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13 January 2021 | Story Leonie Bolleurs | Photo Lund Humphries
Prof Jonathan Noble has published a book on the work of internationally acclaimed and award-winning architect Peter Rich.

“We see what we want to see, and we make it our own”, is the opening line of Prof Jonathan Noble’s new book The Architecture of Peter Rich: Conversations with Africa. Quoted from a Ndebele woman, this captures the very essence of ‘everything’ because, says Rich, a creative life is one that takes and remakes; a way that finds the ‘open path’ in life.

Prof Noble has recently published a book on the internationally acclaimed and award-winning architect Peter Rich. 

Prof Noble is the Head of the Department of Architecture at the University of the Free State (UFS). He taught design, history, and theory of architecture for 20 years at the University of the Witwatersrand and completed his research master’s at the same institution in 1998 with collaboration from the Department of Comparative Literature. Later, between 2003 and 2006, he did his PhD at the Bartlett School of Architecture, University College London, which was to result in his first published book with Ashgate, African Identity in Post-Apartheid Public Architecture: White Skin, Black Masks (2011).

Quirky and original

“I wanted to share the unique quality of Rich’s work with the world. Peter's work is quirky and original. He is one of the most original architects in South Africa; his style and manner is quite unique and very African!”

“The title 'Conversations with Africa' was chosen because the quest for a modern, African architecture underpins everything he does,” says Prof Noble, who was taught by and later worked for Rich.  

Rich’s work has received wide recognition. He is a South African Institute of Architect Gold Medallist, as well as a Fellow of the American Institute of Architects (AIA) and the Royal Institute of British Architects (RIBA). His work on the Mapungubwe Interpretation Centre also received the Building of the Year prize at the 2009 World Architecture Festival.

Prof Noble explains that he is inspired by Rich’s philosophy that architectural solutions should evolve from circumstance, which gives his architecture a ‘fresh, bold, fearless and original’ quality. 

“He knows how to build with low budgets in tough circumstances, with simple building technology. He learns from the genius of vernacular architecture, and he talks to ordinary people.”

In his blog, Prof Noble notes that Rich creates ‘an architecture motivated by observation and drawing, tuned to the circumstantial, the ordinary, and spiritual qualities of life’.

African space making

The book focuses on Rich’s fascination with indigenous settlements, especially his documentation, publication, and exhibition of Ndebele art and architecture. 

Noble explains, “It also explores what Rich calls ‘African space making’ and its forms of complex symmetry. It includes examples of various collaborative community-oriented designs of the apartheid and post-apartheid period, especially Mandela’s Yard in Alexandra township. Also incorporated in the content of this book are Rich’s timbrel vaulted structures, constructed from low-tech hand-pressed soil tiles derived from his highly innovative and award-winning work at Mapungubwe; and his more recent organic work in China.”

“The book shows how Rich combines African influences with an environmental awareness aligned to modernist design principles,” Prof Noble says. 

In his blog, Prof Noble indicates that it was important to experience the architecture, taking time to wander, to observe, to sketch and jot down those sudden surges of imagination, and to look for the captivating moments that might illuminate the narrative. 

“It was a remarkable five-year long journey, in which I learnt and grew as an author, and I am grateful for the opportunity to share this book,” he concludes. 

The Architecture of Peter Rich: Conversations with Africa became available to the reader market in South Africa in October. It can also be ordered online and will be available in local bookstores by the end of the year. 

News Archive

Inaugural lecture: Prof. Annette Wilkinson
2008-04-16

A strong plea for a pursuit of “scholarship” in higher education

Prof. Annette Wilkinson of the Centre for Higher Education Studies and Development in the Faculty of the Humanities at the University of the Free State (UFS) made as strong plea for a pursuit of “scholarship” in higher education.

She said in her inaugural lecture that higher education has to deal with changes and demands that necessitate innovative approaches and creative thinking when it concerns effective teaching and learning in a challenging and demanding higher education environment. She referred to a recent research report prepared for the Council for Higher Education (CHE) which spells out the alarming situation regarding attrition rates and graduation output in South African higher education and emphasises factors leading to the situation. These factors include socio-economic conditions and shortcomings in the school and the subsequent under preparedness of a very large proportion of the current student population. However, what is regarded as one of the key factors within the sector’s control is the implementation of strategies for improving graduate output.

She said: “The CHE report expresses concern about academics’ adherence to traditional teaching practices at institutions, which have not changed significantly to make provision for the dramatic increase in diversity since the 1980s.

“Raising the profile of teaching and learning in terms of accountability, recognition and scholarship is essential for successful capacity-building,” she said. “The notion of scholarship, however, brings to the minds of many academics the burden of ‘publish or perish’. In many instances, the pressures to be research-active are draining the value put on teaching. Institutions demand that staff produce research outputs in order to qualify for any of the so-called three Rs – resources, rewards and recognition.

“These have been abundant for research, but scarce when it comes to teaching – with the status of the latter just not on the same level as that of research. From within their demanding teaching environments many lecturers just feel they do not have the time to spend on research because of heavy workloads, that their efforts are under-valued and that they have to strive on the basis of intrinsic rewards.”

She said: “It is an unfortunate situation that educational expertise, in particular on disciplinary level, is not valued, even though in most courses, as in the Programme in Higher Education Studies at the UFS, all applications, whether in assignments, projects or learning material design, are directly applied to the disciplinary context. We work in a challenging environment where the important task of preparing students for tomorrow requires advanced disciplinary together with pedagogical knowledge.”

Prof. Wilkinson argued that a pursuit of the scholarship of teaching and learning holds the potential of not only improving teaching and learning and consequently success rates of students, but also of raising the status of teaching and recognising the immense inputs of lecturers who excel in a very demanding environment. She emphasised that not all teaching staff will progress to the scholarship level or are interested in such an endeavour. She therefore suggested a model in which performance in the area of teaching and learning can be recognised, rewarded and equally valued on three distinct levels, namely the levels of excellence, expertise and scholarship. An important feature of the model is that staff in managerial, administrative and support posts can also be rewarded for their contributions on the different levels for all teaching related work.

Prof. Wilkinson also emphasised the responsibility or rather, accountability, of institutions as a whole, as well as individual staff members, in providing an environment and infrastructure where students can develop to their full potential. She said that in this environment the development of the proficiency of staff members towards the levels of excellence, expertise and scholarship must be regarded as a priority.

“If we want to improve students’ success rates the institution should not be satisfied with the involvement in professional development opportunities by a small minority, but should set it as a requirement for all teaching staff, in particular on entry into the profession and for promotion purposes. An innovative approach towards a system of continuous professional development, valued and sought after, should be considered and built into the institutional performance management system.”

As an example of what can be achieved, Prof. Wilkinson highlighted the work of one of the most successful student support programmes at the UFS, namely the Career Preparation Programme (CPP), implemented fourteen years ago, bringing opportunities to thousands of students without matric exemption. The programme is characterised by dedicated staff, a challenging resource-based approach and foundational courses addressing various forms of under preparedness. Since 1993 3 422 students gained entry into UFS degree programmes after successfully completing the CPP; since 1996 1 014 of these students obtained their degrees, 95 got their honours degrees, 18 their master’s degrees and six successfully completed their studies as medical doctors.

Prof. Wilkinson said: “I believe we have the structures and the potential to become a leading teaching-learning university and region, where excellence, expertise and scholarship are recognised, honoured and rewarded.”

 

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