttgarter Schule emerged, turning from traditionalist towards modernism. These attempts to classify do justice to neither direction. As a student I appreciated both. Until today I find inspiration in both.

A principal lesson I learned was how closely architecture relates to convictions and beliefs, how political and instrumental architecture can be. I observed that modernism was less successful in the perception of users and lay-people. I observed that the tradition and connectivity with the past matter more than architects often like to acknowledge.

Stuttgart with its challenging topographical setting, the narrow Neckar valley, with its historic structures and typical ‘sins’ of the 1960s ‘Wiederaufbau’, the loss of historic substance against motorways and infrastructure, was an ideal training ground for aspiring architects. Even more as the functional university-college buildings K1 and K2 were close to the city centre. 

For me, the most influential teachers were Peter Hübner and Walter Maria Förderer.

Peter Hübner coined the idea of ​​societal architecture, socially engaged architecture, man-empowered architecture (“building as a social process”) and the approach of Walter Segal.

Walter M. Förderer was my teacher and design tutor for the final two years.

A sculptor by trade and primarily an "ecclesiastical" architect, he introduced me to the notion of extraordinary special experiences, unforgettable and ethereal spaces. The idea of ​​the "purpose-free room" - the spatial experience as the purpose of the room - making it possible to focus on light, materiality, texture - on atmosphere.

However, what I admired most was his integrity as an architect and designer. As despite his continued success, he decided not to proceed with the architecture, believing his approach was not the solution for the future. Like many architects, he turned back to art, more precisely to spatial art installations.

In terms of pedagogy, I found the personal experiences of these teachers and the engaged personal discussions with them to be extremely relevant and fruitful.

With a few exceptions, the lectures were less memorable.

6th semester design project 

4th semester "living in good design" - loft conversion conversion

ink and colour pencil 

4th semester "living in good design" -

loft conversion, axonometry 

1st semester geometric projection

ink and watercolour 

1st semester urban typolgies and spaces study, pen and marker