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The School of Architecture Spring 2013 1 Page Course Descriptions
The School of Architecture
Spring 2013
1 Page Course Descriptions
INTRO HONORS SEMINAR Emily Makaš SP 2013 • UNCC COA+A • AAHP 2600
TIME + DAY Tuesdays, 2:00 -‐ 4:30 pm (location TBA) PREREQS Admission to the Arts and Architecture Honors Program PREMISE This course has four main objectives:
- to better understand oneself and one’s personal artistic vision and goals; - to improve one’s abilities to evaluate, analyze, and criticize various visual and
performing art forms both verbally and in writing; - to promote understanding of interdisciplinary interconnections among the arts and
creative leadership within the community; and - to provide a formal introduction and institutional presence for the Arts and
Architecture Program for incoming students. CONTENT The course will explore the visual, building, and performing arts disciplines of the five
units in the College of Arts + Architecture. For each discipline, students will read and discuss artist statements and secondary texts, listen to a guest speaker, attend a related performance or exhibition with the class, write responses in journals, and discuss all this material in class.
In parallel with our exploration of the CoA+A’s artistic disciplines and their
interconnections, students will also focus on developing their own voice and role as an artist and how they fit within their disciplines discourse and how they may connect their professional goals to other arts, the community, and leadership.
The class will not meet every single week, but will involve at least five field trips outside
of the regular class time (to the performances, museums, tours, etc.). These will mostly fall on Thursday evenings and Saturday mornings. Participation is mandatory, though we will try to work around legitimate academic conflicts.
ASSESSMENT Students will be graded based on the following criteria
- participation in class discussions and activities; - participation in tours, events, and other activities; - thoroughness and quality of course journal; and - criticality and quality of artist’s statement .
READINGS Required readings will be distributed to the students as pdf documents.
SPRING 2013
Maison a Bordeaux, OMA
diagram by Courtney Hathaway
Design Studio 2 ARCH1102 – 5 credit hours Balmer/Campbell/Robinson/Swisher Prerequisite(s): Design Studio 1 (ARCH1101), Architectural Seminar (ARCH1601) Corequisite(s): Architectural Seminar (ARCH1602) Description of Course Goals, Methods, and Evaluation: Architecture Design Studio 2 continues the architectural design sequence by expanding the knowledge and skills in architectural processes, methods, principles, and issues that affect the built environment. Design is presented as a discipline involving conceptual analysis, interpretation, synthesis and transformation of the physical environment. The objectives of this course are to build upon the skills and insights generated during the previous semester, and to further develop an understanding of design as a creative, iterative process. Students will examine preconceptions and how ideas are generators of architectural form while building an awareness of more complex issues specific to architecture and its design. Emphasis will be placed on understanding architectural form, space, design process, ideas, and representation. Students will also develop their ability to analyze and synthesize basic visual design principles and develop a keen sense of visual literacy. All of these objectives are enriched though explorations and creativity, a strong work ethic, and high expectations for mental and physical craft. Design themes continue and extend content introduced in ARCH1101. However, students are held responsible for an increasing level of complexity and depth in the following areas:
ARCH1101 (1st semester) ARCH1102 (2nd semester) form + composition >>> form + space + architectonics problem solving >>> design process design vocabulary >>> design language + terminology site >>> place analysis >>> precedent study + research + analysis presentation >>> representation craft >>> making
Required Texts: Simon Unwin, Form, Analysing Architecture, 3rd Edition (New York: Routledge, 2009). Donlyn Lyndon and Charles W. Moore, Chambers for a Memory Palace (Cambridge, MA: MIT, 1994).
This semester reinforces and extends the lessons of site, program, and tectonics introduced in ARCH 2101. In ARCH 2102, students examine these issues in an urban context. The city motivates the exploration of a new set of contextual, programmatic, and structural challenges. In addition, the overlapping of different scales in the city is a condition that underlies much of the design inquiry. As in ARCH 2101, an independent and self-critical design process allows students to develop a better understanding of the criteria for meaningful and appropriate architecture. Process is as important as product.
Many of the primary design themes from ARCH 2101 are again critical to this course: spatial hierarchy, program organization, circulation, tectonics, structure, enclosure, and materiality. We will once again explore how these qualities interact with and complement each other (for example, complementary relationships between a spatial hierarchy, a structural system, and a tectonic detail). Architecture, in other words, is not sculpture to behold from a distance, but rather a sophisticated, systematic, and strategic composition of form, movement, and construction.
A new design theme is the corner, which is a profound architectural condition that operates at many scales: tectonic detail, spatial hierarchy, and site context. The urban context and our field trip to New York and New Haven enable us to analyze an array of corner conditions. The urban context also encourages us to explore vertical section and vertical movement in ways that were impossible during previous semesters. Finally, the city expands our understanding of context to include new issues of scale, approach, entry/threshold, and social fabric.
Again, the primary graphic theme of the studio is the interaction between analog and digital methods. The goal is not only to gain marketable job skills, but also (and primarily) to learn how to learn. Students will interrogate new analog and digital processes, so as to increase their ability to adapt to new tools. Strategies for presentations, as well as the complementary nature of different media, contribute to a broad dialogue on graphic communication. In addition, the studio promotes diagramming as a primary mode of communication. Precedent analysis is a primary vehicle of both design and graphic themes.
Architectural issues will be explored through the development, execution, and presentation of architectural designs and analyses. The first half of the semester includes 6 modules that explore a series of design and graphic objectives through different perspectives and methods. The second half of the semester involves a field trip to New York and a design project that synthesizes the course objectives. Like ARCH 2101, this course challenges you to translate first year ideals into “real” architecture. As such, we will focus on:
• AcontinuedinquiryintoForm,Space&Order • Graphicmethodsandconventions;modelingvs.drawing;analogvs.digital • Verbalpresentationofdesignideasandengagementincriticism • TheintegrationofconceptsintroducedinARCH4201/02&ARCH4301/02 • Understandingthenatureofcriticaldiscourseanddesign • Multi-scaledanalysisofhistoricalprecedents
As an experimental and process-based semester, students are asked to think independently and to look beyond the facts and assumptions they are given. Students will communicate their ideas and inquiries both graphically and verbally in small-group wall-crits, informal large-group discussions, and formal designreviews.One-on-onedesk-critswillberare.ReviewsmayincludefacultymembersfromUNCC,other institutions, or practicing design professionals.
PREMISE
OBJECTIVES
METHOD
ARCH2102-STUDIOSPRING2013
UniversityofNorthCarolinaatCharlotte,SchoolofArchitecture
Christopher Beorkrem,NickSenske,JenShields
5 Credit Hours: MWF 2:00–5:30pm;Prerequisites:ARCH2101,4201,4301;Co-requisitesARCH4202,4302
BereniceAbbott,Avenue D
WRITING ARCHITECTURE Balmer • Makas • Shields SP 2013 • UNCC SoA • ARCH 3601-‐W
Premise Writing is integral to architecture. Unlike in the image above, it lurks within the design process in ways that are often
invisible or transparent to the architect. We often experience writing in architecture at the most practical level – client memoranda, notations on drawings, written specifications, etc. – words that augment a design. By contrast, writing at the beginning of the design process is open and discursive in order to generate ideas and reasons for a project. Writing after a design is completed can be interrogative and evaluative in order to better understand or explain a project.
This course will introduce forms of writing that enhance both the process and the
understanding of design and will demonstrate how these forms serve to create and explore ideas that are not always evident in studio making alone.
Objectives Objectives for the course are three-‐fold: (1) To develop the skills necessary to employ thoughtful reading and writing as
tools in the ideation and making of architecture; (2) To increase appreciation and awareness of different genres of architectural
writing and the ways they express architectural ideas; and (3) To engage in critical writing exercises, developed through successive iterations,
to improve the quality and expressive voice of each student’s writing. Method The course is structured around readings, biweekly lectures to the full class to
introduce topics, participatory small group seminar discussions, and student writing. The course meets twice a week on Mondays and Wednesdays from 9:30 to 10:45.
This course is for students with previous digital experience who want to take their skills and inquiry
to the next level. Course topics will be chosen by a combination of student interest and instructor
input, with an emphasis on advancing fronts in digital research. The goal is not just to learn new
tools, but to advance the state of the art — and the discipline of architecture — by creating your
own scripts, software, and toolkits to promote your personal design agendas.
• Physical computing / interactive & dynamic architecture
• Mobile application development / ubiquitous computing
• Data-mining and interactive data visualization
• Computer vision and interactive video installation
• Generative design systems (e.g. emergence, swarms, etc.)
• Simulation and performance optimization (e.g. material, environmental, structural)
• Other topics, not limited to the former
Premise
Advanced Digital Methods
ARCH 4050 / 6050 Spring 2013 | 3 hours
Prof. Nicholas SenskeStorrs [email protected]
TH 9:30am-12:15pm
Office hours or by appointment
Potential Topics
Course lessons will consist of intensive topic workshops led by the instructor and guest instructors,
coached self-guided investigation, and external critique. Students will work together to master
new tools and techniques, survey precedents and relevant discourses, and mount their own
investigations to produce thoughtful and innovative work.
No particular software or hardware is emphasized, although programming of some sort is
practically assured. We will acquire and learn whatever tools are necessary to accomplish the task
at hand, while endeavoring to keep with those available from the School of Architecture or via Free/
Open Source software.
A grade of B or greater in Computational Methods and permission of instructor
Method
Materials
Requirements
Professor Jeremy Roh ARCH 4050/6050 D90 [email protected] School of Architecture, UNC Charlotte [email protected] [email protected]
Building Information Modeling
BIMethods “The Digital Craft of Making Intelligent and Iterative Design”
Course Abstract: Building Information Modeling fundamentally changes the way we, as designers, have been traditionally taught
to work from initial concept to documented work. Rather than starting with a series of separate drawings such as plan, elevation, and section that describes how our concept will exist in real 3D space, one now produces a unified digital 3D model that can generate all necessary presentation, analysis, and technical documentation. BIM is the culmination of parametric design, computational thinking, 3D modeling, and 2D drawing developed during the computer age. To work within a BIM environment, one must have an understanding of digital design methods, computational design, material detailing, data management, parametric design, architectural design drawings, construction documents, 3D modeling, and computer generated visualization techniques. Utilizing Revit 2012, students will form an understanding of the theoretical concepts, terminology, underlying database structures, and the technical tools required to design, analyze, document, and present from one unified BIM model. By the end of the course, students will have experience with a process of following projects from conceptual design to a form of technical documented representation and have the competency to obtain certification as an Autodesk Revit Architecture Certified Associate or Professional.
Software Proficiency: Although a plus, no previous knowledge of Revit is required for this class. A basic knowledge of computers and
experience with other 3D modeling and CAD programs is preferred. Course Textbook: Vandezande, James; Read, Phil; Krygiel, Eddy. Mastering Autodesk Revit Architecture 2012
. Indianapolis, Indiana: Wiley Publishing, Inc., 2011.
Course Organization: The semester is organized into two parts with the first acting as a cumulative set of assignments that focus on the modeling techniques available within Revit Project Environment and introduces the conceptual design process utilizing digital design methods of complex forms, adaptive components, and curtain panels within the Revit Conceptual Design Environment. The second part has the goal to explore documentation and presentation techniques to fully complete one unified project. Each assignment will walk the students through the techniques, tools, methodologies, and strategies available to form an understanding of BIM methods that work to achieve the project results and produce a set of construction documents.
Evaluation: Success in this course will be determined by the level of one’s engagement in the semester’s parts and
presentation of projects. Other qualitative and quantitative factors that contribute to one’s grade include the following: the level of intensity, enthusiasm, and focus exhibited in the work, the quality, craft, and organization of the work, creativity and complexity of the design, documented process, and proven technological competency. Attendance, preparedness, and timely resolution of work and assignments also are factors within one’s grade. The following is the percentage breakdown of the course and grading:
Part 1: The Building Program and Complex Design 40.0% Part 2: Details, Documentation, and Visualization 20.0%
Final Project: Comprehensive Project Presentation (Jury Review & Document Hand-In) 100.0%
40.0%
Arch 4050/6050 Pressures on the Wall: Considering Ground and Allied Topics
Spring 2013 Hours: Thursdays 2:00 to 4:45 Room: 272 Instructor: Greg Snyder, [email protected], Storrs 245
Mies van der Rohe Douglas Darden Miralles and Pinos Isamu Noguchi Carlo Scarpa
Premise The conceptualization of “the Wall” (and its companion “the Ground”) is a primary task for the architect who chooses to practice with a critical and curious mind. One might be surprised at the range of topics and references that can be brought to bear upon the discourse of the wall if there is an agenda to think about it in the most fulsome terms. Form, Space, and Order, with their respective transformations over time, are certainly topics through which an architect scrutinizes the wall in order to understand it more dimensionally, but additional themes, particularly related to the examination of “Ground”, can introduce a set of ideas that contribute to a more nuanced understanding of the culture of the wall. This course will focus on those things that inform the wall from the outside in. This course is conceptualized as a companion to Pressures on the Wall: The Interior Landscape and Allied Topics. Examples that span from basic composition to building construction to landscape design will serve as the frame of reference for this class. Objectives The primary objectives of the course are:
• To examine the determinants that inform the conception of the wall • To expand the set of references and discourses that can be brought to bear upon design thinking and
design actions as it relates to the wall and the ground • To develop a set of design exercises that respond to, and illustrate, the re-conceptualization of the wall and
its attendant or allied ground plane in rich and varied terms
Method and Procedure The class will be organized around a collection of lectures with attendant readings, an analysis and case study exercise, a collage and constructed ground project, and a journal keeping expectation. The lectures will be delivered weekly and form the primary content of the course. The case study and constructed ground project will be spread over the timeframe of the semester in order to align with the topics of the lectures. Content and Organization The collection of lectures introduces themes that aggregate around topics that inform the conception of “the Wall” informed by the consideration of the topic of ground. The primary categories that these topics fall into are:
• Form, Space, and Order • Ground? • Buildings and Landscapes • Productive Analogies
The “Case Study” is a research project that will focus on the design practice of a specific individual who has contributed to a critical discourse in the examination of Ground and its relationship to form and space. The objective is to develop and put forward a body of research, both graphic and text, that illustrates the significance of the contribution that the practice or individual has made. “Constructed Ground” is a project that will entail an analysis of a set of cultural habits, a material palate, a site analysis, and the generation of a collaged document in service of depicting a landscape and its attendant wall(s). The “Course Journal” will contain all notes and printed copies of the readings arranged chronologically. It will be the primary piece of evidence of what was learned from the lectures and the readings. Texts The collection of weekly readings will be provided in PDF format at the beginning of the semester. Printed copies of all readings are a required part of the class journal.
Course Description
Dilemmas of Modern City PlanningARCH 4050/ 6050/ MUDD 7103 3 credit hours W 6:30-9:15 Center City Building Deb Ryan, RLA, Associate Professor of Architecture and Urban Design
[email protected] 704-560-8849 cell
Prerequisite: Completion of Second Year Studios
AbstractDisparate forces affect contemporary urban development. They include economics, social forces, public development, regulation of private development, and incentives to encourage good design. A city’s plans and proposals illustrate a response to these forces and together, can define a vision for its future. Models of modern city planning have been invented in response to the forces acting on cities. Understanding the evolution of these models is important as they continue to have impact on the design and development of urban areas.
Methodology, Procedures, Skills/ Outcomes and Course OrganizationThe geographic focus of the class will be on the 15 counties surrounding Charlotte. However, the study of sprawl will be introduced from an international perspective to include an overview of Informal Cities. City planning and design ideas will be presented through lectures, discussions, vid-eos and field trips. Planning and design professionals will also share city planning dilemmas they have faced in their work as illustrations of the class content.
Course outcomes include an understanding of the the disparate forces that shape cities, sustainable practices and princi-ples in modern city planning, the connection between ideas and design, and the development of case studies that exam-ine modern city planning principles as illustrated in Charlotte’s urban housing developments.
Evaluation & GradingEvaluation will be based on the completion of a Class Notebook 40% (which will include reading, film and podcast sum-maries, class notes, and in-class assignments); Housing Case Study 20%, TED/ Smart City 20%; Final 10%; and Class Participation 10%.
Partial List of Readings• Kelbaugh, Douglas, The History of Cities and the Role of Architects, ppg. 1-15. • McMahan, Ed. Green Nation, Urban Land Magazine, Spring 2008. Pages 22-24. • • Fabricius, Daniela. Resisting Representation: The Informal Geographies of Rio de Janiero, Harvard Design Magazine, Spring 2008. • Jeff Byles, Taking Back the Streets, New York Times, April 6, 2008. •Julie Campoli and Alex MacLean, Growing Closer, Visualizing Density• Brent Toderian, The Case for Density, Urban Land Magazine, Spring 2008, ppg 68-71. • Steven Fader, Density by Design: New Directions in Residential Development. • Majora Carter, Greening the Ghetto. Available at http://www.ted.com. • Cameron Sinclair, Open-Source Architecture to House the World. Available at http://www.ted.com. • Randall Arendt, “Open Space” Zoning: What It Is & Why It Works, Planners Web, Issue 5 of the Planning Commisioners Journal, July/August 1992 • James Howard Kunstler, Going Local: When oil becomes scarce, our current way of life will become obsolete, March 19, 2008, Metropolis Magazine • J Curtis & Nancy Creamer, From Farm-to-Fork: Building a Sustainable Food Economy in North Carolina. • Richard Louv, Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder, pgs 1-35. • Chuck Bohl, Emerging Formats for Town Centers, Main Streets, and Urban Villages, Placemaking.
http://www.mheu.org/en/utopia/tower-blocks.aspx
ONE PAGE COURSE DESCRIPTION SoA / UNCC _____________________________________________________________________________________________ F10 Arch 4050: Richard Preiss Furniture Making
“It must be useful. It must work dependably. It must be beautiful. It must last. It must be the best of its kind”
Alfred Dunhill Course Information Course Number: 4050-‐G01 Weekly Course Schedule: Tues./Th. 9:30 – 12:15 School of Architecture, UNC Charlotte Richard Preiss, [email protected], Storrs rm.130 Spring/2013 Course or Studio Abstract (Premise, Description, Objectives) Contemporary furniture production methods have an automated life of their own, and the activity of the small shop maker might be viewed as a dwindling cultural vestige, or a graspable opportunity for creative artists to establish their place in a receptive, though ever changing design environment. The premise of this class is the advancement of the students’ capabilities and understandings into the realm of quality, the spirit, and nature of fine furniture making, and the habits of quality craftsmanship. The expression of individual design, the understanding of traditional and contemporary materials and markets, and the demands and frustrations associated with the making of built objects, are complimentary skills that once undertaken personally, enable designers to better define and appreciate their objectives. Methodology, Procedures, Skills/Outcomes, and Course Organization The class is organized to take each student, regardless of prior experience, successfully through the entire furniture making process, from idea to final polish. We will begin with simple notions of form, materials, and construction techniques, and advance to more complicated designs and making skills. The semester will be divided roughly in half. There will be two assignments that will focus on understanding the potential of wood to express simple objects and stretch your comprehension of the malleability of the material. Project work is intended to encourage safety, material observation, and form generation. Craftsmanship will evolve by requiring contact with as many of the machines, hand tools, and powered portable tools as possible. Completion of a project that most strongly expresses your understanding of the materiality of wood and its implications for small furniture design is the primary objective. Course or Studio Readings The Complete Manual of Woodworking, Jackson,Day, Jennings Wood Bending Handbook, W. C. Stevens, N. Turner Requirements and Grading Enrollment is restricted to 3rd year and up architecture majors. Grades will be determined by completion of required assignments, attendance, creative expression, and craft. Individual advancement, as determined by a self-‐evaluation and discussion with the instructor, will also be a factor in grade assignment. Physical size of individual work is not a factor for evaluation. Understanding of the nature of the work, as reflected in design and manipulation of materials, expressed as craft, is paramount.
Course Title: Net-Zero Energy House Project- Solar Decathlon Seminar Course Number: ARCH 4050 – 6307 (3 Credits) Lecture: Thursday 2-4:45 Instructors: Dr. Mona Azarbayjani, Assistant Professor, Email: [email protected]
Ben Futrell, Research Associate, Email: [email protected] Introduction: Successful completion of this course qualifies a student to serve as a tour guide for UNC
Charlotte’s team during the 2013 U.S. Department of Energy Solar Decathlon Competition (solardecathlon.gov), held in Irvine, California October 3-13, 2013. We plan to fully fund travel and lodging for tour guide students to the competition. This course is broken into several phases, having to do with producing technical signage for the solar decathlon competition: analytical building systems diagrams, and developing materials related to the Communications and Home Entertainment contests, two of the ten Solar Decathlon contests (solardecathlon.gov/contests.html).
Premise: We spend more than $400 billion each year to power our homes and commercial
buildings, consuming more than 70% of all electricity used in the United States, about 40% of our nation's total energy bill, and contributing to almost 40% of the nation's carbon dioxide emissions. And much of this energy and money is wasted—20% or more on average. Energy mismanagement, material waste and extensive nonrenewable energy consumption is unsustainable in the 21st century; buildings need to become more energy smart, and more reliable on the renewable energies like solar power. If we cut the energy use of U.S. buildings by 20%, we could save approximately $80 billion annually on energy bills, reduce greenhouse gas emissions, and create jobs.
http://www1.eere.energy.gov/buildings/about.html Methodology: This will be a seminar-style, which increases the student’s awareness about sustainability
and high performance buildings. This class address several aspects of sustainability and prepare students for jobs in energy sector. Solar Decathlon is a great opportunity for students to practice cutting edge science and test it for real consumers. The students will experience the integrated design process by collaborating with students from Solar Decathlon Studio and Engineering seminars as well as the consultants from the industry and local experts on net zero energy design. Each student will have the opportunity to work with the SD team including different disciplines in Engineering, Marketing, Arts and Architecture. T
Outcome: Students will produce documents that fulfill the requirements of several of the competition
deliverables. Students’ work will be included in the UNC Charlotte’s submission to the Department of Energy in May 2013. Students will produce illustrations for energy flows, waste and water, as well the tour guide materials on selected topics.
Evaluation: Student grades will be based upon assignments (60%) and final presentations and reports
(40%).
School of Architecture Ι College of Arts + Architecture University of North Carolina Charlotte
Sustainable Facade Fabrication: Glowing Algae Facades ARCH 4050/6307/6030 | Technology Elective | Spring 2013 T/TH: 11AM~12:15PM | Prof. Kyounghee Kim [[email protected], Rm 227]
[Premise] As the popularity of a glass façade in buildings continues to rise, the environmental impact of using a glass façade system is of increasing concern. Due to their high energy consumption through heat loss and unwanted heat gain, there needs a growing effort to promote environmentally sustainable façade system.
[Problem] Most research on or practical applications of high performance building facades has focused on solar integrated building envelope systems; there are no other options available to counterpart PV or solar thermal integrated facade systems in contemporary buildings. As a first step toward achieving a high performance facade alternative, an algae façade system will be explored throughout the semester. [Learning Objectives] The course addresses general principles and theoretical framework that affect the ecological sustainability associated with the whole life cycle of an algae façade system. The course focuses on increasing scientific knowledge and technological innovation of an algae facade. Second, the research will focus on optimizing the energy performance of an algae facade through balancing thermal transfer and daylighting performances, which will be evaluated by state-of-the-art technology using Infrared (IR) and High Dynamic Range (HDR) photogrammetric techniques. At the end of the semester, students will gain technical and design knowledge of a sustainable façade system and eventually lead to physical fabrication of prototyping that situates in a larger urban context. [Methodology] The course will follow a series of seminar and workshop collaborated with students from other departments (Engineering technology, Mechanical engineering and Biology). Students will work collectively to familiarize key concept and theoretical framework, establish strategies for analysis and sustainable matrix, develop algae façade system details, and finally fabricate and implement a sustainable façade system (ie. algae facades). Contributing to the group work, each student will learn deeper expertise on each topic through individual research work, which will develop through lab activities, performance simulation, discussion & debate, in-class presentations 3D model making and prorotyping. [EPA P3 Competition at the National Sustainable Design Expo] At the end of semester, a group of students from interdisciplinary departments will present research and development on algae facades at the P3 competition (People, Prosperity and the Planet Student Design Competition for Sustainability) in DC (Date TBC). [Bibliography]
Hausladen, G., Saldanha, M., & Liedl, P. (2010). Modern Construction Envelopes. Spring Vienna Architecture.
ARCH 4104 Spring 2013 COMPREHENSIVE ARCHITECTURAL PROJECT
Course Credits: 6 credit hours Class Time: MWF 2:00 -5:30 pm Instructors: Dr. Kyoung-Hee Kim, Assistant Professor. Room 227. (704) 687-0112. [email protected] David Thaddeus, AIA, NCARB, Professor. Room 247. (704) 687-0130. [email protected] Office Hours: By Appointment. Premise: As the culmination of the first professional degree, each student will select and develop
a Comprehensive Architectural Project containing three related components -- a building program, a site, and an architectural topic or point of view. Projects will be developed through both a Project Design and a companion Project Document. This studio is intended to achieve “Comprehensive Architectural Design” as articulated by NAAB accreditation requirements; successful final project designs must represent a rigorous synthesis and resolution of design research, contextual, technical, programmatic, site, legal, conceptual and aesthetic criteria, and provide appropriate representation of the process and products of this design work.
Objectives: To execute design development in a manner that demonstrates comprehensive
competence in architectural design, relevant to the defined topic / point of view
• To resolve the main design issues within the project concerning architectural technologies so that they extend and amplify the original design concepts
• To develop and represent a Comprehensive Architectural Project that is sophisticated in its architectural design and thoroughly developed in detail, reaching a level of comprehensiveness consistent NAAB requirements
• To complete the Project Document to include the design process, the final Comprehensive Architectural Design, and a rigorous description and a critical, candid reflection upon its intents and results
Content: Satisfactory completion of the two-semester sequence requires the demonstration of
competence in design research and architectural design through the development of a Project Design and a Project Document.
• Supplementary design research, analysis, development and synthesis • Development of a detailed Comprehensive Architectural Project design explored to
a sophisticated level of design resolution, reaching a level of comprehensiveness consistent NAAB definition of “Comprehensive Architectural Design”
• Oral and visual presentation of design development and the final Project Design in interim and final reviews
• Refinement of the Project Document to include an edited, annotated review of the second semester’s design process and the detailed Project Design in its final form (See “Requirements,” below)
Method: All projects must be a single structure between 25,000-40,000 square feet (rather than a collection of small structures that add up to this square footage). The core studio requirement of the 5th year curriculum is a two-semester studio sequence that involves research, analysis, and design (conceptual design, schematic design, and design development), resulting in a Project Document and a Comprehensive Architectural Project (CAP). A Comprehensive Architectural Project is developed through interrelated methods of design research and analysis, design development and synthesis, and design presentation.
Requirements: There are three primary requirements for completion of the Comprehensive Architectural
Project -- a Project Design, a Project Document, and the oral and visual presentation of their development and completion at interim and final reviews in the fall and spring semesters.
History and Theory of Architecture II ARCH 4202:001 Spring Semester 2013 School of Architecture, UNC Charlotte Time: Tuesday – Thursday 11:00 – 12:15 Instructor: Dr. Lee E. Gray Email: [email protected] Office: 264 Storrs Office Hours: By Appointment Description This course constitutes the second half of the required architectural history sequence. It will provide students with a critical understanding of architectural ideas and theories from 1750 to the present. Methodology Course material will be presented through lectures, assigned readings, and individual student assignments. The evaluation will be based on four quizzes, three interim exams, a final exam, and three homework assignments. Texts Required: Malgrave, Harry Francis. Modern Architectural Theory: A Historical Survey, 1673 – 1968. Cambridge University Press: 2009. Recommended: Curtis, William. Modern Architecture Since 1900 (3rd edition). Prentice Hall: 1996. Quizzes Three “pop’ quizzes will be given during the couyrse of the semester. These will address readings and materialsa covered in class. Exams: The exams will be composed of essay questions, some questions may require a schematic diagram to supplement the written response. The exams will address all lecture and reading material covered leading up to the exam. Assignments: In place of a research paper that address a specific body of material or topic, over the course of the semester you will be assigned three take-home questions that will require you to utilize the resources housed in the Architecture Library. These questions will be designed to expand your research skills and your historical and global understanding of architecture. Grading Quizzes 3 @ 1% 3% A 90-100 Exam I 18% B 80-89 Exam II 18% C 70-79 Exam III 18% D 60-69 Final Exam 25% F 59 & below Question I 4% Question II 4% Question III 10%
100% Note All work is due at the beginning of the class period on the date specified in the syllabus no late work will be accepted. If you are unable to be present for an exam or to turn in an assignment because of a medical or family emergency, you must notify me the day of the exam (or assignment due date) and you must provide some evidence of the emergency (a note from your Doctor, etc.). Academic Integrity The School of Architecture fully supports the UNC Charlotte Code of Academic Integrity. All examinations, tests, projects, presentations, homework, and other academic tasks are considered to be each student’s individual work. It is expected that each student will be aware of the UNC Charlotte Code of Academic Integrity and will comply with both the intent and the specifics of that code.
4204/5204 Peter Wong Spring 2013 SoA UNCCharlotte
4204 / 5204 History and Theory of Architectural Space
Arata Isoaki, Central Academy of Fine Arts, Beijing, 2009.
Human movement and action are exterior to everything: man is always on the out-
side, and in order to penetrate beyond surfaces, he must break them open.1
COURSE INFO
4204/5204-00_ | Sp 2013 | Tu 6:30-9:15 | prerequisite 4203/5203 | Peter Wong | Storrs 127 | 704.687.0134 | [email protected]
PREMISE
It's been argued that painting is about making images and sculpture about producing form. Architecture, by contrast, must appeal not only to our desire for two and three-dimensional art but also a myriad of other needs, such as necessity, comfort, human well-being, and social engagement. It must reflect economic and political influences as well as draw clues from its social/cultural climate. One of the particularities of architecture is its ability to shape and organize interior worlds, domains that allow human participation, action, and thought – a world often times absent of physical images and objects. Unlike painting or sculpture, build-ings allow us to occupy physical realms – spaces that satisfy not only our sense of sight but also other sensoral experiences (e.g., tactile, aural, and olfactory readings of the environment). Such an interpretation of architecture has been largely overshad-owed by a standing tradition of visual training – a model which primarily finds its roots in the arts. Hence, architects generally appreciate buildings as objects and forms rather than as a set of spatial experiences and/or values. One of the aims of this course is to inquire into whether designers should see their task as different from that of the artist and sculptor, and to question whether buildings can be conceived as a complex interplay of spatial events as opposed to only a set of physical things.
METHOD AND CONTENT
The class will be structured as a seminar involving lectures, readings, research, and writing. The written component fulfills the University’s undergraduate requirement for writing intensive (W) coursework. Content and themes to include: 1) Western and non-Western spatial beginnings, 2) religious space, 3) space and representation, 4) space of illusion, 5) rational space, 6) psy-cho/physical space, 7) modern space, 8) time and space, 9) cultural space, 10) event space, 11) digital space, 12) contemporary voids.
BIBLIOGRAPHY
Basic texts: required texts from History I, II, and III. Advance texts: individual essays, articles, and chapter assigned by instructor.
EVALUATIONS / GRADING
UNCCharlotte undergraduate and graduate grading scales according to current catalogs. Distribution of course evaluation: class presentation 20%, written paper(s) 40%, project research 30%, participation and development 10%. Graduate students will be responsible for conducting literary reviews for their research and asked to conduct one seminar on a topic derived from the course research.
1 Henri Focillon, The Life of Forms in Art, (New York: Zone, 1992), 74.
UNC CHARLOTTE SCHOOL OF ARCHITECTURE Spring 2013 PROFESSIONAL PRACTICE ARCH 4206/5206 WF 9:30am-10:45am / 3 credits Storrs 290
Dick Perlmutter AIA Instructor/Adjunct Faculty
Introduction to the issues, values, and processes of professional architectural practice, focusing on the current forces affecting practice, including (not necessarily in order of importance):
• Practice management • Project management • Financial management in practice and in building design • Leadership and collaboration • Team building and the roles of the various stakeholders in a project • Legal issues and responsibilities • Ethics and professional judgment • Community and social responsibility
In this course, students will gain an understanding of the fundamentals of organizing and managing architectural projects. Using lectures, case studies, and exercises, we will explore the role and function of the architect in the project process, the legal environment (contracts, fees, liability, and compensation), and other issues of architectural practice.
Texts: • Professional Practice 101: Business Strategies and Case Studies in Architecture
Pressman, 2006 • Ethics and the Practice of Architecture
Wasserman, et al, 2000 • Online knowledge communities, blogs, and libraries
Requirements: Completion of all required readings, attendance of in-class (and occasional off-site) lectures and field trips, completion of in-class and take-home quizzes and assignments, completion of and participation in student presentations, mid-term and final exams.
Course Title: Environmental PrinciplesCourse Number: ARCH 4302/5302 Spring 2013Instructor: John Nelson, Associate Professor Office: 229 School of Architecture, eMail: [email protected] Credit Hours: 3 credit hours: Required course for Architecture studentsPrerequisites: Undergraduate: ARCH 2101: Second Year Studio ARCH 4312: Architectural Materials Graduate: ARCH 6111: Design Fundamentals/Skills ARCH 5312: Architectural Materials
Premise: ....the ultimate task of architecture is to act in favor of human beings: to interpose itself between people and the natural environment in which they find themselves, in such a way as to remove the gross environmental load from their shoulders.
James Marston FitchAmerican Building The Environmental Forces that Shape It
(originally published in 1947
Objectives: The objective of this course is to present the principles of thermal comfort, heating, cooling, and lighting of buildings in a holistic manner and to provide a conceptual foundation for architecture students to incorporate appropriate ecological and environmental strategies into a comprehensive process of design for the built-environment. The intent is to present the necessary technical and practical issues of environmental systems control, both passive and active, that should be part of the schematic design phase of an architectural project. The intentions of the course are:
• to develop an "overview” and a general understanding of the fundamental principles underlying passive & active environmental systems and their impact upon the built form and;
• to develop an understanding of schematic design procedures for environmental control technologies and their interrelationship to the building design process.
Method: The primary content of the course will be presented in a lecture format. The required weekly readings, completed before each class, will provide a background to facilitate understanding and add breadth to the discussion. Hands-on application of selected concepts will be explored through projects. Quiz and examination questions will be drawn from both the assigned readings and lectures. Assignments/projects will be assigned throughout the semester. The work will be submitted before the beginning of the each class period.
Understanding the systems and concepts presented and discussed in this course, and their connection to the broad arena of architecture, requires that you reflect upon potential applications for such systems in the buildings that you design. You are strongly encouraged to engage and make contextual sense of the concepts presented in class—as opposed to simply listening to the lectures and mechanically completing the projects. Design is a messy endeavor; get your hands dirty and your brains exercised.
Evaluation: The overall course grade will be based upon a cumulative tabulation of the various assignments, quizzes, midterm and comprehensive final exam.
Required Heating Cooling Lighting: Design Methods for Architects, 3rd Edition,Textbooks: Norbert Lechner,(New York: John Wiley & Sons, Inc. 2009) The Green Studio Handbook: Environmental Strategies for Schematic Design, 2nd Edition, Walter Grondzik & Alison Kwok, (Oxford: Architectural Press, 2011)
COMPUTATIONAL PRACTICE ARCH 4605
INSTRUCTOR: CHRIS BEORKREM UNC CHARLOTTE- SCHOOL OF ARCHITECTURE
P: 704-687-0114 E: [email protected]
O: Storrs 244 SPRING 2013 F 11:00 Lecture
TTh 1 Hour Lab Sections Responsive Surface Structures- Steffen Reichert (Prof. Achim Menges) 2007
INTRODUCTION This course is the capstone for digital media and computational studies in the School of Architecture. The goal of this seminar course is to provide students with experience using advanced digital tools and methods, including digital fabrication, parametrics, Building Information Modeling/Management (BIM), scripting, and performance analysis in preparation for professional practice and/or advanced graduate research. (Spring) OBJECTIVES
• To acquire skills in advanced digital and computational tools and methods (Revit, Grasshopper, Gehry Technologies)
• To develop problem-solving skills with these methods and investigate new applications for them in practice • To explore the uses of digital fabrication to create unconventional form and reduce material waste • To cultivate a critical mindset regarding the strengths and limitations of logical and procedural systems within
the design process • To create more informed designs through the integration of ecological data and performance criteria • To maintain and refine the ideas of the Strategic Computing Framework
NAAB Criteria: In consideration of the requirements of the National Architectural Accreditation Board (NAAB), the following performance criteria shall be addressed in this course: A.1 Communication Skills, A.2 Design Thinking Skills, A.3 Visual Communication Skills, A.4 Technical Documentation, A.5 Investigative Skills, A.8 Ordering System Skills, and A.11 Applied Research. INSTRUCTIONAL METHOD This course is seminar-based. Students will be given lectures and live demonstrations, perform short-term design assignments, and make preliminary and formal project presentations. Weekly areas of instruction shall include: TEXTBOOKS AND RESOURCES The following texts and bibliographic materials are required in this course: Seletsky, Paul Skidmore, The Digital Design Ecosystem. Toward a Pre-Rational Architecture Owings & Merrill LLP, Senior Manager of Digital Design – SOM New York. EVALUATION Success in the studio is dependent on the level of one’s engagement of the issues that outline the projects and the degree to which one assumes responsibility for the work throughout the entire design process. Other factors relating to success are:
• the level of intensity, enthusiasm and focus exhibited in the work • the quality of representations [graphic, three-dimensional, oral or written]. • the timely resolution and completion of the work.
History and Theory of Architecture II ARCH 5202:001 Spring Semester 2013 School of Architecture, UNC Charlotte Time: Tuesday – Thursday 11:00 – 12:15 & Friday 11:00 – 11:50 Instructor: Dr. Lee E. Gray Email: [email protected] Office: 264 Storrs Office Hours: By Appointment Description This course constitutes the second half of the required architectural history sequence. It will provide students with a critical understanding of architectural ideas and theories from 1750 to the present. Methodology Course material will be presented through lectures, assigned readings, and individual student assignments. The evaluation will be based on three quizzes, three interim exams, a final exam, and three homework assignments. Texts Required: Malgrave, Harry Francis. Modern Architectural Theory: A Historical Survey, 1673 – 1968. Cambridge University Press: 2009. Recommended: Curtis, William. Modern Architecture Since 1900 (3rd edition). Prentice Hall: 1996. Quizzes Three “pop’ quizzes will be given during the course of the semester. These will address readings and materials covered in class. Exams The exams will be composed of essay questions; some questions may require a schematic diagram to supplement the written response. The exams will address all lecture and reading material covered leading up to the exam. Assignments In place of a research paper that addresses a specific body of material or topic, over the course of the semester you will be assigned three take-home questions that will require you to utilize the resources housed in the Architecture Library. These questions will be designed to expand your research skills and your historical and global understanding of architecture. Grading Quizzes 3 @ 1% 3% A 90-100 Exam I 18% B 80-89 Exam II 18% C 70-79 Exam III 18% U 69 & below Final Exam 25% Question I 4% Question II 4% Question III 10%
100% Note All work is due at the beginning of the class period on the date specified in the syllabus no late work will be accepted. If you are unable to be present for an exam or to turn in an assignment because of a medical or family emergency, you must notify me prior to the start of class on the day of the exam (or the day the assignment is due) and you must provide some evidence of the emergency (a note from your Doctor, etc.). Academic Integrity The School of Architecture fully supports the UNC Charlotte Code of Academic Integrity. All examinations, tests, projects, presentations, homework, and other academic tasks are considered to be each student’s individual work. It is expected that each student will be aware of the UNC Charlotte Code of Academic Integrity and will comply with both the intent and the specifics of that code.
COMPUTATIONAL PRACTICE ARCH 5605
INSTRUCTOR: CHRIS BEORKREM UNC CHARLOTTE- SCHOOL OF ARCHITECTURE
P: 704-687-0114 E: [email protected]
O: Storrs 244 SPRING 2013 F 11:00 Lecture
TTh 1 Hour Lab Sections Responsive Surface Structures- Steffen Reichert (Prof. Achim Menges) 2007
INTRODUCTION This course is the capstone for digital media and computational studies in the School of Architecture. The goal of this seminar course is to provide students with experience using advanced digital tools and methods, including digital fabrication, parametrics, Building Information Modeling/Management (BIM), scripting, and performance analysis in preparation for professional practice and/or advanced graduate research. (Spring) OBJECTIVES
• To acquire skills in advanced digital and computational tools and methods (Revit, Grasshopper, Gehry Technologies)
• To develop problem-solving skills with these methods and investigate new applications for them in practice • To explore the uses of digital fabrication to create unconventional form and reduce material waste • To cultivate a critical mindset regarding the strengths and limitations of logical and procedural systems within
the design process • To create more informed designs through the integration of ecological data and performance criteria • To maintain and refine the ideas of the Strategic Computing Framework
NAAB Criteria: In consideration of the requirements of the National Architectural Accreditation Board (NAAB), the following performance criteria shall be addressed in this course: A.1 Communication Skills, A.2 Design Thinking Skills, A.3 Visual Communication Skills, A.4 Technical Documentation, A.5 Investigative Skills, A.8 Ordering System Skills, and A.11 Applied Research. INSTRUCTIONAL METHOD This course is seminar-based. Students will be given lectures and live demonstrations, perform short-term design assignments, and make preliminary and formal project presentations. Weekly areas of instruction shall include: TEXTBOOKS AND RESOURCES The following texts and bibliographic materials are required in this course: Seletsky, Paul Skidmore, The Digital Design Ecosystem. Toward a Pre-Rational Architecture Owings & Merrill LLP, Senior Manager of Digital Design – SOM New York. EVALUATION Success in the studio is dependent on the level of one’s engagement of the issues that outline the projects and the degree to which one assumes responsibility for the work throughout the entire design process. Other factors relating to success are:
• the level of intensity, enthusiasm and focus exhibited in the work • the quality of representations [graphic, three-dimensional, oral or written]. • the timely resolution and completion of the work.
Design Methodologies is a historical and theoretical exploration of the design process from the perspective of the designer. It addresses ideas and projects that students normally encounter in history and theory courses, and it does so in ways that resonate with the objectives of design studios. The course, therefore, creates a bridge between thinking and making. Moreover, it promotes a reciprocal relationship between research and design: research as a component of the design process, and design as a form of research in itself. The course situates contemporary design practices within the context of the Modern Era that begins with the Renaissance. Through readings, lectures, discussions, and analytical workshops, it engages various conditions of Modernity and questions the extent to which contemporary design is still regulated by them. The course is envisioned as an experimental laboratory of ideas about the design process, not a survey of known truths. It seeks to reveal the built environment as not only an aesthetic condition, but also a technological, cultural, economic, and political act. As designers, how do we navigate ideas, take advantage of limitations, and operate within the flux of history?
The primary objective of this course is to promote a culture of critical inquiry and research in architectural design. To that end, it seeks:
- to demystify the design process and to reveal it as an interdisciplinary act of research- to promote reading, writing, design, and graphic analysis as complementary modes of knowledge- to promote history and precedent as contingencies of contemporary practice- to develop and hone students’ abilities to communication through writing and speaking- to reveal representational strategies as analytical discourses that impact design
After two-weeks of preparatory lectures and discussions that elucidate the scope and significance of the Modern Era, as well as its potential relevance to contemporary practice, the course embarks on a series of one-week inquiries into a specific approach to the design process. Each week includes a lecture and a workshop/discussion session, during which students begin an analytical graphic exercise that will be completed before the start of the following week. Workshop exercises may address any issue raised in either the lecture or discussion of a given week. Students are encouraged to develop different approaches to the exercises (writing, drawing, precedent analysis, design charrette, photography, et cetera), and they expected to develop their own ideas and not to rely on suggestions from the professor. The goal is to articulate positions on the design process - to hone a critical design voice.
Five primary method-categories organize the semester: formalism, translation, programmism, scale, and technology. Each method-category includes multiple approaches (or weeks) and examines both historical and contemporary practices that address it. During the workshops, special emphasis is placed on how to engage the method-categories as research topics from the perspective of a designer.
PREMISE
OBJECTIVES
METHOD
ARCH 7201 - DESIGN METHODOLOGIESSPRING 2013 SYLLABUS
Thomas Forget, Assistant Professor
University of North Carolina at Charlotte, School of Architecture
3 Credit Hours: Mondays and Wednesdays, 9:30 am - 10:45 am
Office hours by appointment: [email protected] - 704.687.0116
Le Corbusier
“... there is no such thing as an entirely new system, and if a system claims to be such, it is either stupid or dangerous.”
Hanno-Walter Kruft
Spring 2013 MUDD 6050/ARCH 6050 URBAN DESIGN ELECTIVE 3 (3G) credit hours M/W 9.00-‐10.15pm UNC CHARLOTTE CENTER CITY BUILDING, 320 East 9th Street, Rm 1001 Professor Jose Gamez [email protected] Office: CCB 1003 Professor David Walters [email protected] Office: CCB Room 710 Process, Product and Place: Mapping Sustainable Development
Above: The Rural-‐to-‐Urban Transect OBJECTIVES • to understand the relationships between human beings and their physical environment; • to understand the Transect – the key contemporary design and analysis tool for urban designers and planners; • to understand the role of “place types” – a typology of urban conditions -‐ in urban analysis, urban design and scenario planning; • to understand and participate in the public discourse about urban character, place types and their role in planning for a sustainable future; • to improve students’ abilities to design, organize, and conduct research on urbanism. METHOD Students will work in small teams to visit, study and record different locations that are important to regional efforts to achieve sustainability and urban resilience. A specific methodology has been developed for students to follow in earlier stages of this research project. Analyses of various locations will be followed by 3-‐D visualizations of existing and proposed scenarios. Class discussions will be used to deepen students’ understanding of the methodology and its main components as they are used in contemporary practice. CONTENT • Urban analysis techniques using Place Types and the Transect. • Mapping, photography and data recording • 3-‐D visualizations of existing conditions • 3-‐D visualizations of different design options for sustainable urban development READINGS Readings on the Transect and Place Type methodologies will be handed out by the instructors. ASSESSMENT Class participation 10%; Mapping exercises 45%; 3-‐D Visualizations 45%
PREMISE The basis of sustainable urban design and planning is a research methodology that reveals the connections between urban morphology -‐-‐ the characteristics of physical places -‐-‐ and the value systems of people who live and work in these locations. This seminar investigates these links by means of active field research and design investigations as part of a large regional effort of creating future scenarios for sustainable planning for the Charlotte region.
Spring 2013 MUDD 6204/ARCH 4204/ARCH 5204 ARCHITECTURAL HISTORY ELECTIVE 3 (3G) credit hours Tuesday 2.00-‐4.45pm UNC CHARLOTTE CENTER CITY BUILDING, 320 East 9th Street, Rm 1001 Professor David Walters [email protected] Office: CCB Room 710 20th Century Cities: Theories and Forms
OBJECTIVES • to acquire a general knowledge of the key designers, theorists, ideas, and urban projects of the twentieth century; • to understand the material, environmental, social, cultural, political, economic, theoretical, and other forces that shape recent and contemporary urban form; • to engage primary source documents to gain insight into design and planning of cities; • to understand the twentieth century origins and development of urban design and planning mechanisms and strategies; • to improve abilities to design, organize, and conduct research on urbanism and express ideas and arguments about cities orally and in writing. METHOD Through close reading of primary sources, analysis of plans from the period, and supplemental secondary source reading, we will explore the key issues, elements, and strategies that impacted urban form. Group discussions will analyze, synthesize, and compare the content of the readings. Discussions will be supplemented by visual and analytical presentations by the instructor and students. Assessment will be based on oral and written assignments. This course is reading and writing intensive: you will read multiple chapters or articles each week and complete frequent writing assignments. CONTENT The course will focus on key urban ideologies, texts and urban design movements that shaped 20th century cities, such as: Futurism; The Ville Radieuse and Modernist city form, culminating in CIAM and the Athens Charter; Team X; Archigram; the Metabolists; Urban Renewal; Resistance to the Modernist Project -‐-‐Townscape, the work of Jane Jacobs and Kevin Lynch, Aldo Rossi, the Krier Brothers and the Re-‐construction of the European City; Traditional Neighborhood Development and Transit–oriented development leading to New Urbanism and its Charter; and Sustainable Urbanism. READINGS Readings will focus on primary source documents, anthologies and some secondary source material. ASSESSMENT Class participation 35%; Midterm Paper 25%; Final Research paper 45%
PREMISE This course explores the development of urban planning and urban design in the twentieth century through an investigation of changes in urban form, theories of urban design, and planning mechanisms developed from the early decades of the twentieth century to (almost) the present day. Left: Central London
