LARCH 7930/7950 , Fall 2014 Knowlton School of Architecture and Landscape Architecture Meets: M + W + F 1:505:30 and F 1:305:30 Office+Hrs: Knowlton Hall 227, appt. by request Instructor: Karen Lutsky _ [email protected]Assistant Instructor:Brett Kordenbrock _ [email protected]SHALLOW SHORES; marshes, muck, monocultures, and the saginaw bay PREMISE + PROBLEM The Saginaw Bay is a 1,143 square mile shallow bowl carved along Michigan’s Lake Huron shoreline. The bay’s flat, gradual bathymetry, which calms water movement and promotes sediment build up, has helped establish an edge condition that supports the country’s largest contiguous freshwater marsh. At 40,000 acres, this marshland, while impressive in size, is unfortunately only a third of the estimated 115,000 acres that used to exist in the Bay. Many of these acres, along with the areas surrounding the bay, were settled by heavy industry (most notably large chemical and car companies), agriculture, and development in the early 20th century. This development has proven to have highly compromised the Bay’s ecological health since testing of the waters and sediment began around fifty years ago. Along with dwindling marsh acreage, the waters and sediments of the Bay have been highly compromised through their subjection to large amounts of toxic chemicals, heavy metals and other industrial and agricultural waste. Established as one of the EPA’s largest AOC (Areas of Concern) in 1987, the Saginaw Bay and River have been the focus of many a rehabilitation efforts. Almost thirty years later, the Bay has yet to be declared environmentally ‘safe.’ While industry and development initially ate away the marshland, recent low water levels have begun to uncover new territory in the Bay. Seemingly a promising opportunity to reinstate lost marsh acreage, the new reemergent land along with the majority of the coastal marshes are now largely defined by a singular species; Phragmites australis (phragmites). This type of phragmites is a nonnative, invasive species. Attracted to highly saturated soils and able to easily establish itself in poor and/or toxic conditions, phragmites is often able
Transcript
LARCH 7930/7950 , Fall 2014 Knowlton School of Architecture and Landscape Architecture Meets: M + W + F 1:505:30 and F 1:305:30 Office+Hrs: Knowlton Hall 227, appt. by request Instructor: Karen Lutsky _ [email protected] Assistant Instructor:Brett Kordenbrock _ [email protected]
SHALLOW SHORES; marshes, muck, monocultures, and the saginaw bay PREMISE + PROBLEM The Saginaw Bay is a 1,143 square mile shallow bowl carved along Michigan’s Lake Huron shoreline. The bay’s flat, gradual bathymetry, which calms water movement and promotes sediment build up, has helped establish an edge condition that supports the country’s largest contiguous freshwater marsh. At 40,000 acres, this marshland, while impressive in size, is unfortunately only a third of the estimated 115,000 acres that used to exist in the Bay.
Many of these acres, along with the areas surrounding the bay, were settled by heavy industry (most notably large chemical and car companies), agriculture, and development in the early 20th century. This development has proven to have highly compromised the Bay’s ecological health since testing of the waters and sediment began around fifty years ago. Along with dwindling marsh acreage, the waters and sediments of the Bay have been highly compromised through their subjection to large amounts of toxic chemicals, heavy metals and other industrial and agricultural waste. Established as one of the EPA’s largest AOC (Areas of Concern) in 1987, the Saginaw Bay and River have been the focus of many a rehabilitation efforts. Almost thirty years later, the Bay has yet to be declared environmentally ‘safe.’
While industry and development initially ate away the marshland, recent low water levels have begun to uncover new territory in the Bay. Seemingly a promising opportunity to reinstate lost marsh acreage, the new reemergent land along with the majority of the coastal marshes are now largely defined by a singular species; Phragmites australis (phragmites). This type of phragmites is a nonnative, invasive species. Attracted to highly saturated soils and able to easily establish itself in poor and/or toxic conditions, phragmites is often able
LARCH 7930/7950 , Fall 2014 Knowlton School of Architecture and Landscape Architecture Meets: M + W + F 1:505:30 and F 1:305:30 Office+Hrs: Knowlton Hall 227, appt. by request Instructor: Karen Lutsky _ [email protected] Assistant Instructor:Brett Kordenbrock _ [email protected]
to thrive where other plants struggle. These tolerances along with aggressive spreading and seeding capabilities allows the plant to quickly take over the areas it settles. At times achieving a height of over 15ft tall, growing in thick dense stands, the spatial dimensions of the phragmite stands, especially within Saginaw Bay is significant. The plant has become a monoculture along the shores of the Bay and for the last seven years, the DNR along with other local organizations, have tested a number of phragmites management and eradication techniques with minimal success.
Understanding the coastal edge as one of the most acute points of interaction between people and the water and a direct reflection of our society’s priorities within the Great Lakes, we as designers are in a wonderful position to renegotiate this coastal monoculture. The investigations in this studio will examine and attempt to reconsider both the formal and programmatic potential of this coastal edge and work to establish designs that embrace the Bay’s dynamic qualities, tackle the issue of phragmites in the region, and enhance the environmental health, utility and experience of the Bay’s shoreline. While the studio will focus on the shorelines of Saginaw Bay, the issues we will be working with are understood to be of regional importance and found in abundance throughout the Great Lakes region.
PROJECTS Edge Inventory: The first project of the studio will be a cohesive inventory and investigation along the entire shoreline of the Saginaw Bay focusing on land/landuse typologies and water level change through plan and section. Research: In small groups, the class will compile a collection of graphic research on the historical and current ecological, social, and economic context of the Saginaw Bay.
Monoculture: The class will create a comprehensive catalogue of Phragmites australis documenting the plant’s form, history, spread, uses, territory, eradication methods, etc..
Main Studio Project: Students will work in teams to establish progressive design strategies that engage the issue of phragmites and phragmites ‘research’, respond to the immediate problems of limited water access along the shore, and address the region’s greater issues of social, economic, and/or ecological health be it through improving biodiversity, water quality, experiential quality, recreation opportunities, waste management, etc. Successful designs will respond to site specific context while understanding that a thoughtful redefinition of these sites and their program could begin to set a regional standard for ecologically, socially, and economically nurturing designs for coastal sites. COURSE OBJECTIVES
To advance understanding of the spatial and functional landscape relationships expressed and influenced at the interface between land and water as found in the Saginaw Bay
To establish significant understanding of the formal, social, and ecological influences on the Great Lake’s coastal landscape and current management techniques
To advance students’ abilities to read and investigate site context, negotiate issues of design concept, appropriate site scale, and design for ephemeral conditions.
To explore new methods of representation and modeling of dynamic landscape systems and processes
LARCH 7930/7950 , Fall 2014 Knowlton School of Architecture and Landscape Architecture Meets: M + W + F 1:505:30 and F 1:305:30 Office+Hrs: Knowlton Hall 227, appt. by request Instructor: Karen Lutsky _ [email protected] Assistant Instructor:Brett Kordenbrock _ [email protected]
To enhance cohesion and clarity in articulation and communication of design concepts and ideas
To engage and enhance utilization of the studio design process – working quickly – without fear – with colleagues – and making fantastic mistakes and discoveries
To learn how to ask great questions and how to seek/analyze/utilize answers READINGS + RESOURCES Exposure to writings, projects, and legitimate research is crucial to the understanding our site’s context and design potential. Over the course of the semester readings and links will be posted online or shared in class. Students will be required to read the posted readings and be able to engage the material in their projects and discuss the readings during studio. Students are strongly encouraged to add or send relevant readings, research, and links to the instructors and other students. When work is added online, the class will be notified via email or in class. Basic Saginaw Bay Research Links:
• Saginaw Bay Watershed Information Network: http://www.saginawbaywin.org/info_on_watershed/ • EPA_Saginaw Bay: http://epa.gov/greatlakes/aoc/saginawriver/index.html
• Saginaw Bay Resource: http://www.saginawbayrcd.org/projects_rcd.php
Great Lakes Research Links: • EPA_Great Lakes Atlas: http://www.epa.gov/greatlakes/atlas/index.html • U.S. EPA and Canada Binational website on the Great Lakes: http://binational.net/home_e.html • USGS Earth Explorer: http://earthexplorer.usgs.gov/ • Army Corp of Engineers Great Lakes Oblique Imagery: http://greatlakes.usace.army.mil/ • NOAA Great Lakes Water Level Dashboard: http://www.glerl.noaa.gov/data/dashboard/GLD.html
Phragmites Research Links: • ***GLRI Phragmites USGS: http://cida.usgs.gov/glri/phragmites/ • Phragmites Group: http://phragmites.crad.ulaval.ca/en/ • Great Lakes Phragmites Collaborative: http://greatlakesphragmites.net/ • Wisconsin Wetlands Association: http://www.wisconsinwetlands.org/phragmites.htm#invasion • Michigan State University: http://mnfi.anr.msu.edu/phragmites/vectors.cfm
Graphic Design Readings (suggested)
• Lupton, Ellen, Phillips, Jennifer. Graphic Design: the New Basics. Princeton, New Jersey.Princeton Architectural Press. 2008.
• Lupton, Ellen. Graphic Design Thinking: Beyond Brainstorming. Baltimore: Maryland Institute College of Art, 2011.
Theory and Other Readings (suggested) • Calvino, Italo. Mr. Palomar. San Diego: Harcourt Brace Jovanovich, 1985. • Corner, James. Recovering Landscape: Essays in Contemporary Landscape
Architecture. New York: Princeton Architectural Press, 1999.
LARCH 7930/7950 , Fall 2014 Knowlton School of Architecture and Landscape Architecture Meets: M + W + F 1:505:30 and F 1:305:30 Office+Hrs: Knowlton Hall 227, appt. by request Instructor: Karen Lutsky _ [email protected] Assistant Instructor:Brett Kordenbrock _ [email protected]
• Mathur, Anu and da Cunha, Dilip. Soak; Mumbai in an estuary. New Delhi.Rupa and Co. 2009. • McHarg, Ian. Design with Nature. Garden City, New York. Double/Natural History Press. 1969. • Del Tredici, Peter. Wild Urban Plants of the Northeast. Ithaca, NY. Comstock Publishing. 2010
DEADLINES + PRESENTATIONS Students are expected to meet given deadlines and work is required to be submitted regardless of completeness. We work in a subjective and iterative field and this constant reworking means every project could use more time. Deadlines are crucial to the studio design process as they allow us to continue moving forward. Time management is part of the design process and should be understood as a crucial skill of any designer. Should a student suspect that they will not be able to meet a deadline for a specific reason the professor must be notified ASAP and acceptance of the reason given will up to the discretion of the professor. Projects turned in late without established acceptance of the professor will incur a onehalf letter grade deduction per day. Presentations will range from informal desk crits to formal reviews. Midreview and final review presentations will consist of both a digital presentation and full size printed presentation boards. All students are required to be present for the entirety of all formal reviews sessions. ATTENDANCE + EVALUATION Students are expected to be present and participating in studio work during the scheduled studio time. Even though a student may not always be directly interacting with the instructor during the full studio time period, the time spent in the studio is seen as crucial to the development of each individual’s design process as it allows for students to have the opportunity to gain experience through exposure to and engagement with their fellow colleagues’ ideas, processes and methodologies. Advance notification via email or phone call (recorded message) must be given ASAP to the instructor in the event that the student will not be present at studio. Students will be evaluated on the quality of their work, process, and presentation for each of projects. Let it be noted that ‘process’ includes a student’s ability and willingness to engage their instructors and colleagues in their design process. The following values reflect the weight to be used in the student’s final grade:
Inventory Project...……………………..……. 200 Site Research………………………………… 150 Phragmites Project……………………..……. 150 Studio Project……………………………..….. 400 Participation/Attendance/Inclass work.…… 100 __________________________________________ Total Course Value 1000
LARCH 7930/7950 , Fall 2014 Knowlton School of Architecture and Landscape Architecture Meets: M + W + F 1:505:30 and F 1:305:30 Office+Hrs: Knowlton Hall 227, appt. by request Instructor: Karen Lutsky _ [email protected] Assistant Instructor:Brett Kordenbrock _ [email protected]
GRADING
A consistently excellent and inspiring work in all areas, exceptional achievement in both content and execution
A/B+ high quality, inspired work, both in content and execution B strong quality, competent work in both content and execution B/C+ marginal but complete work and decent effort C work is completed but extremely basic, acceptable effort C/D extremely poor work, key elements missed, poor effort F class needs to be retaken as no growth in knowledge or skill was
demonstrated
COST This studio is not currently funded and students will be expected to fund the travel for the field trip and materials necessary for the design process. Printing of multiple full size boards throughout the design process and for reviews should be expected. All attempts will be made to keep the costs of the field trip to a minimum. If cost becomes a hindrance for studio participation for any student they should notify the professor ASAP, as funding assistance may be available. POLICIES This course requires students to be familiar with and uphold OSU’s policies as found below. Any questions about these policies should be brought to the attention of the professor. Students are required to adhere to all codes and academic policies of The Ohio State University and the Knowlton School of Architecture. In particular, plagiarism (the use of the ideas, words or works of intellectual content of another person as if they are oneís own or without crediting the source) is strictly forbidden. The Student Code of Conduct (http://studentaffairs.osu.edu/resource_csc.asp) defines academic misconduct as: any activity that tends to compromise the academic integrity of the university, or subvert the educational process. All students are required to review the code and understand the implications of a code violation. If there is any suspicion of academic misconduct, the faculty member/instructor will report the alleged violation to the section head and the Committee on Academic Misconduct (http://oaa.osu.edu/coam/home.html) for investigation and any further action. Other misconduct includes damage to, alteration of or other improper use of university equipment and property. The facilities of Knowlton Hall are for your use, but they are also for the use of students who come after you. Please take appropriate care in your use of the facilities. Since Knowlton Hall is a 24/7 facility for our students and faculty, it is imperative that all safety procedures be followed. With regard to maintaining secured access after normal business hours, do not prop doors open. Maintain and secure your personal items in lockable storage or by other approved means. Work and study in a responsible manner so as not to create or provide potential fire/safety hazards in the building or its environs. If you observe such conditions, please report them to the building coordinator or the Directorís Office. Attention is called to the Universityís Sexual Harassment Policy 1.15 (https://hr.osu.edu/policy/ policy115.pdf). Prompt action will be taken to report and correct any problems should they occur. If a student feels they have
LARCH 7930/7950 , Fall 2014 Knowlton School of Architecture and Landscape Architecture Meets: M + W + F 1:505:30 and F 1:305:30 Office+Hrs: Knowlton Hall 227, appt. by request Instructor: Karen Lutsky _ [email protected] Assistant Instructor:Brett Kordenbrock _ [email protected]
been the subject of harassment, or if others observe such harassment, it should be reported immediately to the faculty member in charge, section head or director of the school. STUDENT RESOURCES If you need an accommodation related to a disability, you should contact the Office for Disability Services or the ADA Coordinatorís Office for assistance in verifying the need for accommodations and developing accommodation strategies. Your needs and potential accommodations will be considered relative to the course format. If you have not previously contacted the Office for Disability Services, you are encouraged to do so. ADA Coordinators Office: http://ada.osu.edu Office for Disability Services: http://www.ods.ohiostate.edu/ (614) 2923307 | Fax: (614) 2924190 | TDD: (614) 2920901 Other resources for students can be found at: http://studentaffairs.osu.edu STUDIO SCHEDULE (expect changes)
Wk 01 W August 27 course introduction/semester goals/coastal inventory project
F August 29 desk crits _ coastal inventory project Wk 02 M September 1 LABOR DAY (no class)
W September 3 desk crits _ coastal inventory project F September 5 coastal inventory pinup
Wk 03 M September 8 desk crits _ coastal inventory project
W September 10 COASTAL INVENTORY pinup/research project intro F September 12 desk crits _ research (Karen gone)
Wk 04 M September 15 desk crits _ research
W September 17 desk crits _ research F September 19 desk crits _ research
Wk 05 M September 22 RESEARCH pinup/phragmites intro
W September 24 desk crits _ phragmites project F September 26 desk crits _ phragmites project/final project introduction
Wk 06 M September 29,30 FIELD TRIP
W October 1 desk crits_ updated coastal inventory F October 3 Fall Reading Day (NO CLASS)
Wk 07 M October 6 RESEARCH/COASTAL INVENTORY/PHRAGMITES
LARCH 7930/7950 , Fall 2014 Knowlton School of Architecture and Landscape Architecture Meets: M + W + F 1:505:30 and F 1:305:30 Office+Hrs: Knowlton Hall 227, appt. by request Instructor: Karen Lutsky _ [email protected] Assistant Instructor:Brett Kordenbrock _ [email protected]
F October 10 desk crits _ final project Wk 08 M October 13 desk crits _ final project
W October 15 desk crits _ final project F October 17 desk crits _ pinup
Wk 09 M October 20 desk crits _ final project
W October 22 desk crits _ final project F October 24 desk crits _ final project
Wk 10 M October 27 desk crits _ final project
W October 29 desk crits _ final project F October 31 MIDREVIEW for final project/
FINAL REVIEW for coastal inventory Wk 11 M November 3 desk crits _ final project
W November 5 Karen gone for symposium F November 7 desk crits _ final project
Wk 12 M November 10 desk crits _ pinup
W November 12 desk crits _ final project F November 14 desk crits _ final project
Wk 13 M November 17 desk crits _ final project
W November 19 desk crits _ final project F November 21 desk crits _ final project
Wk 14 M November 24 MOCK FINAL REVIEW
W November 26 THANKSGIVING WEEK (no class) F November 27 THANKSGIVING WEEK (no class)
Wk 15 M December 1 desk crits _ final project
W December 3 FINAL REVIEW F December 5 studio work documentation due
