Dayton Eugene Egger: The Paradox of Place in the Line of Sight, showcases the pedagogical sketches of Dayton Eugene Egger, the Patrick and Nancy Lathrop Professor Emeritus, Virginia Tech School of Architecture + Design. To Egger, architectural education is a vibrant vehicle for creating and disseminating knowledge across generations. It simultaneously concerns learning from the past and presents possible futures. Egger points to lessons learned from Josef Albers related to the ‘criticality of seeing’ and displaying information. For Egger, these discursive departure points engage both the place of potential discovery and the act of applying knowledge to a given situation and a given context. The book comprises three parts - Gene Egger’s pedagogy as sparked by travels to Europe and North America and its direct impact on students as evidenced through drawing. Essay contributions by Kenneth Frampton, Dayton Eugene Egger, Steven + Cathi House, Mitzi Vernon, Paul Emmons, Mark Blizard, Michael OBrien, Gregory Luhan, and Frank Weiner bridge these three ‘chapters’ and provide critical insights or personal reflections. AUTHOR: Dr. Gregory Luhan is the John Russell Groves Endowed Professor of Architecture in the UK College of Design and an affiliate professor with UK’s Lewis Honors College and the College of Engineering Center for Visualization and Virtual Environments. Luhan holds a University Research Professorship and is a nationally recognised architect, scholar, author, professor and academic leader whose work investigates how design, emerging digital technologies, critical theory, pedagogy, practice and academic-industry partnerships intersect. SELLING POINTS:
This collection of sketches is a visual journal that records and strengthens one’s confrontation with vital, visual phenomena, not only the historical precedence of the named place, but also recognises the valid, sometimes fragmented, layers embedded in any place
This book serves as an archive and repository to encourage architects, faculty, and students to confront the full, layered and concrete presence of their imaginations in their design proposals
This publication is unique from other sketch journals in that its essays define the role of the architect and educator in the development of the design student by not only capturing the historical precedent but by producing emotive drawings that ‘find the line to capture the essence of a place’ 200 colour, 100 b/w images
