Hugh Maguire & Dan Devine

Hugh Maguire and Dan Devine believe that Learning by Making (LBM) provides a deeper understanding of materials, the potential for their use and ‘how things go together’ that is difficult to fully comprehend from drawings. For Hugh and Dan LBM is the start of learning what drawings mean and how they are transferred into physical form. They describe LBM as a process of testing details, exploring the sequence construction, understanding the limitations, joints, and junctions of materials. Hugh and Dan also consider that teamwork is a key element of LBM, collaboration between individuals who are given different roles within a coordinated project team.



During their time at the University of Tasmania, Hugh and Dan were both involved in several LBM projects. They both completed the Turners Beach seat project and Turners Beach changeroom project in 1999, which saw the design and fabrication of timber seats and a unique public amenities block. In 2000, Hugh was involved in the Deloraine Primary School project, which involved a full-size fabrication of a model bridge originally designed by grade 1 and 2 students, whilst Dan was involved in the Mud Brick Dome project in Hollybank, which saw the construction of a hut from mud bricks. Dan describes he was also involved in the 2001 Les Misérables Stage Set Design and the 2001 Styx Valley Wilderness Seating project, involving the installation of timber furniture designed and fabricated by second and third-year students. In their fifth year, they both recall doing some learning by making as part of their studio unit – 1:1 sections of buildings – and potentially assisting earlier LBM projects during their fourth year.



Prior to forming Maguire Devine, Hugh and Dan worked in practices in Australian and abroad, each with varied approaches to the design process. In many practices the directors did not use CAD, drawings were hand-drawn, and production was primarily done by employees. The use of concept models was prioritised over presentation models. At Maguire Devine, model-making is an important process for exploring and communicating ideas, they believe that quick sketch models are as important as finalised presentation models. Central to their early career was the mentorship provided by senior architects. Hugh was inspired by the calm, humble approach of JAWS Architecture director, Jamieson Allom. For Dan, the expertise and support of working alongside Peter Barber was central to his experience as part of a consortium of architects in joint ventures, working on large urban projects. Dan was also inspired by Adrian Welke, founding director of Troppo Architects, particularly his approach to architecture that responds to the specific conditions of place.



Hugh and Dan attribute the LBM projects as central to the development of their professional careers as it laid the foundation for a basic understanding of the characteristics of materials and construction systems, which they believe it is a very important aspect of architecture. Engaging with LBM at university cemented Hugh and Dan’s interest in making things, and cemented an ongoing interest in learning by making as a key aspect of their practice.



Maguire Devine Architects, they consider their approach to be inclusive, with the whole team contributing to preliminary research and the development of projects. Developing an understanding of their clients and the site involves developing deep personal connections, and this involves camping onsite if they can. Hugh and Dan believe that Maguire Devine use all mediums such as models, drawings, and visualisations to look for internal design solutions and discussions.



For Hugh and Dan LBM provides the foundation for everything they do and has helped then to understand how the process of design involves working things out as you go. When faced with challenges, Hugh and Dan draw on a breadth of experience and understanding about materiality, detailing, and durability, which began through LBM projects at university. The practice of learning by making has also taught Hugh and Dan about putting things together in elegant ways and the ability to elegantly join materials.



Hugh and Dan both consider the practice of LBM to be crucial to the architectural education and encourage future students to embrace this approach. They believe that “the only way to learn is to hold and make things.” For them, LBM extends beyond model making, and involves working at a 1:1 scale to understand and experience the construction process, particularly the connection of materials. They believe that first-hand experience of LBM influences one’s expectations and appreciations of craftspeople, it highlights the importance of detail of design and understanding the practical issues of buildability. It provides an understanding of the complexity of any project, particularly the labour involved in the building process. By understanding buildability and not seeing this as a limiting factor, one can then develop details that work within this knowledge, and LBM provides a way of testing and experimenting with ideas that drawing doesn’t.