The Gottscho-Schleisner Collection is comprised of over 29,000 images primarily of architectural subjects, including interiors and exteriors of homes, stores, offices, factories, historic buildings, and other structures. Subjects are concentrated chiefly in the northeastern United States, especially the New York City area, and Florida. Included are the homes of notable Americans, such as Raymond Loewy, and of several U.S. presidents, as well as color images of the 1939-40 New York World's Fair. Many of the photographs were commissioned by architects, designers, owners and architectural publications, and document important achievements in American 20th-century architecture and interior design.

This course uses scale models to design environments that orchestrate contrasting material properties and conventional constructional systems to create places that foster specific ways of inhabiting space. It also demonstrates how architecture differs from other forms of design. Intended for students to test aptitude for architectural design and to experience an unfamiliar mode of thought, it's conducted in a studio format, with lectures on architectural theory and history, and structured for students with no previous experience in design.
Required of Architecture majors.

The goal of this course is to investigate with students backgrounds on some of the pivotal events that have shaped our understanding and approach to architecture. Emphasis of discussion will be primarily on buildings and works of individual architects. Canonical architects, buildings and movements that have exerted significant influences on the development of architecture will be studied in detail. We will visit some of these buildings for a first-hand look and to evaluate for ourselves their significance or lack thereof. As a final project, each student will analyze a building through drawings, text, bibliography and a physical model in a format ready for documentation and exhibition.

This studio explores the notion of in-between by engaging several relationships; the relationship between intervention and perception, between representation and notation and between the fixed and the temporal. In the Exactitude in Science, Jorge Luis Borges tells the perverse tale of the one to one scale map, where the desire for precision and power leads to the escalating production of larger and more accurate maps of the territory. For Jean Baudrillard, "The territory no longer precedes the map nor survives it. …it is the map that precedes the territory... and thus, it would be the territory whose shreds are slowly rotting across the map." The map or the territory, left to ruin-shredding across the 'other', beautifully captures the tension between reality and representation. Mediating between collective desire and territorial surface, maps filter, create, frame, scale, orient, and project. A map has agency. It is not merely representational but operational, the experience and discursive potential of this process lies in the reciprocity between the representation and the real. It is in-between these specific sets of relationships that this studio positions itself.

This is a project that follows the general PBL framework that can be used to help students master the concept of intermediate geometry. It was specifically designed to help students review the fundamental theorems of geometry involving lines, segments, angles, and basic shapes; use the properties of similarity and congruence to solve problems for geometric figures; master trigonometric ratios to solve right triangle problems; compare & contrast various geometric transformations and models; learn how to do geometric proofs and construct basic geometric figures; and understand the basic concepts related to the geometry of circles. Note that the project was designed and delivered per the North Carolina Math 2 curriculum and it can be customized to meet your own specific curriculum needs and resources.

This course is a global-oriented survey of the history of architecture, from the prehistoric to the sixteenth century. It treats buildings and environments, including cities, in the context of the cultural and civilizational history. It offers an introduction to design principles and analysis. Being global, it aims to give the student perspective on the larger pushes and pulls that influence architecture and its meanings, whether these be economic, political, religious or climatic.

This studio will investigate the social, programmatic, tectonic and phenomenological performance and character of a student gathering place on the MIT campus. Whether it is simply for socializing or for more specific events, the student gathering place will serve as a refuge from the vigorous educational environment of the Institute, and it will reinforce a critical sense of "place" through the almost logical organization of its program. The place will foster a casual discovery of "being": a reflection upon the student's own existence based upon participation in group events and an intellectual attitude toward acting. To create a space that inspires, rather than imposes: such a discovery is the foremost challenge of this studio.

The purpose of this course is to cultivate an understanding of modern computing technology through an in-depth study of the interface between hardware and software. The student will study the history of modern computing technology before learning about modern computer architecture, then the recent switch from sequential processing to parallel processing. Upon completion of this course, students will be able to: identify important advances that have taken place in the history of modern computing and discuss some of the latest trends in computing industry; explain how programs written in high-level programming language, such as C or Java, can be translated into the language of the hardware; describe the interface between hardware and software and explain how software instructs hardware to accomplish desired functions; demonstrate an understanding of the process of carrying out sequential logic design; demonstrate an understanding of computer arithmetic hardware blocks and floating point representation; explain how a hardware programming language is executed on hardware and how hardware and software design affect performance; demonstrate an understanding of the factors that determine the performance of a program; demonstrate an understanding of the techniques that designers use to improve the performance of programs running on hardware; demonstrate an understanding of the importance of memory hierarchy in computer design and explain how memory design impacts overall hardware performance; demonstrate an understanding of storage and I/O devices, their performance measurement, and redundant array of inexpensive disks (more commonly referred to by the acronym RAID) technology; list the reasons for and the consequences of the recent switch from sequential processing to parallel processing in hardware manufacture and explain the basics of parallel programming. (Computer Science 301)

Amag! is the architecture magazine for children.

It is a game to cut, brake, destroy…

It is for all children from 5 to 10 years.

It is an Open Educational Resource (OER) for schools around the world.

Amag! is a building material, as well as a game, and a research tool. Children learn about architecture, playing with the pages of the magazine.

Amag! consists of articles: A4 for download, print and play. Each article is created by an author or team. All of them are specialist on architecture education for children and youth, or art professionals related to children.

The course investigates e-Learning systems from a business, policy, technical and legal perspective. The issues presented will 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. The 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 course covers principles and methods for technical System Architecture. It presents a synthetic view including: the resolution of ambiguity to identify system goals and boundaries; the creative process of mapping form to function; and the analysis of complexity and methods of decomposition and re-integration. Industrial speakers and faculty present examples from various industries. Heuristic and formal methods are presented. Restricted to SDM (System Design and Management) students.

This course introduces the history of Islamic cultures through their most vibrant material signs: the religious architecture that spans fourteen centuries and three continents — Asia, Africa, and Europe. The course presents Islamic architecture both as a historical tradition and as a cultural catalyst that influenced and was influenced by the civilizations with which it came in contact.

Students design and build a model city powered by the sun! They learn about the benefits of solar power, and how architectural and building engineers integrate photovoltaic panels into the design of buildings.

This class, required of all Master of Architecture students, presents a critical review of works, theories, and polemics in architecture in the aftermath of World War II. The aim is to present a historical understanding of the period, and to develop a meaningful framework to assess contemporary issues in architecture. Special attention will be paid to historiographic questions of how architects construe the terms of their "present."

In this seminar, students will design and perfect a digital environment to house the activities of large-scale organizations of people making bottom-up decisions, such as with citizen-government affairs, voting corporate shareholders or voting members of global non-profits and labor unions. A working Open Source prototype created last semester will be used as the starting point, featuring collaborative filtering and electronic agent technology pioneered at the Media Lab. This course focuses on development of online spaces as part of an interdependent human environment, including physical architectures, mapped work processes and social/political dimensions.
A cross-disciplinary approach will be taken; students with background in architecture, urban planning, law, cognition, business, digital media and computer science are encouraged to participate. No prior technical knowledge is necessary, though a rudimentary understanding of web page creation is helpful.

This class investigates the theory, method, and form of collage. It studies not only the historical precedents for collage and their physical attributes, but the psychology and process that plays a part in the making of them. The class was broken into three parts, changing scales and methods each time, to introduce and study the rigor by which decisions were made in relation to the collage. The class was less about the making of art than the study of the processes by which art is made.

During this course, we will be exploring basic questions of architecture through several short design exercises. Working with many different media, students will discover the interrelationship of architecture and its related disciplines, such as structures, sustainability, architectural history and the visual arts. Each problem will focus on one of these disciplines and one exploration and presentation technique.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This course will introduce students to architectural design and computation through the use of computer modeling, rendering and digital fabrication. The course focuses on teaching architectural design with CAD drawing, 3-D modeling, rendering and rapid prototyping. Students will be required to build computer models that will lead to a full package of architectural explorations with computers. Each semester we will explore the design process of a particular building type and building material.
The course also investigates a few design processes of selected architects. The course is critical of design principles and building production methods. Student assignments are graded based on the quality of design, representation and constructability. Great design input is always encouraged.

Construction & Architecture

Do you want to design, build, and maintain structures where people live, work, and play? This industry includes careers in designing, planning, managing, building, and maintaining the built environment. Careers in the architecture and construction industry involve designing and building homes, roads, and other structures. More than half of the occupations in this industry typically require a high school diploma or equivalent. However, specific designations range from less than a high school diploma and short-term on-the-job training for carpet installers to a bachelor’s degree and an internship for occupations such as architects.