This is a seminar course that explores the history of selected features of the physical environment of urban America. Among the features considered are parks, cemeteries, tenements, suburbs, zoos, skyscrapers, department stores, supermarkets, and amusement parks. The course gives students experience in working with primary documentation sources through its selection of readings and class discussions. Students then have the opportunity to apply this experience by researching their own historical questions and writing a term paper.
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This is the second undergraduate architecture design studio, which introduces design logic and skills that enable design thinking, representation, and development. Through the lens of nano-scale machines, technologies, and phenomena, students are asked to explore techniques for describing form, space, and architecture. Exercises encourage various connotations of the "machine" and challenge students to translate conceptual strategies into more integrated design propositions through both digital and analog means.
Cairo still shines as a major cultural, political, and economic center in its three spheres of influence: the Arab world, Africa, and the Islamic world. This course narrates the history of the city from the initial settlement on the site (640s) to the present, reviews its urban and architectural developments, and connects them to their Islamic and Mediterranean architectural and cultural contexts.
This subject focuses on the objects, history, context, and critical discussion surrounding art since World War II. Because of the burgeoning increase in art production, the course is necessarily selective. We will trace major developments and movements in art up to the present, primarily from the US; but we will also be looking at art from Europe, Asia, Africa, Latin America, and the Middle East, as well as art "on the margins" -- art that has been overlooked by the mainstream critical press, but may have a broad cultural base in its own community. We will ask what function art serves in its various cultures of origin, and why art has been such a lightning rod for political issues around the world.
This course explores the physical, ecological, technological, political, economic, and cultural implications of big plans and mega-urban landscapes in a global context. It uses local and international case studies to understand the process of making major changes to urban landscape and city fabric, and to regional landscape systems. It includes lectures by leading practitioners. The assignments consider planning and design strategies across multiple scales and time frames.
The course Bio-Inspired Design gives an overview of non-conventional mechanical approaches in nature and shows how this knowledge can lead to more creativity in mechanical design and to better (simpler, smaller, more robust) solutions than with conventional technology. The course discusses a large number of biological organisms with smart constructions, unusual mechanisms or clever sensing and processing methods and presents a number of technical examples and designs of bio-inspired instruments and machines.
This course addresses advanced topics in structures, exterior envelopes and contemporary production technologies. It continues the exploration of structural elements and systems; expanding to include more complex determinant, indeterminate, long-span and high-rise systems. Some of the topics covered include reinforced concrete, steel and engineered wood design, and an introduction to tensile systems. The contemporary exterior envelope is discussed with an emphasis on the classification of systems, their performance attributes and advanced manufacturing technologies.
This class is intended to introduce students to understandings of the city generated from both social science literature and the field of urban design. The first part of the course examines literature on the history and theory of the city. Among other factors, it pays special attention to the larger territorial settings in which cities emerged and developed (ranging from the global to the national to the regional context) and how these affected the nature, character, and functioning of cities and the lives of their inhabitants. The remaining weeks focus more explicitly on the theory and practice of design visions for the city, the latter in both utopian and realized form. One of our aims will be to assess the conditions under which a variety of design visions were conceived, and to assess them in terms of the varying patterns of territorial "nestedness" (local, regional, national, imperial, and global) examined in the first part of the course. Another will be to encourage students to think about the future prospects of cities (in terms of territorial context or other political functions and social aims) and to offer design visions that might reflect these new dynamics.
This course explores natural and electric lighting that integrates occupant comfort, energy efficiency and daylight availability in an architectural context. Students are asked to evaluate daylighting in real space and simulations, and also high dynamic range photography and physical model building.
This course is an intensive introduction to architectural design tools and process, and is taught through a series of short exercises. The conceptual basis of each exercise is in the interrogation of the geometric principles that lie at the core of each skill. Skills covered in this course range from techniques of hand drafting, to generation of 3D computer models, physical model-building, sketching, and diagramming. Weekly lectures and pin-ups address the conventions associated with modes of architectural representation and their capacity to convey ideas. This course is tailored and offered only to first-year M.Arch students.
This seminar examines efforts in developing and advanced nations and regions to create, finance, and regulate infrastructure and energy technologies from a variety of methodological and disciplinary perspectives. It is conducted with intensive in-class discussions and debates.
This text was designed for use in the human osteology laboratory classroom. Bones are described to aid in identification of skeletonized remains in either an archaeological or forensic anthropology setting. Basic techniques for siding, aging, sexing, and stature estimation are described. Both images of bone and drawings are included which may be used for study purposes outside of the classroom. The text represents work that has been developed over more than 30 years by its various authors and is meant to present students with the basic analytical tools for the study of human osteology.
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.
Runway extension, construction of works in protected areas, subsidizing sustainable projects... they all happen within a design space, limited amongst others by legal rules and requirements. To make optimal use of the design space, you have to know about these rules and requirements. When does a contract have to be tendered out, what rules are then applicable, what can be subsidized and what are the restrictions, how to comply with air quality requirements and can a frog really block a project? What alternative designs can be given in order to avoid legal problems? These and other problems will be addressed in this course.
This page contains a discussion of ogive curves, logistic regression curves, and architecture. Nice photographs of architectural applications are included. The classic Birthday Problems is included as an example of an ogive curve.
Explores policy and planning for sustainable development. Critically examines concept of sustainability as a process of social, organizational, and political development drawing on cases from the US and Europe. Explores pathways to sustainability through debates on ecological modernization; sustainable technology development, international and intergenerational fairness, and democratic governance. Third subject in the Environmental Policy and Planning sequence.
This course provides students with the opportunity to develop a map of contemporary architectural practice and discourse. The seminar examines six themes in terms of their recent history: city and global economy, urban plan and map of operations, program and performance, drawing and scripting, image and surface, and utopia and projection. Students will study buildings and read relevant texts in order to place recent architectural projects in disciplinary and cultural context.
In this space planning module we are going to explore taking our open learning environments to the next step beyond technology, to a richer higher level of mindfulness. It is a step away from the ledge that is catapulting students into robotic mindlessness and a lack of cognitive control. In our eagerness to connect students with technology we forget the human side of learning. Our brains function with either a perception-action, bottom-up learning cycle or a more advanced top-down goal, attention setting process. “The perception-action cycle is fed by sensory inputs from the environment—sights, sounds, smells, and tactile sensations, whose signals enter the brain via an expansive web or specialized nerves.” (21 Gazzaley) There has always been a role for our senses to play not only in learning but in survival. Enriching the sensory environment should be a goal in space design. But our ability to control the perception-action cycle or pause it is critical. “During this pause, highly evolved neural processes that underlie our goal-setting abilities come into play, the executive functions. These abilities of evaluation, decision making, organization, and planning disrupt the automaticity of the cycle and influence both perception and actions via associations, reflections, expectations and emotional weighting. This synthesis is the true pinnacle of the human mind, the creation of high level goals.” (23 Gazzaley) Creating a space for students to use all their sensory perceptions should be filled with energy. They are the spaces we have been designing in recent course modules. Now we should ask does that environment also encourage a pause; allow the individual to focus, be mindful of themselves, and learn cognitive control?We will start by looking at the scope of information and environmental overload,” the clutter”, we have dropped learners into in our schools. When technology came into libraries very little was taken out. As technology has expanded expeditiously, libraries hesitate to remove aging equipment or under used print resources allowing the environment to become dense, difficult to navigate, simply cluttered. Excessive clutter impends cognitive control and our ability to focus on finishing a goal. Before you can see the potential of a new library space we have to de-clutter, remove what is not contributing to student learning every day, and open the space to possibilities. The environment can be a partner in learning, but first obsolete elements, not contributing to K-12 learners, need to be removed. In Adam Gazzaley and Larry Rosen’s research driven book, The Distracted Mind, they explore neutral processing and how easily young minds become addicted to distractions, especially when using digital devices while rapidly scanning through text, graphics, images and auditory sounds. …three out of four K-12 teachers asserted that student use of entertainment media (including communication tools such as social media) has hurt students’ attention spans a lot or somewhat, 87 percent of teachers reported that the use of technologies is creating “an easily distracted generation with short attention spans” and 64 percent felt that “digital media do more to distract students than to help them academically”. (145, Gazzaley, Rosen) The question now becomes: Have we introduced technology too pervasively without understanding its neurological side effects to developing minds? Are our learning environments become a noisy distraction and if so how do we create more balance? We will look at design elements that can be added into the environment to shift attention back to sensory awareness and reflection. The inclusion of sensory design elements, like nature can add richness and focus to learning. Contemporary learning environments should support active, collaborative learning but also invite quiet, reflection. A “whole person” is coming into our schools and our learning spaces need to support that “wholeness.” The next evolution of educational space planning, specially libraries, should focus on linking the physical, neurological and emotional well being of the learner. We have designed educational spaces for pedagogy, for efficiency, for all the traditional educational tools and for all the new digital tools. Now it is time to focus on the whole user and our need to encourage innovative thinkers through matching innovative environments. Ellen J. Langer”s argues that “behavior depends on context.” If we want students to be creative, innovative thinkers we should pay more attention to the “context” through which they are learning. This includes the tools and the pedagogy of their learning but also the environment. We will explore Langer's concept of “sideways learning” which includes openness to novelty, alertness to distinction, sensitivity to different contexts, implicit, if not explicit, awareness of multiple perspectives and orientation in the present. Being mindful of the present, moving beyond the comfortable categories of our past and what those two concepts mean for space planning.