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Calendar Description:
This studio investigates architectural responses to landscape.
It regards the land as a physical and cultural context requiring
ap-propriate methods of visualization and representation. Referring
to recent projects in land art, it considers how to engage local
materials and interests while promoting the sustainable occupa-tion
of a particular site.
Additional Course Description:
The studio will utilize latent spaces, networks and existing
public infrastructures to develop the notion of urban resource vis
a vis the design of a series of architectural speculations. Urban
resources might include but are not limited to spaces for
edu-cation, healthcare, protest/debate, borders, agriculture, water
access, environmental racism, accessibility and play. In theory
these resources may be consumed without reducing the amount
available for others, and cannot be withheld from those who do not
pay for it.
It is not merely what a space sets out to effect in human terms,
that gives it place value, but what it is able to gather and
transmit.” (Van Eyck Team 10 Primer p.94).
Dalhousie University School of ArchitectureM1 Landscape Studio.
ARCH 5007.06, Section 1 Summer 2020. Instructor: Roger Mullin. e:
[email protected]. Time: Tuesday and Friday, 2:00-5:30. Location:
online.
STRANGE SPACES AND PUBLIC GOODS
Note:
ARCH 5007 (RM) is co-requisite with ARCH 5212, section 1 (RM).
This concurrent suite of courses will reinforce one another in the
following ways:
The design work in ARCH 5007 (RM) will deliver a comprehen-sive
small public project on a site chosen in consultation with the
instructor. The primary detail assignment in ARCH 5212, section 1
(RM) will be a culturally considered technological detail applied
in the projected context of your design project.
Land
scap
e St
udiO
image: aerial view of Halifax
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Strange Spaces +Public Goods:access to amenity in the 21st
century
Studio Inquiry:
The studio will work with the immediate and well known
environ-ment of Halifax (or another location chosen in consultion
with the instructor) and will propose individual designs of small
public buildings (engaged with urban infrastructures). Project
develop-ment will be derived from a series of less conventional
represen-tations that ‘sample the city’ (audio recording, film,
photography, drawing modeling, time based analysis, interviews,
collage techniques, etc).
Students will have the opportunity to develop their own design
brief by defining a program and a site for a building design
project. Specific architectural programs options include but are
not limited to educational spaces, health clinics, and affordable
housing, Indigenous spaces, etc. Infrastructural systems are those
urban systems that have a significant presence in the city such as
public conveyance and energy systems, parks, streets, knowledge
networks, etc.
The work will benefit from direct engagement with a site and a
user group. The discourse will be broadened and developed through
lectures, course readings and related studies of design work from
the discipline including social and tactical architec-tures.
The work will address some of the following questions:
What constitutes a public building and how can one con-sider and
evaluate the designed limits of its use?
How do urban spaces and infrastructural networks relate to
public buildings and spaces? Do they individually or in combination
act as urban resources?
What roles do permanency and temporality play in the cur-rent
city topology?
How could an architectural project heighten our expecta-tions
and experience of civic life in a particular place, now?
image: Shin Egashira
image: table, Enric Miralles Architect
image: Haptic Sleeve. Studio image, R. Mullin
image: Security, John Hejduk. Oslo.
https://medium.com/newco/youre-fired-democracy-dystopia-and-the-cult-of-the-ceo-83a3a9b24531
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Studio Topics:
Spatial Types.Architectural writer and thinker, David
Leatherbarrow argues that twentieth-century spatial types such as
the free plan, the Raum-plan, and the open plan developed out of
the early eighteenth century variety and ensemble of the English
picturesque garden.
Modern architecture blurred the line of interiority utilizing
advanc-es in structure, asymmetry and directional shifts to bring
exterior space, figures and the architectonic garden into the
imaginative landscape of the viewer. The display of artifacts,
paintings and sculptures lend themselves to this imagination as
they interplay with “kinds of movement”[1]: the procession, stroll,
or wandering of a perceiving subject.
Considering contemporary shifts in information sharing,
knowl-edge networks and pressing global concerns what type of space
do we occupy today?
Movement - Speed (and slowness) The temporal dimension of
movement distinguishes the experi-ence of architectural space from
that of a static prospect in that it provides multiple views in
sequence (body through space). The plan view of the spatial types
mentioned above (Le Corbusier, Adolf Loos and Frank Lloyd Wright
respectively) suppresses the 3-dimensional characteristics of
space. This studio aims to el-evate the oblique view (of the
perspectival sketch, framed model, photographic image, etc.) to
systematically inform the arrange-ments of building plan and
adjacencies considering spatiality of foreground, middle ground,
background.
Steven Holl’s spatial type arguably goes further than the
2-di-mensional plan or the 3-dimensional static perspectival point
of the Renaissance space and the positivist rationalist space of
the modern axonometric projection and uses light as a space
defining element that structures movement. Spatial Parallax.[2]
considers a 3-dimensional axis of gliding change.
Multiscalar and Urban NetworksBased on our engagement with the
city we will examine how architecture and urban spaces affect the
quality of formal and informal experiences. Individuals should
explore, study and document the function, shape and quality of
their respective sites through a variety of media that forms part
of the final presenta-tion.
notes:
1. John Dixon Hunt 2. Steven Holl
image: Masks Series, 2007. John Stezaker
image: Interior of Forum. Rene Davids, 1984.
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Learning Objectives:
Students will learn about selecting a site and developing a
build-ing design and program, guided by: An architectural idea that
demonstrates attention to structural and environmental systems,
building envelope, building assem-bly, life safety provisions,
environmental stewardship and the well being of the public.
The work will aim to design, develop and resolve a small public
building in related to an urban infrastructural element(s).
Stu-dents will learn to extend representational skills and
strategies to develop critical and innovative positions that
examine the role of public buildings, amenities and spaces in the
city.
Evaluation Criteria:
Work will be evaluated on evidence of knowledge and
imagina-tion, the clarity, quality and depth of representation of
subjects studied and designed.
Assignments:
Except as noted, all assignments are done individually. Given
that work will be completed remotely, representation of site will
be a result of resources available online (Google Street view,
etc.) and those provided by the student.
Multiscalar Mapping / Situational Strategies 15% A study that
explores and documents the function, shape and quality of site.
Multi-media.
Seminar Participation 10% Utilizing course references and
additional readings to contribute to the collective discussion of
the studio inquiries.
Building Design - option to work in groups 75% (25% ind. 50%
group) Working in model and utilizing found materials, fragments
and existing building and urban fabric, much of the work will begin
in and around the space of your site. Drawing, photography, model
and narrative will be the preferred modes of representing your
final work.
image: Shin Egashira, Fish Cabinets.
image: Zaha Hadid
image: Richard Lundquist
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Schedule:
Week
1
2
3
4
5
6
7
8
9
10
11
Topics
Landscape of the City
Multiscalar Mapping /Situation Strategies
Conceptual Development and Representation
Conceptual Development and Representation
Design Development
Design Development
Design Development
Conceptual Development and Representation
Design Development
Design Development
Design Reviews
Tuesday
May 05Introduction
May 12seminar
May 19studio
May 26studio
June 02studio
June 09studio
June 16Midterm Review
June 23studio
June 30studio
July 07studio
Friday
May 08studio
May 15studio
May 22Multi-Scalar Mapping and Situ-ational Strategies
assignment due
May 29Seminar
June 05studio
June 12studio
June 19studio
June 26studio
July 03studio *SRI’s
July 10studio
Building Design due July 15 -16
image: Steven Holl, Kiasma Musem.
*SRI = Student Ratings of Instruction
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References:(relevant excerpts available digitally on
Brightspace)
Burns, Carol and Kahn, Andrea. 2004. Site Matters: Design
Concepts, Histories, and Strategies. New York: Rout-ledge.
Edensor, Tim. 2005. Industrial Ruins, Space Aesthetics and
Materiality. Oxford:Berg Publishers.
Frascari, Marco. 2011. eleven exercises in the art of
architectural drawing. Oxon: Routledge.
Harvey, Sheila and Fieldhouse, Ken. 2005. The Cultured
Landscape, Designing the envirionment in the 21st cen-tury. New
York:Taylor and Francis.
Holl, Steven. 2007. House, Black Swan Theory. New York:Princeton
Architectural Press.
Leatherbarrow, David. 2004. Topographical Stories. Philadelphia:
University of Pennsylvania Press.
Leatherbarrow, David. 2009. Architecture Oriented Otherwise. New
York: Princeton Architectural Press.
McQuiad, Matilda. 2002. Envisioning Architecture, Drawings from
The Museum of Modern Art. New York: The Museum of Modern Art.
Nesbitt, Kate (edited by). 1996. Theorizing a New Agenda for
Architecture, An Anthology of Architectural Theory 1965-1995. New
York: Princeton Architectural Press.
Pallasmaa, Juhani. 2009. The Thinking Hand, Existential and
Embodied Wisdom in Architecture. Hoboken:Wiley.
Pawley, Martin. 2007. The Strange Death of Architectural
Criticism, Collected Writings. London: Black Dog Pub-lishing.
Pawley, Martin. 1998. Technology Transfer (1987). Rethinking
Technology. New York: Routledge.Also published in, Terminal
Architecture. London: Reaktion Books.
Rattenbury, Kester. 2002. This Is Not Architecture, Media
constructions. London: Routledge.
Sennett, Richard. 1988. The Craftsman. New Haven: Yale
University Press.
Sennett, Richard. 1992. The Fall of Public Man. New York: W. W.
Norten.
Leatherbarrow, David. 2000. Uncommon Ground. Cambridge: MIT
Press.
Fernandez-Galiano, Luis. 2007. Organisms and Mechanisms,
Metaphors of Architecture (1982). Rethinking Tech-nology. New York:
Routledge, .
Additional course readings provided on Brightspace:
1. The Journal, David Henry Thoreau2. In Praise of Shadows,
Junichiro Tanizaki3. Michael Ondaatje, In The Skin of a Lion4.
Robert Musil, A Man Without Qualities5. Italo Calvino, If on a
winter’s night a traveler6. Italo Calvino, Marcovaldo or The
seasons in the city7. Jorge Luis Borges, Blindness
image: Steven Holl, Kiasma Musem.
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Criteria and Standards for Assessment:
Criteria will be indicated in each assignment handout, along
with their relative weights (to follow). Group Assignments:
Students working in a group are assigned the same grade.
University Grade Standards (Graduate):
The graduate grades below apply only to the final grade for the
course. An individual graduate assignment may be assigned any
percentage grade or letter grade from the undergraduate grade
scale.
Grade Grade Point Percent DefinitionA+ 4.30 90–100 A 4.00 85–89
A– 3.70 80–84 B+ 3.30 77–79 B 3.00 73–76 B– 2.70 70–72 F 0.00 0–69
INC 0.00 IncompleteW neutral Withdrew after deadlineILL neutral
Compassionate rea sons, illness
Grading Format:
Assignment evaluations will be issued to students as grades with
written comments.
Course-Specific Policies:
With a Student Declaration of Absence, a late assignment
normally is accepted without a penalty. Without an SDA, the grade
deduction per weekday will be a third of a letter grade, e.g., from
A to A–. Weekend days are not deducted.
Your final letter grade for the course will be based on the
Dalhousie University Graduate letter grade to numerical score
equivalence chart. Each assignment will be graded numerically by
the instructor following the university’s undergraduate grading
scale at: http://tinyurl.com/dal-grading
Human Research Ethics:
Any students who are doing research involving human subjects
must follow the university’s regulations.This ap-plies to
interviews, photographing individuals, etc.
CACB Student Performance Criteria:
The BEDS/MArch program enables students to achieve the
accreditation standards set by the Canadian Archi-tectural
Certification Board. They are described at
https://tinyurl.com/cacb-spc-2017 (pages 14–17). This Dalhou-sie
ARCH course addresses the CACB criteria and standards that are
noted on the “Accreditation” page of the School of Architecture
website: https://tinyurl.com/dal-arch-spc.
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University Policies and Resources:
This course is governed by the academic rules and regulations
set forth in the University Calendar and the Senate. See the
School’s “Academic Regulations” page
(http://tinyurl.com/dal-arch-regulations) for links to university
policies and resources:
• Academic integrity• Accessibility• Code of student conduct•
Diversity and inclusion; culture of respect• Student declaration of
absence• Recognition of Mi’kmaq territory• Work safety• Services
available to students, including writing support• Fair dealing
guidelines (copyright)• Dalhousie University Library