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IN MEMORIAM
ROLAND GOMMEL ROESSNER
Roland Gommel Roessner
was born November 19, 1911, in Terre Haute, Indiana. He graduated
with a bachelor's degree in architecture from the University
of Miami in 1935 and received a master's degree in architecture
from the University of Cincinnati in 1942. He served during World
War II, achieving the rank of lieutenant commander in the navy's
civil engineering corps. During his tour of duty he had the opportunity
to build numerous large-scale air bases in the South Pacific,
an experience that oriented him towards construction and exceptional
architectural detail for the rest of his career.
Recruited by Hugh McMath, chairman of the Department of Architecture, which
was at that time lodged in the College of Engineering, Roessner began teaching
at The University of Texas at Austin in 1948, becoming professor of architecture
in a career that spanned over 30 years. According to Professor Martin Kermacy,
his longtime colleague and friend, Roessner's familiarity with professional
practice and real life experience made him a particularly appealing figure
to postwar students in the early 1950s, who were both mature and eager
to enter the profession. Throughout his teaching career, Roessner presented
himself to his students as a model practitioner and a dedicated studio
teacher. His early teaching coincided with the years when the so-called
Texas Rangers, the young group of radical teachers, including Colin Rowe,
Bernard Hoesli, and others, came to the School of Architecture. They emphasized
the theoretical side of architecture while Roessner pursued a more pragmatic
approach. Over time, Roessner maintained an emphasis on teaching principles
rather than style and on connecting learning with practice by involving
local practitioners in the academic reviews at the School of Architecture.
His pragmatism also prompted him to found the first Architectural Professional
Residency Program at the University. It placed students in private practice
as part of their educational experience, thus giving them an essential
link between the world of academia and the world of the profession. Beginning
with professional practices in Texas, the program expanded nationally and,
eventually, internationally.
Always known to his students, even long after graduation, as "Mr. Roessner," he
was respected as a consummate design instructor. Roessner passionately
believed in the Beaux-Arts model of architectural education, and he taught
his studios, which students eagerly anticipated, and conducted his practice
within the constructs of Beaux-Arts education and ideology. He typically
taught Fifth Year Design Studios and Undergraduate Thesis Studio; thus
students were generally able to have a close association with him only
as a studio instructor in their fifth year in the undergraduate program.
Despite the subsequent advancements in architectural education and strategies
for teaching architecture, many of Roessner's students still felt fortunate
to have had an undergraduate education based on the model of the Ūcole
des Beaux Arts.
Student projects produced in Roessner' s studio were expected
to demonstrate the same rigor, with special attention to strong
conceptual underpinnings
and technical resolution, as the projects in his professional office. Excellence
in design and technical communication were always required in his studio
and lack of performance brought failing grades. His reviews of student
projects were extremely thorough, extending from the idea, the organization,
and the clarity of the concept, on through the development of the project
down to the minute details. One valuable studio experience was that of
designing projects in school that were similar to projects on the drawing
boards in Roessner's office, then driving with him to visit those projects,
some of which were in construction and others complete, thereby learning
firsthand about the process of design and construction.
Few, if any, architect-teachers at The University of Texas at
Austin School of Architecture tied professional practice as close
to studio teaching
as Roessner. He was only one of a very few faculty practitioners achieving
significant architectural work to which students could aspire. Several
other faculty members during that time were beginning to establish small
practices with work that was meaningful in terms of intellectually-driven
design strategies, but Roessner presented the highest standards for his
practice and projects. His student and faculty colleagues always described
him as "an architect' s architect."
He perceived the academic studio not only as an extension of his architectural
practice but his architectural practice as an extension of his academic
studio. In Roessner's small private practice in Austin he typically hired
one to two of the top design students in the school who were in their last
two years of the undergraduate program. He ran his office practice like
an academic design studio and directed his studio at the school like an
architectural practice. It was indeed a privilege to be among those select
few students who were fortunate to be employed by him. The true benefit
of working in his practice, especially while simultaneously having him
as a studio instructor, was the opportunity to learn design and technical
skills from a master architect and, perhaps more importantly, to learn
valuable lessons from his expectations for high standards of ethics and
morals. Students in his employ then were placed in a hands-on learning
environment under the close scrutiny and tutelage of an internationally-recognized
designer. Lance Tatum, one of his students, worked for Mr. Roessner in
his architectural practice from his fourth year in the architectural program
until he graduated with a bachelor of architecture degree. Some years later,
Roessner urged Tatum to return to Austin to teach at the University, which
he did at Roessner's insistence. He began a teaching career at the School
of Architecture in 1977 that reflected Roessner's values.
Roessner's practice was essentially driven more by motivations
of intellectually-based design excellence in significant projects
for worthwhile clients than motivations
of profit. Most of his projects were constructed by one contractor who
demonstrated excellence in craftsmanship and attention to details and finishes.
His projects were not "trendy" or "flashy" but rather demonstrated
an understanding of well-founded lessons of architectural history, composition
of elements, and an understanding of the scale of spaces occupied by humans.
His successful architectural practice spanned from Ohio and Florida to
Texas, and his projects were premiated and published throughout the United
States and abroad. [Architectural Record, (May 1955) 117, pp. 155-186;
Architect and Building News, (February 1966) 229: 7, pp. 291-306.] Among
the most noted buildings were The Oaks Apartments, one of Austin' s most
significant examples of urban housing. The project was cited for an international
design award, but sadly demolished when the University acquired a vast
tract of land east of Memorial Stadium. The Glen Foster residence was a
distinctive town house and the Wilson residence utilized a 180 degree view
of the Colorado River. Despite the differences in scale and site, Roessner
used a similar palette of materials and similar zoning considerations for
each of these projects. He also designed numerous other projects in Austin
from the 1950s through the 1970s, including, among others, the Foster House,
the Goehrs House, and the Whittington House. He received numerous awards
for design excellence from the American Institute of Architects, and was
elected a Fellow of the professional organization in 1968.
During his time at the University, Professor Roessner served in numerous
capacities and worked on several boards and committees, including the UT
Campus Planning Board, the Athletic Council, the University Co-op Board
of Directors, the Family Center Board of Directors, the Swimming Natatorium
Planning Committee, and the Student Union Board. An avid sports fan, he
followed teams with great enthusiasm and even attended UT baseball spring
training in Florida.
Prodigiously well-rounded, Roessner also contributed to his community.
He was a board member of the Trustees of Tarrytown Methodist Church, the
West Austin Optimist Club, and the Westwood Country Club, and he was a
charter member of Tarry House Country Club. He supported various swimming
organizations and received love and appreciation from the many children
and coaches touched by his efforts.
Professor Roessner died Monday, February 26, 2001, in Austin, Texas.
<signed>
Larry R. Faulkner, President
The University of Texas at Austin
<signed>
John R. Durbin, Secretary
The General Faculty
This memorial resolution was prepared by a special committee consisting
of Professors Anthony Alofsin (chair), Martin Kermacy (emeritus), and Lance
Tatum.
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