COURSE
SYLLABUS
I.
BASIC COURSE INFORMATION
Course
Title: Introduction to Architecture
Course
No: ARCH 100S 01
School:
CCPS Department: Program: Architecture
Days:
Saturdays Time: 09:30am – 12:50pm Location: Pratt
Manhattan
Credit
Hours: 2 Room: W14-407
II.
INSTRUCTOR CONTACT INFORMATION
Name:
Michele Gorman
Academic
Title: Visiting Assistant Professor
Contact
Information:
Email:
mgorman6@pratt.edu (michelegorman@hotmail.com)
III.
COURSE DESCRIPTION
“Every
touching experience of architecture is multi-sensory; qualities of
space, matter and scale are measured equally by the eyes, ear, nose,
skin, tongue, skeleton and muscle. Architecture strengthens the
essential experience, one's sense of being in the world, and this is
essentially a strengthened experience of self. Instead of mere
vision, or the five classical senses, architecture involves several
realms of sensory experience which interact and fuse into each
other.”
::
Juhani Pallasmaa, The Eyes of the Skin
Bulletin
Description:
An
introduction to ideas, principles, concepts & methods of
architectural design in a studio environment. The course will employ
a graduated sequence of exercises culminating in an integrated final
project exploring the architectural concepts of form, space, program,
and site. Using the fundamental architectural elements of point,
line, plane, volume, void, all work will progress as a process
towards a final review demonstrating the students understanding and
application of these concepts & skills.
Students
learn to develop design solutions to a series of architectural
problems through sketches, descriptive drawings & models that
introduce the student to the fundamental principles of architectural
design. Instruction relies on highly personalized guidance and
critique at both the level of the individual student and the entire
class. Students are encourages to work together, help each other
establish creative solutions, and engage in a critical discourse of
the projects.
Detailed
Description:
The
course consists of assignments of increasing skill level and
complexity that focus on developing analytical, conceptual &
representational skills. We will begin by simply, investigating
principles of design in two dimensions, then increasing depth and
spatial thinking progressing to three-dimensional. The students will
learn to move fluidly between two and three dimensions to traverse
scale, rhythm, time & movement. We will introduce the underlying
principles of architectural design that form the basis of the common
language that architects use in order to analyze, critique, evaluate
& design buildings that transcend styles, operating with the
intelligence of the architect beneath the surface
differences/similarities. Students will discover features shared by
all works of architecture, features essential to understanding and
practicing the discipline. Engaging and mastering these
principles
is the work of a career spent in pursuit of knowledge &
understanding, we will focus in order to privilege the following
selection of features:
Scale
| Rhythm | Order/Rule Based Systems | Structure | Proportion |
Movement | Space | Form
In
an ever more interconnected, globally aware and conscious world we
will strive to introduce questions of sustainability in a broad sense
throughout the curriculum. The issues will range from material &
structural considerations to productive and sustainable work habits.
Students are encouraged to think and act environmentally,
understanding the architects responsibility to both the natural and
build world, with both the methods they employ and work they produce.
Each
section will follow a similar project sequence consisting but not
limited to the following:
•
2-D Design & Representation
•
3-D Design and Representation
•
Experiencing Architecture: relating body and architecture.
Course
Goals:
The
Pratt Pre-College program is an inclusive, immersion program that
aims to serve as an enriching, empowering & fun experience for
students, helping them make more informed decisions when approaching
college selection. The program aims to prepare students for
successful application and admission into college. The pre-college
courses are modeled after Pratt's first year undergraduate program in
the major of choice.
Student
Learning Objectives:
•
Demonstrate an understanding of theoretical concepts in architecture
& communicate them effectively.
◦
Material properties of light, volume, space, rhythm & scale.
◦
System design strategies that traverse and incorporate multiple
scales of spatial interaction.
◦
Abstract and concrete representation and simulation of
three-dimensional + space.
•
Demonstrate an understanding of the principles of visual perception
and the principles of systems of order that inform two and
three-dimensional design
•
Demonstrate an ability to apply knowledge and skills acquired, such
as free hand & technical drawing, conceptual model
building, and material explorations to develop complex
three-dimensional spatial systems.
•
Demonstrate an understanding of concepts and technical skills in
architecture, such as:
◦
Employing representational media to convey formal elements at each
stage of the design.
◦
Performing comprehensive analysis and evaluation of a body in
space; including its formal, spatial & material qualities.
◦
Illustrating proficiency in various representational and
generative architectural design techniques.
•
Demonstrate an understanding of independent & creative thinking
skills.
•
Demonstrate an understanding of constructive critiquing &
listening skills.
•
Demonstrate an understanding of the professional practices of
architecture.
Course
Schedule:
Week
1: 02/1 Introduction to Architecture:
What
is architecture? What do architects do? Why study architecture?
Exercise:
Rule making, workspace
setup, drawing
the grid, line-weights,
Points: ideal vs. real points..
Point annotation. Sketching
assignment.
Project
1.1: Body | Action ::
Extracting Points
Week
2: 02/8 Body | Action | Spatial Relationships Observation and
Mapping:
Representation
Techniques, the role of representation, Flat Space Drawings.
Exercise:
Investigating found relationships between point and line through
mapping. Line-weights and types. Sketching assignment.
Project
1.2: Body | Action | Mapping :: Drawing Point – Line Relationships
materials
needed: drafting supplies (mechanical pencil and pencils, long ruler,
triangles, t-square, erasure
Week
3: 02/15 Translation | From 2D to 3D:
Introduction
to modeling, translate 2D points and lines to 3D
Exercise:
Component making, modularity. Modeling
safety. Documentation:
documenting dynamic action over time, Scanning drawings. Sketching
assignment.
Project
1.3: Body | Action | Space Mapping :: Constructing Point – Line
Relationships
materials
needed: 1/8” x1/8” basswood sticks or 3/16” basswood dowels,
Olfa knife, cutting mat, Easy Cutter (optional), bring $5 so you
can purchase medical tubing from me (25 cents/foot)
Week
4: 02/22 Aggregation of a Part to a Whole | Parameters
& Iterations
Aggregation
of parts, part to whole relationships, emergent orders
Exercise:
Production of components,
modularity. Documentation:
documenting dynamic action over time. Sketching
assignment.
materials
needed: 1/8” x1/8” basswood sticks or 3/16” basswood dowels,
Olfa knife, cutting mat, Easy Cutter (optional), bring $5 so you
can purchase medical tubing from me (25 cents/foot)
Week
5: 3/1 Movement | Documentation & Analysis
Documentation:
Techniques of architectural drawing for analysis. 1. Analysis of the
Moving Body 2. Documenting your dynamic model through
projection
Exercise:
Finalize the model and test performance. Documentation of model
movement. Body movement over time and analytical Drawing
Techniques to find program of circulation in order to sequence
components. Projecting points and lines from model back into 2D
drawings (top and side view). Analysis of performative models
through manipulation and drawing movement over time. Talk about
your work: Describe, evaluate and speculate. Photographing models.
Project
1.4: Body | Action | Diagramming :: Showing Movement
Week
6: 3/8 VOLUME |
Forming Space:
Describe
surface to generate occupation opportunities. Volume. Occupy your
structural frame. Form generation techniques
Exercise:
Translate line to plane. Find potentials of your structural frame for
occupation. Photograph model and collage in scale figure.
Sketching
assignment.
Project
1.5: Body | Action | Space Transformations :: Line – Plane –
Surface Models
***NOTE:
If
you have SATs,
your absence is excused
Week
7: 3/15 Site Analysis | Site Drawings | Urban Edge Gallery:
Site
Visit | High Line Park: Sketch & Photograph the site, begin to
develop a narrative of the architectural environment. Pay
attention to people, vehicles, landmarks, weather...pay attention.
Sketch movement through the space. Based on observed activities,
select program of the body for your gallery. Take measurements of
the site and sketch plan and elevation.
Project
2.1: Site Observation & Analysis, Plans and Elevations
***We
will be off campus for our site visit to the High Line park. We will
meet in the classroom at 9:30 am and leave at 9:45am. We will
return to the classroom by 12:45pm. Please ask your parents for
permission to leave campus.
Week
8: 3/22 Site Construction | Urban Edge Gallery
Group
site model & Site Occupation Strategies.
Exercise:
Construct a site model of a portion of the Highline.
Project
2.2: Form in Context :: Architectural Scale
Week
9: 3/29 Skeleton/Skin | Urban Edge Gallery: Study Model and Movement
Final
Gallery Design & Model
Exercise:
Develop an armature in response to site, use and inhabitation. Sketch
space/movement/sequence. Sketch ideas about how model can be
manipulated in response to the activity of the body through the
space. What are the dimensions of the body, as it performs the
activity, and how does the model respond to this? How does the
model respond to the site conditions?
Project
2.3: Final Gallery Deliverables
Week
10: 4/5 Sited Construction | Urban Edge Gallery: Skeleton/Skin
Introduction
to Jointed Wood Modeling:
Tectonics
Exercise:
Final construction of armature and skin for activity surfaces and
enclosure.
Post
to Blog for comments. How do lines and planes meet to form enclosure.
Week
11: 4/12 Sited Construction | Urban Edge Gallery: Finalize
Exercise:
Photograph a narrative
sequence of movement, shade, and shadow.
Post
to Blog for comments.
4/19 SPRING
BREAK, NO CLASS
Week
12: 4/26 Project Documentation & Review Installation
Final
Gallery Design Drawings & Documentation
Exercise:
Photography and drawing plans and elevations of model with scale
figures
week
13: 5/3 Sited Construction | Urban Edge Gallery: Finalize &
Project Documentation
Exercise:
Finalize drawings and scan drawings. Submission of all digital scans
of drawings and photographs of models on a cd.
NOTE:
If
you have SATs,
your absence is excused
Week
14: 5/10 Final Review
Exercise:
Pinup, discuss work
IV.
COURSE REQUIREMENTS
Textbooks,
Readings, and Materials:
Technical
(do not purchase: pdf excerpts
to be uploaded to Blog throughout the semester):
E.G.
Pare (et.al), Descriptive Geometry, Prentice Hall, N J, 1997
Francis
Ching, Design Drawing, Wiley, New York , 1998
Francis
Ching, Architectural Graphics Wiley, New York,4th edition,
2002
Kevin
Forseth, Graphics for Architecture Wiley, New York, 1979
Theory
(do not purchase: pdf excerpts
to be uploaded to Blog throughout the semester):
Allen,
Stan. 1999. Points and Lines. New York, NY: Princeton
Architectural Press.
Bourely,
France. 2002. Hidden Beauty: Microworlds Revealed .
New York, NY: Harry N. Abrams
Bachelard,
Gaston. 1994. The Poetics of Space. Boston: Beacon Press.
Calvino,
Italo. 1978. Invisible Cities. New York: Harvest.
Deleuze,
Gilles. 2005. Francis Bacon: The Logic of Sensation.
Minneapolis, MN: University of Minnesota Press.
Deleuze,
Gilles. 1993. The Pleats of Matter.” The Fold.
Minneapolis, MN: The University of Minnesota Press.
Francis,
George K. 2006. A Topological Picturebook. New York, NY:
Springer.
Haeckel,
Ernst. 1974. Art Forms in Nature. New York:
Dover Publications.
Kandinsky,
Wassily. 1979. Point and Line to Plane. New York: Dover
Publications.
Klee,
Paul. 1968. Pedagogical Sketchbook. Farrar, Straus, &
Giroux.
Pallasmaa,
Juhani. 2005. The Eyes of the Skin. GB: John Wiley
&Sons Ltd.
Project(s),
paper(s), assignment(s):
Students
are expected to attend class, complete assignments, and participate
in class discussions. In this twelve class program, small objects
will culminate in a larger, more complex and comprehensive project.
The final project will be an open air temporary “event” space
located in Manhattan's High Line Park. The “event” space will
allow an observed or acted event on the Highline to occur (example:
walking down the stairs, skateboarding, painting, napping, etc.).
Deliverables
will be as follows:
•
Body Action Space Drawings & Photographs
•
Surface Model Studies & Drawings
•
Surface Structural Models & Drawings
•
Urban Edge Space: drawings, photographs & collage
•
Urban Edge Space: model & studies
•
Documentation of all models & drawings
We
will continuously work through a sequence that shifts back and forth
between 2D and 3D investigations & representations. The
transition between the flat and volumetric space is an essential
feature of architectural design. Both modes will help us develop a
more integrated understanding of the principles listed above.
Specifics for each assignment will be provided on individual
assignment sheets.
Projects
& Assignments (Daily exercises and assignments will be given
in class.):
1.
Body | Action | Space Exercises
2.
Surface Exercises
3.
3D Point | Line | Plane Exercises
4.
Urban Edge Gallery
Assessment
and Grading:
Grading
Criteria
The
breakdown of your grade is based upon the following:
•
Participation, including attendance and timeliness 10 points
•
In Class Exercises 25 points
•
Project 1 25 points
•
Project 2 30 points
•
Final Review 10 points
Final
Grades
A
(92-100%) B (82-91%) C (72-81%) D (66-71%) F (65% and Below)
Required
Materials List:
Large
Folio: (min. 20 x 30) for transporting material between home &
campus
Sketch
Book: Binding that will open flat, 8.5”x11” with tear out pages.
Transparent
Tracing Paper: 1 Role, White, 18”
Tape::
¾” Drafting, ¾” Scotch Matte
Mechanical
Pencil: 0.5mm lead (with eraser)
Pencils:
4H, 2H, HB, 2B, 4B
Ink
Pen: Black (preferably Pilot Precise V5 Extra Fine or Fine)
Erasers:
Kneaded, Graphite/Soft, Gummy
Cutting
Mat: 18 x 24” Minimum, self-healing
Olfa
9mm Knife: Wheel-Lock utility knife
Olfa
9mm Blades: 1 Pack
Metal
Straight Edge: 18” minimum with cork bottom and safety edge
Metal
T-Square 18” minimum
Large
Drafting Triangle Set: 1. (30 60 90) 2. (45 45 90) 3. Adjustable
Triangle
Architects
Scale: 12”
Paper
Glue: Elmer’s
Chipboard
/ Museum Board: TBD
Construction
Paper: 9”x12” (assorted colors)
Bristol
Paper: 19”x24”, 120lb
Vellum
Drawing Paper: 19”x24” #110M Technical Vellum
~14”x17”
Strathmore drawing pad
Basswood
sticks: 1/8”
x1/8” basswood sticks or 3/16” basswood dowels, various other
sizes TBD
Medical
Tubing (teacher to purchase and supply to students, students to bring
money to reimburse teacher)
Easy
Cutter (optional)
Supplies
available @:
Manhattan:
+Pearl
Paint Art Supplies
308
Canal Street
+Utrecht
111
Fourth Avenue (between 11th and 12th Streets)
237
W 23rd Street (between 7th and 8th Aves.)
+A.I.
Friedman
W. 18th Street (between
5th and 6th
Aves.)
V.
PRATT PRE-COLLEGE POLICIES
•
Unexcused absences from class, weekend activities or a lecture may
result in the following consequences:
◦
Discussion with the student, a written warning is given to the
student, and parents may be notified.
•
Excessive absences may result in the following consequences:
◦
Student may be called in for a review, placed on academic probation,
and assigned disciplinary action; including being restricted to
supervised workspace /detention, the lowering of grades and/or
dismissal from the program*. Parents may be notified.
•
Unexcused and/or excessive lateness in class or lectures may
accumulate and be counted as an absence.
VI.
PRATT-WIDE POLICIES
Institute-wide
policies listed in the “Community Standards” section of the
bulletin:
Refer
to Institute policy:
•
Attendance
•
Assignments, exams and tests; timeliness and make-up
•
Academic Integrity and Plagiarism
•
Computer, Network and Software use
•
Disability
•
Grading, including “incomplete”
•
Environmental, health and safety issues
Pratt
Institute:
Students
must adhere to all Institution-wide policies listed in the Bulletin
under “Community Standards” and which include policies on
attendance, academic integrity, plagiarism, computer, and network
use. Students who require special accommodations for disabilities
must obtain clearance from the Office of Disability Services at the
beginning of the semester. They should contact Mai McDonald,
Disability Services Coordinator, in the Office of the Vice President
for Student Affairs, Main Building, and Lower Level: 718-636-3711.
Additional
Policies:
•
Students must be able and prepared to present and discuss their work.
•
No cell-phone, tablet, computer use in class unless required by
professor.
•
Food and beverages are not allowed in the computer labs.
•
Social interaction is encouraged up to the point it begins to
interfere with the task at hand.
•
We will take a 10 minute break in the middle of each class session,
apart from these scheduled breaks students are expected to be
engaged with the work of the class during the entirety of class
periods.
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