Thirteen Tactics for Teaching Poetry as Architecture

Abstract

What if encounters between modernist poetry and architecture exceed inspiration, imagery, and allusions? These two modes of making have crossed boundaries for over a century, from Walt Whitman’s ecstatic stanzas on Manhattan skyscrapers to architect John Hejduk’s poetry of memory and place. Buildings become materials for poetry, and poems become material for building. When a literary critic and an architect build on overlaps they have discovered in syllabi for American Poetry and Architecture Studio courses, their teaching collaboration becomes a sustainable maker-space for student work—and for the Humanities more generally. We found that linking a literature survey to an architectural design studio brings materiality and resourcefulness to working with poems and that interacting with the Humanities demonstrates praxis (theory + practice) from the perspective of architectural pedagogy. Our classes also engaged each other through The Repurpose Project, a community space that promotes reuse and diverts waste from the local landfill. The profusion of readily available materials at Repurpose afforded students with a rich sampling of architectural textures and languages, opening new possibilities for thinking and making. In an academic climate that groups literary studies and architecture as “not-STEM,” we designed sustainable and resilient pedagogies that go beyond problem solving. Finding the same quality of renewable resourcefulness in Wallace Stevens’s “Thirteen Ways of Looking at a Blackbird,” we offer 13 tactics for teaching poetry as architecture.

Keywords

• architecture
• design
• humanities
• maker-space
• modernism
• pedagogy