ABSTRACT
Most architecture manifestos fall into two categories: those that ascribe aesthetics and those that agitate ideologically. Drafted in a workshop session at the 2012 Architecture 'Live Project' Pedagogy symposium at Oxford Brookes University, the Live Project Manifesto seeks to consolidate a range of Live Project educator and student narratives into something cohesive that could form the basis of a tentative assessment framework. Prioritizing a Live Project's fit-for-purpose outcomes engenders responsibility among the students. It also requires that students work effectively with the community to define the need and to co-create possible solutions. One potential criticism is that co-authoring a manifesto of 'best practice' as a means to inform a set of shared assessment criteria diminishes the acclaimed adaptability of Live Projects to respond to emergent circumstances. However, this manifesto aims to acknowledge rather than impose a way of teaching and learning about architecture that is effective because it is nimble, tenacious, and responsive.
