In this course the student will study the architecture of Ancient Rome beginning with its origins in the eighth century BC and continuing through the fourth century AD with the move of the Roman capital to Constantinople. The course will familiarize you with the major building methods and styles used in Roman architecture as well as interior decoration. Upon successful completion of this course, students will be able to: demonstrate an understanding of the general arc of the history of ancient Rome; identify the major historical events in ancient Roman history and the emperors who presided during these events; demonstrate an understanding of the vital role that imagery, especially architecture, played in Rome's political and cultural world; identify the origins of various styles that the Romans borrowed and explain how they were re-purposed; identify the major stylistic developments from Rome's origins to its demise; identify the styles that were popular under the rule of different emperors, and explain how those styles relate to a political ideology; discuss the different building techniques used by the Romans and explain how the development of new techniques changed the appearance of Roman architecture; demonstrate an understanding of the different provinces of the Roman Empire and the ways in which regional differences are apparent in architecture; identify specific monuments and be able to provide basic identifying information: title, date, location, architects (if known), patron; explain the importance of Roman architecture in shaping the architecture of later Western civilizations. (Art History 409)

This course is an introduction to the great buildings and engineering marvels of Rome and its empire, with an emphasis on urban planning and individual monuments and their decoration, including mural painting. While architectural developments in Rome, Pompeii, and Central Italy are highlighted, the course also provides a survey of sites and structures in what are now North Italy, Sicily, France, Spain, Germany, Greece, Turkey, Croatia, Jordan, Lebanon, Libya, and North Africa. The lectures are illustrated with over 1,500 images, many from Professor Kleiner's personal collection.

This art history video discussion looks at Saint Peter's Basilica and the numerous architects (see below) who contributed to Saint Peter's Basilica (Basilica Sancti Petri in Latin), begun 1506 completed 1626, Vatican City. Architectural contributors include: Donato Bramante who's design won Julius II's competition; Antonio da Sangallo, a student of Bramante, designed the Pauline Chapel; Fra Giocondo strengthened the foundation; Raphael worked with Fra Giocondo, his redesigned building plan was not executed; Michelangelo designed the dome, crossing, and exterior excluding the nave and facade; Giacomo della Porta, designed the cupola; Carlo Maderno, extended Michelangelo's plan adding a nave and grand facade; Gian Lorenzo Bernini added the piazza, the Cathedra Petri, and the Baldacchino.

This art history video discussion looks at Basilica of Santa Maria Maggiore, Rome, 5th century A.D.

This art history video discussion looks at the Basilica of Santa Sabina, Rome, c. 432.

This wiki page documents the activities, articles, links, and resources used, as well as the teacher created Open Educational Resources (OER) during the SLANT Institute.On July 19-23, 2010 San Francisco Unified School District (SFUSD), in collaboration with the California Academy of Sciences, the de Young Museum, 826 Valencia, KQED, ISKME, and the Exploratorium launched the Science, Literacy, Arts iNtegration in the Twenty-first century (SLANT) Summer Institute for Pre-k through 8th Grade Teachers to explore and investigate science and art integration. Participants received resources to use in the classroom and on field trips as they plan lessons with grade level colleagues.

General study of modern architecture as a response to important technological, cultural, environmental, aesthetic, and theoretical challenges after the European Enlightenment. Focus on the theoretical, historiographic, and design approaches to architectural problems encountered in the age of industrial and post-industrial expansion across the globe, with specific attention to the dominance of European modernism in setting the agenda for the discourse of a global modernity at large. Explores modern architectural history through thematic exposition rather than as simple chronological succession of ideas.

Students are introduced to brainstorming and the design process in problem solving as it relates to engineering. They perform an activity to develop and understand problem solving with an emphasis on learning from history. Using only paper, straws, tape and paper clips, they create structures that can support the weight of at least one textbook. In their first attempt to build the structures, they build whatever comes to mind. For the second trial, they examine examples of successful buildings from history and then try again.

Explores photography as a disciplined way of seeing, investigating landscapes, and expressing ideas. Readings, observations, and photographs form the basis of discussions on landscape, light, detail, place, poetics, and ways of seeing, among other issues. A rudimentary understanding of photography and access to a camera required.

This course explores how social theories of urban life can be related to the city's architecture and spaces. It is grounded in classic or foundational writings about the city addressing such topics as the public realm and public space, impersonality, crowds and density, surveillance and civility, imprinting time on space, spatial justice, and the segregation of difference. The aim of the course is to generate new ideas about the city by connecting the social and the physical, using Boston as a visual laboratory. Students are required to present a term paper mediating what is read with what has been observed.

This workshop explores how designers might become as sensitive to space as they are to objects. Through a number of projects and precedent studies, architectural design is studied in relation to the Space Between. The design process is studied in reverse, considering space first and objects second. This is not to imply that objects are not important, but rather that space is equally important.

" This class focuses on representation tools used by architects during the design process and attempts to discuss the relationship they develop with the object of design. Representation plays a key role in architectural design, not only as a medium of conveying and narrating a determined meaning or a preconceived idea, but also as a code of creating new meaning, while the medium seeks to establish a relationship with itself. In this sense, mediums of representation, as external parameters to the design process, are not neutral tools of translating an idea into its concrete form. They are neither authentic means of creativity, nor vapid carriers of an idea. Therefore, an important aspect in issues of meaning is how the architect manipulates the play of translating a concept to its concrete version, through the use of a medium of representation. The course is a continuation of the equivalent course taught in the fall semester and specifically focuses on digital media. The course is intended to establish a reciprocal relationship with the design studio, feeding from and contributing to its content."

The course will investigate e-Learning systems from a business, policy, technical and legal perspective. The issues presented shall be tackled by discussion of the design and structure of the various example systems. The connection between information architectures and the physical workplace of the users will also be examined. There course will be comprised of readings, discussions, guest speakers and group design sessions. Laboratory sessions will be focused on implementation tools and opportunities to create one's own working prototypes. Students will learn to describe information architectures using the Unified Modeling Language (used to specify, design and structure web applications) and XML (to designate meaningful content).

This landscape and environmental planning workshop investigates and propose a framework for the enhancement, development and preservation of the natural and cultural landscape of the Cardener River Corridor in Catalunya Spain. The workshop is carried out in conjunction with the Polytechnic University of Catalunya, and the Barcelona Provincial Council (DiputaciĚ_ de Barcelona).

Welcome to the St. Louis Virtual City Project. This Regional History Project utilizes interactive web technologies to explore the history of the City of St. Louis and the St. Louis region. To help you explore St. Louis you will first need to be sure that your computer is equipped with the browser plug-in Cortona. It can be downloaded for free from Parallel Graphics (just follow the on screen directions). The website is best viewed in the most recent version of Internet Explorer browser and at screen resolution 1024 x 768. To begin your tour of St. Louis, simply choose a year by clicking the timeline menu bar on the left side of the main page (currently 1850 and 1950 are active). As you enter your selected decade, a three-dimensional model of downtown St. Louis will appear on the left side of your screen (if it does not appear, use the link above to download Cortona). By clicking on the various buildings, people and objects in the landscape, you will be able to access information about their history, which will appear on the right side of your screen. You can use your mouse or the arrow keys to help you move through the Virtual City. The website is organized into districts. Each district contains a district home page; building pages containing addresses, construction and demolition dates, as well as information about the buildings importance in that decade; people pages for important public figures in the decade; and event pages detailing events in each building during the decade. Each event page is also linked to a perspectives page which lists primary documents from the time period. Chart a path of inquiry across space and time to discover how St. Louisans made history by reconstructing the city the around them.

Introduction to "State of Scholarly Publishing in the History of Art and Architecture", Section IV "Survey of Art and Architectural History Editors: Key Findings".

Introduction to "State of Scholarly Publishing in the History of Art and Architecture", Section V "Conversations with Editors and Others Invested in Art History Publishing ? Key Findings".

The on-line game aims at teaching children how to build safer villages and cities against disasters. Children will learn playing how the location and the construction materials of houses can make a difference when disasters strike and how early warning systems, evacuation plans and education can save lives. Children are the future architects, mayors, doctors, and parents of the world of tomorrow, if they know what to do to reduce the impact of disasters, they will create a safer world. Each scenario takes between 10 and 20 minutes to play, depending on the disaster you are trying to prevent and your skill level. There are five scenarios to play, and each can be played on easy, medium or hard difficulty levels. The core audience is 9-16 year old children, but anyone can play and enjoy the game, and everyone will learn more about preventing disasters. This is a single player game, but groups of children in a classroom environment can play collaboratively and discuss the best course of action to take. Additional learning material for students and teachers is available in the ‘Information’ section of this web site.

The transition from high school and home to college and a new living environment can be a fascinating and interesting time, made all the more challenging and interesting by being at MIT. More than recording the first semester through a series of snapshots, this freshman seminar will attempt to teach photography as a method of seeing and a tool for better understanding new surroundings. Over the course of the semester, students will develop a body of work through a series of assignments, and then attempt to describe the conditions and emotions of their new environment in a cohesive final presentation.