Staff Profiles

Year 1, 2 and 3 Coordinator.

Director of OB1 LIVE: a programme of undergraduate live projects commissioned by community based clients.

Supervisor for UG Dissertation.

Modules taught

Module leader for ARCH4001 Introduction to Architecture 1

Module leader for ARCH5002+3 Architectural Design 1 + 2

Module leader for ARCH6005+7 Architectural Design 3 + 4

Research Interests

Architectural pedagogy; live projects; design build projects; community design; service learning; public interest design; architectural design, interdisciplinary practice and research, co-design; community engagement.

Research group membership

Design, Research and Practice Research Group

Research grants and awards

2015 Central Research Fund. Phase 1 Award. £2921 to research live project education in South America.

2014-17 National Teaching Fellowship Award. £10,000 to research live project education and develop the Live Projects Network.

2014-15 Santander Research Scholarship. Award £2000 to visit South America to research live project education.

2008-9 TQEF Research-Informed Teaching, Higher Education Funding Council of England. Collaborative research project with grant holder, Robert Brown (University of Plymouth). Peer Assisted Learning module with Helena Webster

Research projects

Live Projects Network

Design for the Common Good

Research impact

Member of Editorial Board for "Charrette", the Journal of the association of architectural educators

Curator team, Design for the Common Good Exhibition, Denver 2022

Conference Chair of Architecture Connects, 4th international peer reviewed conference of the association of architectural educators, Oxford Brookes University 6-9 September 2017

Member of Jury for the SEED, dbXchange and Live Projects Network Awards 2017

Co-convener of InHabit, The Oxford University Research Centre in the Humanities

Live Projects

2021. Prototypes for Meanwhile in Oxfordshire.

2020. Miss Acland's Gaze. Photographic projection installation for Photo Oxford 2020.

2020. Woodland Incubator. Sylva Foundation, Long Wittenham.

2019. Library of Things. Prototypes for Share Oxford.

2019. Etheldreda Laing exhibition of pioneer colour photographer, Bury Knowle Library, Oxford.

2018. Science Education Treehouse for the Oxford Trust, Stansfield Part, Oxford.

2017. Performance Pieces, Harcourt Hill Campus, Oxford.

2016. Fragments live build, exhibitions and Healthy Buildings feasibility study for The Hill.

2016. Playable Buildings for the Audiograft Festival run by the Sonic Arts Research Unit.

2015. Magdalen Wood Play Structures for Oxfordshire Play Association and Oxford City Council.

2015. Construction site hoarding for GreenSquare, Northway, Oxford.

2014. "Dwelling, Arrival and Entrance". Three Live Projects for the National Trust.

2014. "Free Time", participatory collaboration at Templars Square Shopping Centre, Oxford.

2014. Urban Sports Day", Temple Cowley, Oxford.

2013. "Small Museum of Things" for Archeox community archaeology group.

2013. "Found!" archaeological exhibition installation, Pitt Rivers Museum, Oxford.

2013. “Collaborate”, Sixty-two different locations and organisations.

2013. “Lantern Festival”, Warneford Meadow, Oxford.

2012. "Breakthrough Lab" and "Domestic Appliances" for "Domestic Science" exhibition at Science Oxford.

2012. "Imaginary Spaces" for "The Art Take-Away", Tsang's Kitchen, Oxford for ArtWash.

2012. "Tall tales" installation for the "Other Worlds" exhibition, Oxford.

2011. "Fabrications" for The Story Museum, Oxford.

2011. Orientation signage for Jericho, Oxford. Oxford City Council.

2010-11. Accessibility strategies for Film Oxford. Live project.

2010. "Infobench" live project for Mount Place and Stratford High Street, International Architecture Student Festival.

2009-10. Strategies for Place Improvement, Jericho, Oxford for Oxford City Council and local residents.

2009. Tactile model for Oxfordshire Association for the Blind.

2009. Movable Ticket booth for Creation Theatre Company. Broad Street plus various locations in Oxford.

2008. "Sounds of the Place" movable art work. National Architecture Student Festival, Hungerford Bridge, London. Live project.

2007-8. "Environmental play structures" for Donnington Doorstep Family Centre. Live project.

Art / Performances

Anderson, J., 2014. Live Fortune Telling. In: Living and Learning. aae Conference 2014, University of Sheffield.

Anderson, J., 2012. Imaginary Spaces. In: Art Wash, Tsang's Kitchen, Iffley Road, Oxford. 12 June 2012.

Further information

Live Projects Network: https://liveprojectsnetwork.org/

Design for the Common Good: http://www.designforcommongood.net/

OB1 LIVE: https://ob1live.org/

aae 2017 "Architecture Connects" conference: https://aaeconference2017.wordpress.com/

Books

• Buxton A, Hulin L, Anderson J, Ed., InHabit. People, Places and Possessions, Peter Lang (2017)
  ISBN: 978-3-0343-1866-2
  Abstract Central to human life and experience, habitation forms a context for enquiry within many disciplines. This collection brings together perspectives on human habitation in the fields of anthropology, archaeology, social history, material culture, literature, art and design, and architecture. Significant shared themes are the physical and social structuring of space, practice and agency, consumption and gender, and permanence and impermanence. Topics range from archaeological artefacts to architectural concepts, from Romano-British consumption to the 1950s Playboy apartment, from historical elite habitation to present-day homelessness, from dwelling «on the move» to the crisis of household dissolution, and from interior design to installation art. Not only is this volume a rich resource of varied aspects and contexts of habitation, it also provides compelling examples of the potential for interdisciplinary conversations around significant shared themes.Website 
• Anderson J, Fabrications, lulu.com (2011)
  ISBN: 9781470943110
  
• Anderson J, Architectural Design, AVA Academia (2011)
  ISBN: 9782940411269
  
• Morrow R, Anderson J, Cowley A, Doherty G, Jary J, Lintonbon J, Mulcair J, Ozersay F, Sampson J, Sara R, Shamsuddin B, Torrington J, Building Clouds Drifting Walls, University of Sheffield (2003)
  ISBN: 0954136217
  

Journal articles

• Anderson J, 'What Do We Learn When We Go Outside?'
  Charrette 5 (2) (2019) pp.1-7
  ISSN: 2054-6718
  Website 
• Anderson J, Priest C, 'Following John Hejduk’s Fabrications: On imagination and reality in the architectural design process'
  arq: Architectural Research Quarterly 21 (2) (2018) pp.183-192
  ISSN: 1359-1355
  Abstract The interaction between reality and imagination in the architectural design process is explored via analysis of the work of John Hejduk, live projects, the subject / object problem and Thing Theory.Website 
• Anderson J, 'Devising an inclusive and flexible taxonomy of international Live Projects'
  ARENA Journal of Architectural Research 2 (1) (2017)
  ISSN: 2397-0820
  Abstract Architectural live project education (including Design Build projects, Extension Projects and Service Learning) is evolving rapidly. A body of research is emerging that describes, defines and analyses contemporary activity. The majority are based on case studies that rely on the quality of the author’s critique and do not always locate the case study within a wider theoretical, historical or cultural context. The aim of this paper is to develop an objective method to analyse live projects that transcend customary value judgements used to critique and categorise architectural practice, research and education. In seeking relevant new criteria for critique, by including the peripheral and promoting diversity and evolution, this study surveys and widens the field. The paper develops an objective method to analyse live projects, comparing 154 contemporary live project case studies located in 28 different countries that have been drawn from the international online Live Projects Network.
   
  This paper explores three connected questions: What differentiates and connects contemporary international live projects? What live project models and strategies have emerged to date? What influence are live projects having on architectural education, research and practice?
   
  Ordering live projects by singular categories such as outcome or motive fail to acknowledge their complexity or to uncover new models and strategies. Quantitative and qualitative methods of analysis are developed to cope with multiple motivations and actors. The analyses demonstrates that human and physical resources and contexts have the greatest influence on diversity of live project models and strategies. The expertise of the live project participants is capable of overcoming contextual resource limitations via design ingenuity. A Taxonomy has been developed to illustrate the relationship between these factors. This improved understanding of how live project models and strategies work, allows us to identify the ways in which they are influencing contemporary architectural education, research and practice.
  Website 
• Anderson J, Godiksen C, Harriss H, 'Live projects across the disciplines'
  Brookes eJournal of Learning and Teaching 8 (1) (2016)
  ISSN: 1744-7747
  Website 
• Anderson J, 'Undercurrent: swimming away from the design studio'
  Charrette 1 (1) (2014) pp.3-19
  ISSN: 2054-6718
  Abstract
  Should architectural education pull away from the design studio as the dominant form for architectural education? Can live projects offer a more relevant, inclusive, and engaging model?
   
  In order to establish points of divergence from studio-based learning and using a definition of live projects  established in collaboration with Colin Priest, a comparative analysis is made between contemporary architectural live projects and the Public Art Projects led by David Harding at the Environmental Art Department, Glasgow School of Art from 1985. This comparison reveals the potential of live projects to extend collaborative ways of working beyond graduation and between the university and its community. With reference to Lave and Wenger’s theory of situated learning as legitimate peripheral participation,  the paper demonstrates how live project learning can be understood and valued. A case is made for a shift towards a transformative, democratic and holistic form of learning made possible by live projects. 
   
  Keywords 
  Live Projects, Design Studio, Architectural pedagogy, Public Art, Situated learning
   
  Website 
• Anderson J, Priest C, 'The Live Education of an Architect: John Hejduk and Oxford Brookes Year One Live Projects.'
  Journal for Education in the Built Environment 7 (2) (2012) pp.50-62
  ISSN: 1747-4205
  Abstract This paper explores a proposal for a new form of ‘architectural agency’ as a means to undertake live projects in education. This has been tested by the authors in a programme of live projects named OB1 LIVE begun in 2008. These projects are commissioned by community-based clients and created by year one students at Oxford Brookes School of Architecture. Live projects are often understood as ‘building’ projects happening outside the studio, as if in opposition to design studio projects. OB1 LIVE seeks to take theoretical ideas into the city and bring the real world into the studio.
  
  The paper tests and extends pedagogic theories raised by John Hejduk's, Education of an Architect and explores the realisation of his theoretical projects into built works by reflecting on Writing the City, his student-built project in Stockholm in 1998. Live projects expose the social, cultural and political processes of both design and construction. We outline our pedagogical strategy to use live projects to situate the learning of students in a place that is relevant to their expectations of both architectural education and practice.
   
  This creates a shift in teaching method from the contemporary student/tutor relationship. The ‘architectural agency’ requires tutors to negotiate with a client willing to give time and flexibility of expectation in return for the energy and originality of student designers. The tutor-as-agent is critical to the dynamic of this relationship, their skills being essential to support learning and creativity and meet the expectations of all participants.
  Website 
• Anderson J, 'The SAS Institute'
  Architecture Today Handbook (2003)
  

Book chapters

• Anderson J, 'Live project / designbuild education: Creating new connections between universities, communities and contemporary professionalism' in Alan Jones and Rob Hyde (ed.), Defining contemporary professionalism : For architects in practice and education, RIBA Publishing (2019)
  ISBN: 9781859468470
  Website 
• Anderson J, 'Live Projects: collaborative learning in and with authentic spaces' in Tim Bilham, Claire Hamshire, Mary Hartog, Martina A. Doolan (ed.), Reframing Space for Learning. Excellence and innovation in university teaching, UCL IOE Press (2019)
  ISBN: 9781782772460
  Website 
• Anderson J, 'Uncertain Futures, Obscure Pasts: The Relationship between the Subject and Object in the Praxis of Archaeology and Architectural Design' in Buxton A, Hulin L, Anderson J (ed.), InHabit. People, Places and Possessions, Peter Lang (2017)
  ISBN: 978-3-0343-1866-2
  Website 
• Anderson J, Priest C, 'Developing an inclusive definition, typological analysis and online resource for live projects' in Harriss H (ed.), Architecture Live Projects. Pedagogy into Practice, Routledge (2014)
  ISBN: 978-0-415-73352-6
  Abstract

  The development of an inclusive definition and typological analysis are discussed in the context of Lave and Wenger’s theory of situated learning via a process of legitimate peripheral participation and findings from OB1 LIVE, the authors’ programme of live projects. The diversity of live project models that this revealed has been tested, expanded and disseminated through the Live Projects Network, an online resource to recognise and connect a multiplicity of participants in live project practice.

• Anderson J, Priest, C, 'Sounds of the Place' in Markey A, Gueterbock P (ed.), National Student Architecture Festival 2008, London Metropolitan University (2008)
  ISBN: 9780956353207
  

Conference papers

• Abendroth L, Anderson J, Bell B, Colwill S, Fattinger P, Hartig U, Hou J, Palleroni S, Pawlicki N, Priest C, 'Expanding the Common Good'
  (2021)
  ISBN: 9788875951085
  Abstract

  Design for the Common Good is a network of networks formed in accordance with the principles of design for the common good. Also, the design work that the platform disseminates and promotes uses methods, processes and practices that are consistent with design for the common good. Structural and systemic barriers are identified that must be overcome in order to make Design for the Common Good sufficiently inclusive, global and accessible. Global opportunities and threats relating to the environment, economy, technology and social progress contain both the problem and solution. Digital advances have the potential to overcome previously insurmountable economic, environmental, social and technological challenges, both to the creation of the platform and the activities of the actors in its networks. However, this must be balanced by a recognition that collaborative community design stems from potent local group actions and that ethical physical and inter-personal experience is fundamental to these endeavours.
  

• Anderson J, 'Healthy Buildings. Two phases of a live project'
  (2018) pp.540-542
  ISBN: 9780992929978
  Website 
• Anderson J, 'Cultural analysis via documentary-making'
  (2018) pp.559-560
  ISBN: 9780992929978
  Website 
• Anderson J, Morrow R, 'Framing your live project within a design research methodology.'
  2 (2016) pp.262-265
  ISBN: 978-0-9929485-9-7
  Abstract In architectural Live Projects (also known as Design Build, Service Learning, Extension Projects, 1:1 Projects), students and academics work with external organisations and communities to generate projects. This enables investigation of the experiential, technical, ethical, social, political, economic and cultural implications of architectural design decisions in ways that are not possible in the conventional academic design studio or commercial architectural practice.
   
  Architectural Design Research methodologies offer possibilities for live project educators to tap the research potential of their work. As defined by Fraser, in this methodology “architects use the creation of projects…..as the central constituents in a process which also involves….more generalised research activities” (2013, p.1).
   
  Live Projects and Design Research are both relatively recent innovations in the discipline of architecture. This workshop explores their potential to work together to create innovative and authentic research outcomes and enrich the learning and research derived from live project activity.
  Website 
• Anderson J, 'Facts and Figments. Imagination and reality in Design-Build education'
  (2015) pp.213-220
  ISBN: 978-0-935502-94-7
  Abstract Conventional architectural pedagogies have evolved to fit the design studio model. With the increasing use of Design-Build-Live projects in contemporary architectural education, we need to develop a theory of learning and teaching appropriate to the particular contexts and opportunities of Design-Build-Live project education. This paper explores the complex relationship between imagination and reality and their role in shaping a live project pedagogy.Website 
• Anderson J, 'Woodland Creatures and Fabrication Wizards. Resources, Product, Context and Motivation observed in a Taxonomy of Live Projects.'
  (2014) pp.227-232
  ISBN: 978-0-9929705-2-9
  Abstract This paper describes a taxonomy of live projects assembled using data from the Live Projects Network (LPN). The website organises case study projects according to their resources, product and context. A quantitative analysis of this data informed a qualitative analysis of primary motivations for each project. Four primary motivations were found. Through correlation of resources, product, context and motives, trends and patterns were identified. Thirteen different live project models or species were observed and arranged into a taxonomy. Species so
  far identified and described include Fabrication Wizards and Woodland Creatures. A discussion of emerging live project models is made with reference to the three categories of motivation for live projects identified by Dodd, Harrisson and Charlesworth  and also an evolution of typologies described by Brown.
   
  Website 
• Anderson J, Priest C, 'Developing a Live Projects Network'
  (2012)
  

Other publications

• Abendroth L, Anderson J, Andrews L, Bell B, Colwill S, Curry C, Fattinger P, Hartig U, Hou J, Hua CK, Janardhan SN, Palleroni S, Pawlicki N, Priest C, Singh, R, 'Design for the Common Good'
  

  Design for the Common Good (DCG) is a website and coalition of purpose-driven networks committed to design practice, education and research that improves social, economic and environmental outcomes.

  There are design practitioners, educators, students and activists globally who work together for the betterment of communities under a variety of initiatives such as Social Impact Design and Public Interest Design. The DCG website serves as a collaborative access point for those interested and involved in this work to share best practices, engage in dialogue and get connected with opportunities to make purposeful contributions. DCG will work to extend conversations and deepen global connections through a series of international conferences and awards.
  

  (2022) Website 
• Abendroth L, Anderson J, 'Design for the Common Good Exhibition'
  

  Curation of Live Projects Network entries.

  (2022) Website 
• Anderson J, Andrews L, Hartig U, Singh R, 'Design for the Common Good Online Conversations'
  

  Recordings of two online conversation events. Role: Moderator and organiser

  (2022) Website 
• Anderson JC, 'How can live projects stimulate progress in education, research, and practice?'
  (2021) Abstract

  This critical appraisal presents 16 publications on live project education and examines their methodologies, findings and contribution to knowledge within the context of an emerging global field of live project / designbuild / community design education. The publications are discussed in relation to each other in order to demonstrate how they form a coherent body of work. The published work can be broadly summarised as being concerned with the following questions:

  • How has the emerging field of live project education developed to date?
  • What can we learn from live projects about education, research, practice, society and the design process?
  • How has our expanded knowledge progressed live project education?

  The publications were produced at a time when the practices and boundaries of live project education were unclear and contested. There was also an increase in activity and dialogue that stimulated the emergence of live projects as a field of inquiry. Therefore the thesis includes a chronological literature review in order to capture an overview of activity at this time, thereby demonstrating how the publications fit within this context and how they contribute to knowledge and the development of the field.

  The principal contributions to knowledge in the published work concern architectural education, research, practice, society, the design process and the relationship between them that is revealed by live project education. This critical appraisal articulates the ways in which the published work contributed to the development of live project education as a field of inquiry in itself. It evaluates the impact and influence of the published work on practice and inter-disciplinary pedagogy. It concludes with an assessment of the significance and limitations of the work, considering scope for further work that would enrich the development of the field.

  Website 
• Anderson J, Saull R, Tutors and Students in Year 1, School of Architecture: OB1 LIVE., 'Pop-up Retail Prototypes'
  

  Prototypes of Pop-up infrastructure created for Meanwhile in Oxfordshire to enable the meanwhile use of vacant retail space by under-represented groups in the Covered Market, Oxford.

  (2021)
• Anderson J, Saull, R, Tutors and Students in Year 1, School of Architecture: OB1 LIVE., 'Miss Acland’s Gaze'
  

  OB1 LIVE students were invited by the Photo Oxford 2020 Festival to design and install an exhibition celebrating the life and work of pioneer photographer Sarah Angelina Acland (1849-1930). In collaboration with the History of Science Museum, a selection of Acland photographs were chosen for inclusion in the exhibition. Students took contemporary photographs of Oxford inspired by the themes in Acland’s work. In response to COVID-19 restrictions, the exhibition was designed and installed as a night time projection of Acland’s works interspersed with the students’ Oxford photographs. The exhibition was shown over two nights, projected onto the facade of The Old Fire Station in Gloucester Green, Oxford.
  

  (2020)
• Eleanor Young (author) Jane Anderson (contributer), 'Freedom to fail is route to success for Oxford Brookes'
  Riba Journal (2019) ISSN: 1463-9505
  
• Jane Anderson, Ralph Saull, OB1 LIVE, 'Bury Knowle in Colour: 1908 + 2019'
  

  Exhibition of work by Etheldreda Laing and students of the Oxford Brookes School of Architecture

  15 February – 2 March 2019. Bury Knowle Library, North Place, Oxford, OX3 9HY

  Etheldreda Janet Laing (1872-1960) was a pioneer of colour photography who lived and worked at Bury Knowle House from 1899 to 1923.

  From 1908, Laing photographed her daughters, Janet and Iris, in Bury Knowle’s garden and house using the newly-invented Autochrome colour process. Her original photographic plates form part of the Science Museum’s collection.

  This exhibition brings together some of Laing’s photographs of Bury Knowle that were taken c.1908 with contemporary images of the park and house. This project has been undertaken by students at the Oxford Brookes School of Architecture. Local people who use the park and library were shown the Etheldreda Laing’s images and their photographs were taken in the same locations as the originals. Their views on why they use the park and library were also gathered. The project aims to share knowledge about Etheldreda Laing’s pioneering work at Bury Knowle and to communicate the value of the Park and Library to local people today.

  (2019)
• Anderson J, Saull, R, Tutors and Students in year 1, School of Architecture: OB1 LIVE, 'Library of Things'
  

  Prototypes for Share Oxford for a mobile lending library / repair service that will pop up at community events and locations. Prototypes included pop-up canopies, stalls, storage, signage and lighting as well as devices to engage the public in the activities of Share Oxford such as the repair cafe and information / education about the circular economy.
  

  (2019)
• Anderson J, Saull, Ralph. Tutors and Students in Year 1, School of Architecture: OB1 LIVE., 'Woodland Incubator'
  

  A visioning process for Sylva Foundation to explore the use of a derelict machine barn as a potential incubator centre. The resulting design proposals were analysed and emerging themes were identified and discussed with Sylva Foundation. The proposals and Sylva’s responses were gathered in a book that Sylva Foundation will use to stimulate discussion with stakeholders.

  (2019)
• Anderson J, 'Architecture Connects: Proceedings of the Conference of the Association of Architectural Educators (6-9 September 2017)'
  (2017) ISBN: 9780992929978
  
• Anderson J, 'Little Big Design Strategies'
  (2017)
• Jane Anderson, Ruth Cuenca, Tutors and students in Year 1, School of Architecture: OB1 LIVE., 'Performance Pieces and Places'
  Live project with Year 1 students in the School of Architecture (OB1 LIVE) to design and install "Pop-up" Performance Pieces to support an open mic performance night at Harcourt Hill Campus. This was followed by a speculative project to make proposals for a new Theatre Foyer at Harcourt Hill to stimulate performance activity now and in the future as the campus redevelopment takes place over the next ten years. (2017) Abstract https://www.brookes.ac.uk/architecture/live-projects/
• Anderson J, 'OB1 LIVE web page. A record of design installations resulting from collaboration between students of Oxford Brookes School of Architecture and the local community.'
  (2016) Website 
• Anderson J, 'The design research methodology of Atelier Bow Wow.'
  (2016) Abstract Contemporary European structures for public research funding and research excellence assessment have established an orthodoxy where tangible outcomes are expected in return for the investment made. The dominant scientific research methodology demands proof. This can be problematic for disciplines such as architecture that not only produce material outcomes in the form of buildings and other design objects, but which integrate this with the manipulation of subjective or intangible elements that are essential to the design and inhabitation of architecture. Buchli describes the architectural object as existing in different material registers that can be tangible or intangible and that these differences enable us to use or be influenced by objects to facilitate social relations.1 Through analysis of the built and written work of the contemporary Japanese architects and academics, Atelier Bow Wow, we can see that their use of observation, collection and documentation not only deepens our understanding of the complex relationship between the architectural object and subject, but it adopts a novel approach that they liken to being closer to biology, sociology and anthropology.2 Their work demonstrates ways that architects can develop robust and repeatable design methodologies and outcomes that give not only tangible but also intangible benefits to the architect, the inhabitant and society.Website 
• Anderson J, 'Playable Buildings'
  Live Project. Design and construction of installations for the Audiograft Festival run by the Sonic Arts Research Unit, Oxford Brookes University.
  With Year 1 tutors and students in the School of Architecture.
  Outputs include prototypes, performance and web entry.
  (2016)
• Anderson J, 'Healthy Buildings'
  Live Project. Design and construction of 1:1 prototypes plus initial building designs for a Digital Wellbeing Hub for "The Hill" at the John Radcliffe Hospital, Oxford.
  With Year 1 tutors and students in the School of Architecture.
  Outputs include prototypes, exhibition, web entry and book. (2016)
• Anderson J, 'Live projects as evidence of transformative learning.'
  (2015)
• Anderson, J, 'Interactive Construction Hoardings'
  Live Project. Design and construction of interactive construction site hoardings at Northway Park for Oxford Council, Oxford.
  With Year 1 tutors and students in the School of Architecture.
  Outputs include installations and web entry.
  (2015)
• Anderson, J, 'Play Structures'
  Live Project. Design and construction of Play Structures for Oxfordshire Play Association and Oxford City Council in Magdalen Wood, Oxford.
  With Year 1 tutors and students in the School of Architecture.
  Outputs include installations, web entry and book.
  (2015)
• Anderson J, 'Live Fortune Telling.'
  (2014) Abstract Madame Rosina will read your live project fortune using various magical artefacts. p273 in proceedingsWebsite 
• Jane Anderson, '"Delft" (poem)'
  (2014) Abstract

  Delft. Impressions of a gathering. A creative writing piece (poem) written in response to the Writingplace Conference, TU Delft, 25-27 November and published on the Writingplace website.

  Website 
• Anderson, J, 'Entrance Strategies'
  Live Project. Design and construction of installations, site strategies plus building designs for The National Trust, Kent.
  With Year 1 tutors and students in the School of Architecture.
  Outputs include installations, event, web entry and book.
  (2014)
• Anderson J, 'Urban Sports Day and Free Time'
  Live Project. Design and construction of participatory model and events for Temple Cowley redevelopment, Oxford.
  With Year 1 tutors and students in the School of Architecture.
  Outputs include model, props, two participatory events and web entry.
  (2014)
• Anderson J, 'Relating Live Projects in Architecture and Health / Life Sciences disciplines.'
  (2013)
• Anderson J, 'Live Project Assessment. The Uncertainty Principle'
  (2013)
• Anderson J, 'Undercurrent: swimming away from the Design Studio.'
  (2013) Abstract This paper debates whether to pull away from the tide established by the Design Studio as the
  conventional form and norm for architectural education. As a means to establish points of
  divergence, case studies from art and architectural education are explored.
  Website 
• Anderson J, Priest C, 'Fabrications for The Story Museum: what year one students and John Hejduk can teach us about reality and imagination in architectural design'
  (2013) Abstract This paper encapsulates a series of enquiries into the relationship between reality and imagi- nation, fact and fiction in architectural design. This exploration is made with reference to the work of architect, writer, artist and poet, John Hedjuk, and his response to what he termed the “so called real world”. (Hejduk, 1985, p.35 in Linder, 2004, p.181)Website 
• Anderson J, 'Live Projects. You Live and Learn.'
  (2013)
• Anderson J, 'You live and learn: a pedagogical case for live projects'
  (2013)
• Anderson J, 'A Small Museum of Things'
  Live Project. Design and construction of 1:1 prototypes plus building designs for Archeox Community Archaeology Project, Oxford
  With Year 1 tutors and students in the School of Architecture.
  Outputs include prototypes, exhibition, web entry and book.
  (2013)
• Anderson, J, 'Collaborate!'
  Live Project. Twenty-six simultaneous live projects in collaboration with local community groups in Oxford.
  With Year 1 tutors and students in the School of Architecture.
  Outputs include installations, event and web entry.
  (2013)
• Anderson J, Priest C, 'Fabricating spatial narratives for The Story Museum.'
  (2012) Abstract The paper will encapsulate a series of enquiries into imagination and reality undertaken in 2011-12 through various forms of spatial narrative, comprising a series of design projects, a publication, Fabrications and an installation as part of the Other Worlds exhibition at The Story Museum, Oxford. The compositional potential of stories as a critical operative device to re-present space will be explored with reference to the work of architect, writer, artist and poet, John Hedjuk, and his response to what he termed the “so called real world”. (Hejduk, 1985 in Linder, 2004, p.181).
   
  The Story Museum invited OB1 LIVE (Oxford Brookes University year one architecture and interior architecture students) to collaborate on a project to help them occupy their vacant building prior to refurbishment. This sparked two parallel and reciprocal journeys as both parties investigated ways to construct imaginative space and learned to express an imagined reality. Implementing stories as a tool for design, students were asked to write a flash-fictional story unfolding in the Museum’s empty former telephone exchange. These stories amassed a chronicle of imagined transformation for reading space and its associated histories and the conceptual foundations for the ensuing project, named “Fabrications”. This title was inspired by a dictionary definition given by John Hedjuk to his year one students of architecture where he drew attention to the unexpected etymological connection between the reality of building
  (“to fabricate”) and the invention of a lie or a story (“to fabricate”). The subsequent prototypical environments were designed for (mis)reading with the building, superimposing serendipitous narratives. Using everyday and recycled materials Fabrications ranged from interactive shelves to hybrid chairs. The next project then jumped forward to an anticipated but more uncertain and speculative future with designs for a storytelling tower that focused on the experience of the narrative journey. Lessons learned from Hejduk’s Lancaster / Hanover Masques (pictured right) will inform the translation of architectural models of these towers into an expression of narrative space, negating their physical presence to return them to their fictional state as they are exhibited in The Story Museum which also embodies this state as it awaits occupation. 
  Website 
• Anderson J, Priest C, 'Fabrications, Story Towers, Tall Tales, What this Space might Become'
  Live Project. Design and construction of 1:1 prototypes, initial building designs and two curated exhibitions for The Story Museum, Oxford.
  With Year 1 tutors and students in the School of Architecture.
  Outputs include prototypes, participatory event, two exhibitions, web entry and book.
  (2012)
• Anderson, J, 'Domestic Appliances'
  Live Project. Design and construction of installations plus initial building designs for Science Oxford.
  With Year 1 tutors and students in the School of Architecture.
  Outputs include installations, exhibition and web entry.
  (2012)
• Authors: Leo Care, Daniel Jary, Dr. Rosie Parnell Case Study Contributors: Jane Anderson, Liam Ross., 'Healthy Design. Creative Safety'
  (2012) Abstract

  Contribution of a paper and a case study to a report carried out by the University of Sheffield for the Health and Safety Executive and the Royal Institute of British Architects.

  Website 
• Anderson J, Priest C, 'Live Projects Network: an online resource'
  (2011) Abstract

  The Live Projects Network (www.liveprojectsnetwork.org), currently in its beta version, is an online resource to connect students, clients and academics who are involved, or wish to become involved in live projects. The purpose of the network is to promote and extend live project practice. The authors have analysed case studies and proposed a definition of a live project plus a flexible methodology to broaden understanding of current live project practice and as a tool for practitioners to analyse and plan their own projects. At the moment the network is focused on architectural live projects but there is scope for it to serve an interdisciplinary purpose in the future. The project to establish an online Live Projects Network stemmed from an observation that many architecture schools in the UK and across the world were tentatively engaging with live projects. By our definition, a live project comprises the negotiation of a brief, timescale, budget and product between a client and the students and staff of an educational institution. Although architectural live projects became well known through the activities of Rural Studio in the USA nearly twenty years ago, live project practice tends to occur in relative isolation. Case studies, when reported are rarely analysed and there is little research into, or theoretical basis established for, the pedagogy and practice of live projects. The Live Projects Network seeks to connect existing and new practitioners and to deepen understanding of the potential of educational live projects.

• Anderson J, Priest C, 'OB1 LIVE An Agent for Architectural Education and Practice.'
  (2011) Website 
• Anderson J, 'Undergraduate live projects and integrating health and safety'
  (2011)
• Anderson J, Priest C, 'OB1 LIVE'
  (2011)
• Anderson J, Priest C, 'Orientation Signage and Strategies for Place Improvement'
  Live Project. Design and construction of 1:1 prototypes, public signage and consultation event at Mount Place, Oxford for Oxford City Council. 2009-11.
  With Year 1 tutors and students in the School of Architecture.
  Outputs include signage, prototypes, event and web entry.
  (2011)
• Anderson J, Priest C, 'Accessibility Strategies for Film Oxford'
  Live Project. Design and construction of Pop-up Cinema, models, films plus initial building designs for Film Oxford.
  With Year 1 tutors and students in the School of Architecture.
  Outputs include installation, models and films.
  (2011)
• Anderson J, Priest C, 'InfoBooth'
  Live Project. Design and construction of moveable ticket and information booth for Creation Theatre Company, Oxford.
  With Year 1 tutors and students in the School of Architecture.
  Outputs include built structure.
  (2009)
• Anderson J, Priest C, 'Environmental Play Structures'
  Live Project. Design and construction of 1:1 prototypes plus instruction manuals for Donnington Doorstep Family Centre, Oxford.
  With Year 1 tutors and students in the School of Architecture.
  Outputs include prototypes and instruction manuals.
  (2008)
• Anderson J, Priest C, Jungfer C, 'Sounds of the Place'
  Live Project. Design and construction of installation for National Architecture Student Festival.
  With Year 1 tutors and students in the School of Architecture.
  Outputs include installation and event.
  (2008)
• Jane Anderson, Ralph Saull, OB1 LIVE, 'Tree house for the Oxford Trust, Stansfield Park, Oxford'
  

  Student live project. 1:1 design and build Prototypes of walls, roofs, windows, floors and doors. Designs for Treehouse classroom. Refined final Treehoue classroom design for planning application.

  ()

Areas of expertise

• National Teaching Fellow
• Principal Fellow of the Higher Education Academy
• RIBA Chartered and ARB Registered Architect
• RIAI Registered Architect
• External Examiner
• Brookes Teaching Fellow
• Project architect with extensive project management experience.

Membership of professional bodies

RIBA Visiting Board member

Founder member of the Association for Architectural Educators

Conferences

Anderson, J. et al., Expanding the Common Good. In: Design as Common Good, Swss Design Network Online Symposium, 25-26 March 2021

Anderson, J., 2019. Keynote. Live Projects: linking education, research and practice. In: RIBA Research Matters Conference, Nottingham Trent University, 17-18 October 2019

Anderson, J., 2017. Healthy Buildings. Two phases of a live project. In: Architecture Connects, 4th international peer reviewed conference of the association of architectural educators, Oxford Brookes University 6-9 September 2017.

Anderson, J., 2017. Little Big Design Strategies. In: Design Corps Public Interest Design Institute, Portland, Oregon, 6-7 April 2017.

Anderson, J., 2016. The design research methodology of Atelier Bow Wow. In: DR_SoM ARENA Design Research, Series on Method, University of Reading, 22 Apr 2016

Anderson, J. and Morrow, R., 2016. Framing your live project within a design research methodology. In: Research Based Education 2016, 3rd AAE conference, The Bartlett School of Architecture, UCL, London, 9 Apr 2016.

Anderson, J., 2015. Live Projects as evidence of transformative learning. In: NTNU TRANsark conference. Trondheim, Norway, Apr 23, 2015

Anderson, J., 2014. Facts and Figments. Imagination and reality in DesignBuild education. In: Association of Collegiate Schools of Architecture. 2014 Fall Conference. WORKING OUT. Thinking while building. Dalhousie University, Halifax, Canada, 16-18 October 2014.

Anderson, J., 2014. Woodland Creatures and Fabrication Wizards. Resources, Product, Context and Motivation observed in a Taxonomy of Live Projects. In: Living and Learning. aae conference 3-5 September 2014. Link:https://www.dropbox.com/s/p6nmza2z0uor8sj/aae%202014%20conference%20proceedings.pdf?dl=0

Anderson, J., 2014. Live Project Assessment. The Uncertainty Principle. Keynote presentation. In: HEA STEM Seminar. ‘Live Project’ pedagogy into practice: co-authoring an assessment criteria. Oxford Brookes University, 21 February 2014. Link:https://www.heacademy.ac.uk/events/detail/2014/Seminars/STEM_BE_21_02_2014

Anderson, J. and Priest, C., 2013. Fabrications for The Story Museum. Reality and imagination in architectural design. In: writingplace conference. TU Delft, 25-27 November 2013. Link:https://writingplace.org/?page_id=2093

Anderson, J., 2013. Live Projects Review of Health and Life Sciences Disciplines, Oxford Brookes University. In: Away Day for Faculty of Health and Life Sciences. Oxford Brookes University, 21 November 2013.

Anderson, J., 2013. Live Projects Review of Technology, Design and Environment Disciplines at Oxford Brookes University. In: Faculty of Technology, Design and Environment Development Day. Oxford Brookes University, 4 July 2013.

Anderson, J., 2013. Undercurrent: swimming away from the design studio. In: Association of Architectural Educators, (un)common currency: AAE Conference. Nottingham Trent University, 4-5 April 2013. (proceedings)

Anderson, J., 2013. You live and learn: a pedagogical case for live projects. In: Brookes Teaching and Learning Conference 2013 . Oxford Brookes University, 27 March 2013.

Anderson, J. & Priest, C., 2012. Developing a live projects network and flexible methodology for live projects. In: Oxford Brookes University, Live Projects Pedagogy International Symposium. Oxford, U.K. 24-26 May 2012.

Anderson, J. and Priest, C., 2012. Fabricating spatial narratives for The Story Museum. Paper presented at the Spatial Perspectives: Literature and Architecture 1850-present conference at the University of Oxford.

Anderson, J. and Priest, C., 2012. Developing a live projects network. Paper presented at the Live Projects Pedagogy International Symposium at Oxford Brookes University, Oxford.

Anderson, J. and Priest, C., 2011. OB1 LIVE An Agent for Architectural Education and Practice. Paper presented at the Live Projects 2011 Colloquium at Queen’s University, Belfast.

Press, publicity and reviews

Press

"Mehr Praxis", Baunetzwoche no.276 (online) 18 May 2017

"Literatur und Architectur", Baunetzwoche no.276 (online) 29 June 2012

"Are you sitting comfortably?", Oxford Mail. 25 October 2011

"Telling the story of Oxford's past", Oxford Mail. 14 April 2011

"Grand Designs for City Square", Oxford Mail. 16 December 2009

BBC Radio Oxford interview with Malcolm Boyden. Broadcast 4 December 2009

Evans, B., 2003. Park Life. The Architects' Journal. No.22, volume 217. (p.38-47)

Other publicity

Exhibitions

Oct 2020. Acland's Gaze, photo projection installation for Photo Oxford 2020, Gloucester Green, Oxford.

Jan-March 2017. Digital Wellbeing Hub, The Gallery, The Churchill Hospital, Oxford.

Oct-Nov 2016. Healthy Buildings, The Abercrombie Atrium, Oxford Brookes University

Oct 2014. "Dwelling, Arrival and Entrance". Ightham Mote, Kent for the National Trust.

Mar 2014. "Free Time", Templars Square Shopping Centre, Oxford.

Oct 2013. "Found!" Pitt Rivers Museum, Oxford.

Oct 2012. "Domestic Science", Science Oxford, Oxford.

April-June 2012. "Tall tales" for the "Other Worlds" exhibition, The Story Museum, Oxford.

Events

Mar 2016. Playable Buildings for the Audiograft Festival run by the Sonic Arts Research Unit, The Plaza, Oxford Brookes University.

Feb 2014. Urban Sports Day", Temple Cowley, Oxford.

2013. “Lantern Festival”, Warneford Meadow, Oxford.

June 2010. "Infobench", Mount Place, Oxford and Stratford High Street, London. International Architecture Student Festival.

2008. "Sounds of the Place" Hungerford Bridge, London. National Architecture Student Festival,

Art Pieces / Performances

Anderson, J., 2014. Live Fortune Telling. In: Living and Learning. aae Conference 2014, University of Sheffield.

2012. "Imaginary Spaces" for "The Art Take-Away", Tsang's Kitchen, Oxford for ArtWash.