First Year

Fall Term 1
Spring Term 2

Second Year

Fall Term 3
Spring Term 4
Requirements for entry into third year.
(minimum of 60 credits)* (* One of the Free Elective Classes can be taken in Third Year) Five (5) general 'perspective' courses to include one (1) Global History; one(1) Self/Society; one(1) Logic/Philosophy; one(1) Artistic; one(1) Earth Sci.; Physics 21900 (prereq. MATH 195 or equivalent); Speech 11100 (or the Speech Exemption Exam); eight (8) credits of Free Electives a 2nd semester level of a foreign language if 2 years of foreign language have not been completed in high school); and the CUNY Proficiency Exam (CPE). A minimum of a 2.33 overall GPA and a minimum of a 2.33 GPA in all architecture courses, and a Pass in Portfolio Review are required for entry into the Third Year.

Third Year

Fall Term 5
  • ARCH 35100 Design Studio 1

    Students will focus on "site specificity" and its relationship with the process of design. This requires close attention to patterns of living and issues of materiality.

  • ARCH 35201 Contemporary Arch. History/Theory

    This is the third of a four-semester sequence that examines the physical forms of world architecture and related arts in response to place, politics, culture, and society. This semester, case study examples from Europe, Asia, Africa, the Americas, and Oceania in the late 18th, 19th, and early 20th centuries are discussed. Two lectures and a recitation section are required weekly.

  • ARCH 35301 Constr. Tech. Wood & Masonry

    First of four-technology course sequence. Introducing relationships between materials, systems and design - primary focus smaller scale wood and masonry structures making space and form.

  • ARCH 35401 Structures: Wood and Steel

    This course introduces students of architecture to the design of wood and steel structures. It covers the properties of these materials and the structural analysis of building components made from them. Students will learn to select and size structural members and detail their connections. They will develop an understanding of the behavior of structural systems made from wood or steel which will help them design building structures as part of a safe, functional, economical, and aesthetical building design.

    Course Goals & Objectives

    The course has the objective of making architecture students familiar with the nature and behavior of wood and steel structures and with the tools employed for their engineering so that the design of structural systems becomes a natural and integral aspect of their conceptual building design approach. It has the further goal of providing the understanding and language to creatively communicate with the structural engineer on the design team, and to be able to read and coordinate structural drawings. Understanding the forms which are natural to buildings framed in wood or steel, and being aware of the wealth of available structural forms and solutions helps the future architect to produce creative answers for a better built environment.

  • ARCH 35302 Site Technology

    Evaluation of the balance of stationary forces in such statically determinate structural elements as beams, columns, cables, trusses, arches; analyzing reactions, axial forces, shear forces, and bending moments. The evaluation of cross—sectional properties; measuring axial shear, bending, twisting, and buckling strength of structural elements.

Spring Term 6

Fourth Year

Fall Term 7
  • ARCH 47100 Design Studio 3

    This studio is focused on the investigation and design of multi-unit housing in an urban context, organized around a series of phases including site analysis, program analysis, precedent investigation, concept, and design development. The initial phase focuses on a rigorous analysis of the surrounding neighborhood and site accomplished by the analysis of a program, and precedent studies that incorporate alternate housing philosophies. Site plans are developed and evaluated against the program intentions. The design process is then organized in a series of phases focusing on the study of building massing and circulation, dwelling unit layouts, open space, façade, and building details and technologies. The analysis phases are produced by 2 to 4-student teams to promote collaborative experience. Except for the initial team-based urban sketch exercise, the design work is done individually by each student. Strategies for sustainable design are investigated through the context and site analysis, as well as in the precedent studies. A short design assignment emphasizes energy conserving design, and sustainable design strategies are incorporated in the building design solutions. Performance in studio is evaluated on the basis of frequent pin-ups and interim and final reviews corresponding to each phase of the course organization.

  • ARCH 47201 World Architecture

    Design and analysis of architectural space through a series of exercises concentrating on process and production, with an emphasis on program, scale, light, and the relationship of structure and land.

  • ARCH 47301 HVAC System

    Introduction to mechanical, electrical and vertical transportation systems in various building types, including space requirements, Code implications and coordination with other building systems.

Spring Term 8
  • ARCH 48100 Design Studio 4

    Arch 48100 is the second semester of the 4th Year design studio sequence. The course focuses on public buildings. The building types studied range from places of assembly to cultural and educational facilities. Programs are of medium size, 30,000 to 70,000 SF, and complex in nature.The underlying premise of the studio is to simulate the design process as it occurs in practice. To this end, the studio begins with a phase in which the site context is documented by student teams, design precedents are studied, and the building program is analyzed.

    This is followed by the individual development of alternative site plans and building concepts that are evaluated through class discussion. Each student then selects a specific scheme for development during the remainder of the term. The development of the design is organized into phases in which specific aspects are investigated, including individual spaces, spatial sequence, (including means of egress and ADA compliance), structural and mechanical systems, façade, open space design and, of course, sustainable design). After the mid-term review, students will undertake a "sketch study" to investigate in further detail a major space in their building.

  • ARCH 48301 Lighting & Acoustics
    Lighting & Acoustics:

    Lighting forms the basis for how human beings see and experience the physical environment. This course includes an overview of the various topics that influence contemporary architectural lighting design including context, light properties, optics, daylight, vision/perception, color and sustainability. This class introduces the technical and practical aspects of the lighting design process, lamp/luminaire technology, basic calculations and use of technical data.

    Construction Technology 4:

    The Acoustics part of this class is focused on the correlation between acoustical perception and architecture, in case studies as well as in calculations and diagramming. The relevant topics include acoustically related space making, attenuation of residential noise sources, noise level reductions in office environments, and environmental control strategies. The students are also asked to engage in group work to solve a tangible acoustical problem in their own school, in order to reiterate the skills learned.

A student may choose after successful completion of the fourth year to receive a B.S. degree in Architecture. To proceed to the fifth year/thesis, a design portfolio and a thesis project statement must be approved. The student must have maintained a 2.33 G.P.A overall and a 2.33 G.P.A in all architecture courses. A student receiveing a B.S. degree in Architecture may not receive a B. Arch (5th year) degree.

Fifth Year

Fall Term 9
Spring Term 10
In addition each student must complete a minimum of seventeen (17) architecture elective credits for graduation with the B. Arch. Degree.

Concentration in Architectural History

A concentration in architectural history is offered to students in the B.Arch. program. To complete the concentration, students will need to take Survey of World Architecture, I (AES 23202), Survey of World Architecture, II (AES 24201), Survey of World Architecture, III (Arch 35202), Survey of World Architecture, IV (Arch 47201), as well as five electives courses in Architectural History. For further information and course advisement, contact Professor Marta Gutman, Coordinator of Architectural History and Theory.

Electives & Selected Topics

  • ARCH 51302 Iconic Building Tectonics

    This seminar course will engage in and expose participants to the multiple issues surrounding the tectonics of iconic builidngs with a focus on poetics of building construction technology, history and theory, systems integration, and sustainability and how these are interrelated.

  • ARCH 51309 Children and the City

    Physical spaces are a gauge, a measure of any society's attitude toward children. About 500 years ago, it would have not been possible to find a house with a child's bedroom, a neighborhood with a playground, or a city with a public high school. Fast foward to the 2st century, when children live, learn, work, and play in spaces purposely made for them, usually by architects and other design professionals; they also create and appropriate places for these purposes. This interdisciplinary seminar looks at how modern architecture, modern cities, and concepts of childhood have chnaged as special places have been made for children - from houses and schools to streets and playgrounds.

    We will give architects their due, as we discuss ideals of the good childhood and how hopes (and fears) for children are embodied in the built environment. What does the word child mean? Design? Modern? What does the design of a school, for example, tell us about adult values? How does it contribute to the modernization of cities? To the discourse of modern architecture? To the ideological construction the "good" childhood in the US? Europe? Elsewhere in teh world?

    We also will consider children and children's experiences, as they consume, play, resist, rebel, contest, experiment, and otherwise use the physical city to creat culture. Who has rights to the city? How are they express? In the end, we want to come to terms with the multiple identities of children and examine how space, place, and experience are engaged in the performance and critique of them. Teenagers and youth culture are also discussed, part of the processess under consideration in this class.

    This course includes in-class discussions, short critical papers, and a research project, involving fieldwork that will develop and extend this website, authored by former students in this class: http://childrenandthecity.weebly.com/. The course is open to graduate students and advanced undergraduates, with permission. Students should be prepared to read, to write and above all to think critically.

  • ARCH 51312 Building Information Modeling

    Also known as: ARCH 71301

    Intended to deal with design and form as an information management process, this course will explore methods and techniques of modeling the various systems as well as the form of buildings. using selected projects as subjects, students will apply various means of digital representation and electronic documentation - a set of topics which leads toward "Building Information Modeling" which will, in turn, be examined as to its role in conceptualization, design, documentation, and construction.

    This is not a course in CAD, computer-aided design, rendering nor presentation. It is rather focused on the methods, techniques and tools for developing a comprehensive electronic information-rich model of built forms and systems, and teh potentials of using that model to produce traditional and non-traditional representations for a variety of purposes and disciplines over the various phases of the building's life cycle.

    Revit Architecture, a widely used application, will be featured as a typical example of BIM software. Revit Structures and Revit MEP software will be briefly examined as will other applications by other software producers.

    The course will be organized around lecture/demonstrations and project work. Students will be expected to carry-out exercises in the first part of the term, and work on a selected project in the latter part, leading to a complete final project fully implmented in BIM technology. The goal is to document the project ot the detail level.

    Since we will be exploring sophisticated and at time, complex ideas and methodologies based on digital technologies, students must come to the course with a certain level of knowledge and skill which allows them to understand and competently produce variou digital representations, carry-out modeling activity and use sophisticated dgital tools. The minimum pre-requisite is successful completion of the introductory digital course (Arch 23300 or 41201) and the first three semesters of building systems techology. (Arch 35301, 36301, and 47301) or the equivalent as determined by the instructor. Students in graduate programs may present to the instructor for approval alternative courses or experiences in lieu of the undergraduate course pre-requisites. A thorough knowledge of AutoCAD, 3D modeling and image processing are a base requirement.

  • ARCH 51314 Aesthetics

    Aesthetics considers the experience of things described as fine or beautiful. It asks a succession of questions: i. Is beauty the perfection of things perceived or the cultivated response of people qualified to perceive them? ii. Is beauty's perception disinterested - beauty for beauty's sake - or is it sometimes mixed iwth practical concern for the satisfaction or utility of things, such as buildings, theories, or tools, perceived as beautiful? iii. is there an appropriate context for things perceived as beautiful or is beatuy indifferent to context: iconic buildings, for example? vi. Is beauty's perception culturally or historically bound? v. How does the character and response to natural beauty differ from the beauty ascribed to things we make? What of things intermediate, natural but created: gardens, for example? vi. Is beauty's creation the effect of inspiration or calculations and craft? vii. How does architecture weigh practical imperatives - craft, cost, use, and context - against the demands of style and art?

    • David Weissman
  • ARCH 51320 History of Structural Forms

    This seminar takes a novel approach to the history of structure. It combines Curt Siegel's notion of structural forms with Felix Candela's motion of structural actions conceived as a dischotomy between passive structures and active structures, the latter being "those capable of changing the direction of loads and focin gthem to move throughout the structure enclosing a certain space." The advantage to this approach is to analyze structure from the vantage point of the designer and hence to give students of architecture and engineering the conceptual tools to use structural forms creatively.

    Rangin gin time from ancient Egyptian architecture to the present, this course provides new insights into well-known buildings, while exposing students to important but relatively little-known material. In particular, the course provides extensive coverage of the dramatic and innovative but little-known Spanish and French stereotomic vaulting of the fifteenth-eighteenth centuries, this so-called acrobatic architecture that seems to hover miraculously in the air.

    This first half of the course consists of lectures by the course instructor, followed by student reports, the latter focusing on vaults (Antonio Gaudi, Rafael Guastavino father and son, Eduardo Torroja, Felix Candela, Pier Luigi Nervi, Heinz Isler, Frei Otto, and Eladio Dieste) and innovative skycraper frames (Fazlur Khan). Students will make a powerpoint presentation and write a term paper, as well as take a midterm and a final exam.

  • ARCH 51322 Advanced Presentation Techniques

    Architectural Illustration - Pratical Methods & Techniques concentrates on gaining practical skills in the illustration of buildings. Through hands-on practice in developing perspective layout drawings, drawing composition and final rendering using pencil, pen, and marker techniques, the student will improve graphic communication skills.

    An understanding of perspective drawing and composition will be emphasized, utilizing layout methods ranging from traditional T-square & triangle through model photography to computer-generated wire frames. The efficient use of time and an appreciation of the decision-making process involved will be stressed.

    The above skills are necessary in order to exercise creative control over the illustration process no matter what technique (hand-drawn or computer generated) is chosen.

    This is NOT a "computer rendering" course. However, the use of computer software in the illustration process will be supported to the greatest practical extent. With the skills and experience gained in this class, students will be able to martial all the resources at their disposal (from traditional drawing/drafting to 2D/3D CAD) in order to produce effective illustrations of their work. Skills in Architectural Illustration are valuable as "sales tools", but are even more important as "thinking tools" when developing design concepts and solutions.

    Students will choose projects from their own portfolio and creat EXTERIOR ELEVATION and EXTERIOR PERSPECTIVE illustrations. In addition to the final presentation drawings, there will be exercises, both in class and as assignments. THese exercises and assignments are also part of the required course work.

    This is a studio class. Attendance is important! The skills studnts are seeking to gain are only acquired through in-class, hands-on, participation. Students should come to the first class with basic hand-drafting tools and equipment and an 18" Roll of Sketch Paper.

  • ARCH 51324 Teaching Architecture

    A catalyst for constructivist engagement

    Architecture is, an art, a science, & ultimately a form of multi-sensory expression & experience that is imbued with cultural, historical, environmental, & political meaning & impact.

    architecture is so multifaceted that most imaginative teachers-educators-facilitators can find within a suitable place in which to pursue a gamut of spheres of interest & meaning... which architecture at its core, there can be infinite paths to explore a variety of social, economic & academic disciplines.

    we will explore philosophies, theories & practices of a "constructivist" pedagogy of teaching & learning - a dialectical relationship between understanding & doing - to facilitate a deepening & broadening of our understanding of current thinking & practices in architecture, education & student empowerment

    a goal of this seminar class is to introduce & acquaint architecture students with current trends in educational pedagogy, develop their own "visual literacy" - to gain a more comprehensive, critical & empowering understanding of their built physical environment.

  • ARCH 51325 Words and Buildings

    This seminar is designed to enrich your knowledge of contemporary theory and methods while honing reserach, writings, and presentation skills. Broadly speaking, this class will help you grasp the importance of viewpoint and subjectivity in analysis and design. As you use theory to probe the relationship of place to power, politics, and identity, you will examine how objects buildings, and spaces shape and are shaped by social relationships and cultural values in a global society. This kind of board-minded theoretical thinking will help you come to grips with how architecture, landscape aritecture, and urbanism may be used for progressive (and not so progressive) purposes and as a tool for political critique and social change.

    This is a reading and writing intensive class.

  • ARCH 51326 Reading African Architecture

    Also known as: ARCH 63101

    African architecture has its basis in history, numerology, philosophy, performance principles, therapeutic concepts, jurisprudence and cosmology.

    - Suzanne Preston Blier

    The architecture of Africa is often referred to as "architecture without architects". Yet, it is a rather complex language system, the meaning of which can be understood through the materials it produces, the construction processes that characterize it. Form orientation to decorative details, African architecture is an interpretation of a people's cosmogony. Although its formal expression changes from one region to another, architecture always has roots in the history of the people building it, in their philosophy and their cosmology. It is grounded in the reality of the daily experiences of its makers, and it also contextualizes their intellectual explanations of their lives. Beyond shelter, it offers them a way to belong, by mediating between the sacred and the utilitarian.

    This class will explore African architecture within the geographical contect of West Africa, through a series of probes into its specific expressions: the house, the village, the city, the landscape. It will concentrate on traditional architecture. Following the slave trade routes, it will explore its adaptation in the West Indies, Louisiana, Canada and Brazil. In conclusion, it will look at several ontemporary designs that have drawn inspiration from the principles of African architecture.

    Students' research is an integral part of the class and will be conducted during class time. At the end of the course, the work will be compiled into a class summary.

  • ARCH 51348 Computer Rendering & Animation

    Todays architects are beginning ot discover new worlds with computers. Computer technologies have altered the production of architecture, and they have changing the way we design and construct buildings. With the advancement of computer technology, you are able to render several thousand images to produce computer animations. And with the development of new software, real-time walk-through of 3D models and 3D still renderings are as common as word processors.

    You will be able to gain enormous skills in computer rendering and animation by using latest 3D Studio Max. Topics include: Basic Modeling, Advance Modeling, Animation and Walk-Through Animation.

  • ARCH 51349 Low Energy Buildings

    Also known as: ARCH 63102

    This course equips students to design achitectural form and materials for environmental control. There are two main principles to how it is taught. The first is to use multiple learning media that develop a conceptual, practical, and intuitive understanding of the material, in order to serve you best as designers, and learn by real life experience (as that is entertaining and educational at the same time!). These media include lectures, readings, direct experience, active experimentation, and design (which leads to the second principle.)

    The second principle is to apply the lessons directly to a design project, so that what you learn in this class will be fully integrated into your work. The seminar lessons are organized in sequence to work with a design project. We will give you a small design assignment that you will develop into a truly low energy building by calculating it's losses and gains, with as a a goal to optimize them and reduce them so the end result will be a building that is a low energy building and could conform with the Passive House standards.

  • ARCH 51354 Cross-Pollinating Practices

    Cross-Pollinating Practices: On the relation of architecture to landscape and urbanism

    The purpose of this course is to chart up a contemporary understanding of the issues of context as seen through the relation of architecture to landscape and urbanism. There are new sensibilities emergin gtowards complementary notion sof space, ground, type, network, and lanscape. These complementary notions have implicit representational and typological relations in need of both an update and a historical overview. The course will renew the implicit relations between architecture, urban design and landscape without fixating on the disciplinary but rather on the productive relations between them.

    Among other issues, this foray into the expansive realms of landscape architecture and urban diesng will provide an encompassing grasp of both the sustainable and social issues of architecture - such as the inductive and deductive principles of architecutre's integration with the larger context and environment. This investigation will yield a deeper and more expansive knowledge of architecutre; it will elucidate the productive cross-pollination between these practices and the underlying intricacies of each discipline. Ultimatel, it will provide the student with new tools to access and value all three disciplines.

    As a productive example of the topics discussed, and in terms of the relations which are in need of an update and an overview, the course will delve into the notions of ground and typology. Historic implicit relations between architecture and urbanism generated the representational "figure / ground" model. This model was complemented by the typological taxonomy of private background buildings and public figurative buildings and open spaces. However, in contemporary practice, ground is quite polysemic and it can be seen as a new paradigm of the horizontal, of social production of space. Moreover, in contemporary practice, the typological taxonomies can be seen as systems of buildings, or as generators of context in their on right - projecting context onto the built environment. There are new typologies - seen as the internal bone structure of the built - that define as varied of isues as the continuity of space or as networked nodes in sustainable resource based geographies. Hence, amoung many topics, ground and type require cataloguing and untangling of their relations and implications in order to remain productive notions, particulary as they illustrate the realtions between landscale, architecture and urbanism.

    This course will have two salient features. One is reserach -through readings, case studies and lectures- of historical and contemporary models and practices that intertwine these disciplines. The other is the development of written and graphic techniques in the documentation and analysis of case studies. Students will be asked to write and produce drawings.

  • ARCH 51356 Developing Communication Skills

    Architecture has a language of space, materiality, form and light. To succeed as an architect means to translate these terms into words. Architects must describe, explain, justify, debate, and defend what they do. Drawings, models, and animations are wonderful communication tools, but architects make an compelling case for their design when they can capture the experience of the building for a client in words: why grey granite with a gentle white swirl is the right scale and texture. How those shapes on the drawing become a procession through the building rich with incident. Why rays of light falling just so will bring a room to life.

    Architects take charge of their work and establish its importance when they can successfully describe and defend it. Clients value architects who can make an authoritative case for their design - not just to the client itself, but to corporate boards, users, and communitites affected by a project.

    The seminar will help participants develop essential basic writing skills, from resume writing, to day-to-day business communication in the form of letters, meeting minutes, marketing materials, and so on. We'll try on a number of forms of writing, explanatory writing, descriptive writing, persuasive writing. We'll study the techniques novelists and reporters use to engage and inform: stories, word images, metaphors, and analogies.

    The seminar will also consider the way words are used to shape peoples' perception of architecture. Journalists, theorists, historians and critics categorize architectural production in ways taht both illuminate and obscure. They also shape other peoples' perceptions of architecture when architects themselves fail to articulate their vision in language. Branding and the idea of celebrity architects for example, are ways the puiblic categorizes architecture to make it recognizable and create a hierarchy of value.

    the seminar will take stock of the evolving nature of media and communication, like the growth of the internet and social media dn the decline of traditional print publications. Discussions and writing will consider what these trends mean. Students are expected to be active participants, and will be asked to write frequent brief, pithy, and polished pieces drawn from real-world situations.

  • ARCH 51359 New York City Housing

    New York City Housing: The Forces that Shape It

    This seminar will investigate the multiple aspects that give shape to housing in NYC. Through a series of talks, field trips, readings, and student research projects the course will look at past and present social, political and economic forces in an attempt to speculate on how they will affect our housing in the future. Guest speakers who are noted authroities in particular housing areas will give talks which will be followed by a class discussion. THe areas covered in these talks include the roles of the private, public sector and community developer, housing financing, housing zoning, the role of government, the role of the housing architect and new approaches to housing design.

    Students will be required to prepare a research case study, which focuses on a particular NYC housing development in which the fators which affect its initiation, implementation and physical design are discussed in detail.

  • ARCH 51365 Curating Architecture

    This course examines a wide range of issues in contemporary practice encompassing exhibition design and installation and the multi-disciplinary production of installation art. Lecture and discussions about the history of curatorial practice as it evolves from the supervision of collections to incorporate a broad range of responsibilities, issues and activities creates our context. We then focus more specifically on the early 20th century European avant-garde as the boundaries between art, exhibition design, and curatorial scholarship shift and cross. Artists, architects, set designers, writers, performers initiate collaborations, crossing and merging disciplines to create new forms of expression. Concurrently, we look at the Museum of Modern Art and its founding director, Alfred Barr, to understand the revolution in exhibition theory and practice that brought viewer and object into a new and profoundly modern relationship. Within this framework students form teams of 3-5 memebers to discuss, conceptualize, develop, design, and build a full scale exhibit to remain on view for a designated period of not less than two weeks. This exhibit must evidence serious consideration of the relationship between form and content, craft and materials. The relationship between concept and form is paramount.

    Requirements include drawings, maquettes, and written proposals and statements, including a final paper addressing all aspects of the process and product. Each project constructed for the course must be built with consideration for its dismantling. It is requred that all groups plan how to disassemble and store projects at the end of each semester. Cultural, social, political, and economic considerations and contexts, together with formal design elements (light, space, color, plan, etc.) and available technology combine to express and realize specific intent. This practice carries profound responsibilities, determining the perception, valuation, content, significance, context, and aesthetic viewpoint of that which is exhibited.

  • ARCH 51380 House Theories

    The seminar focuses on the social agenda of housing, and its translation into the spaces that define the dwelling unit and connect it to the social fabric of the building, of the neighborhood, and of the city. It will be an introduction to housing philosophies, housing design theories, and urban design approaches to housing. It will concentrate on the 20th Century, and therefore focus on the time period that begins at post-industrialization and ends with globalization of the economy. The Industrial Revolution of the 18th Century fostered a separation of the residential spaces from places of work. Since then, housing, as the dwelling of workers, has become the major building type in our built environment. Housing has also become the object of heated philosophical and design debates, as it is revealing of the socio-economic agenda underlyig the building of cities. Not only does housing provide us with shelter, but it is also the building block of our communities, our neighborhoods, our cities. As such, it has generated numerous urban design theories.

    The ten approaches that will be presented and analyzed in this seminar illustrate seminal steps in the conception and esign of housing, inresponse ot he changing socio-economic agenda of the 20th Century. From the normative International Congree of Modern Architecture (CIAM) to the exclusionary Congress of New Urbanism (CNU), these practices, that we often follow without understanding their implications, need to be analyzed critically so as to lead to housing design standards that better fit the cultural and socio-economic context in which they will be applied.

    Course Assignments: Students will be responsible for reading two short articles each week. in perparation for class discussions. Active participation to the seminar is expected. Short papers analyzing selected readings will be assigned in lieu of a mid-term exam. Students will also undertake, individually or in teams of two, an in-depth analysis of a housing development project. These analyses (Powerpoint presentation and short paper) will be presented to the class at the end of the term, but before final diesng reviews.

  • ARCH 51387 Discovering Form in Nature

    This course concentrates on visual analysis with emphasis on color, composition, form, volume and mass.

    Close observation and analysis of the visual field will develop and refine visual and spatial acuity. Conventration is on light as it reveals and articulates form within a pictorial context. Color theory is investigated through exercises based on those of Johannes Itten's The Elements of Color and Joseph Alber's Interaction of Color.

    Classes will take place at various locations, both on and off campus, as well as in the studio. Skill in drawing by hand informs and enhances work done on the computer, adding to each student's visual vocabulary and broadening his/her possibilities, practically and aesthetically.

    Both natural and built sites will be investigated. The works of artists who explore the built environment for expressive purposes, (i.e. Hopper, Sheeler, Matta-Clark, Whiteread, to name just a few) and travel studies by architects such as Louis Kahn and LeCorbusier will be considered.

    Various wet and dry color media will be employed and the relationship between subject, medium, technique and intent will be explored. The use of gouache and watercolor will expand the possibilities for visual analysis and expression. The essential goal is to maximize students' analytic, observational and expressive abilities in order to become more effective visual thinkers and communivators. This includes the ability to speak and write in the language of visual arts.

  • ARCH 51388 Architecture & Photography

    This introductory course will cover basics of photography and present the profession and practice of architecural photography.

    Students will learn basic principles of photography through use of manual settings on their digital or film cameras. Working mostly outdoors, using a variety of architectural assignments, students will learn to represent three dimensional architectural forms and space on a two dimensional surface. Special emphasis will be placed on

    -Observating different qualities of light and using daylight to best support a concept

    -Choosing lenses to obtain different perspectives

    -Using depth of field and motion to emphasize a subject

    Problem solving, innovative techniques and creative approaches will be explored as an integral part of architectural photography.

    The course will also explore the importance of architectural photography as a tool for brainstorming, design development and as a basis for final renderings, and as a way to document all steps of an architects' creative process.

    The course also covers practival aspects of the photography business from the architects' and photographers' points of view, including rights, logistics, and digital workflow.

  • ARCH 53456 The Envelope and Kinetic Structures

    Also known as: ARCH 63456

    Much like the skin of a human body the exterior envelope of a structure is complex, responding to both its intended function and environment. Our role as architect is to understand the at environment and the forces acting upon it and to utilize this information when selecting materials and designing forms. The primary focus of this course is on the orchestration of form, function, and material. We will explore the envelope of kinetic structures including maritime vessels, aircraft, and automobiles.

  • ARCH 57403 Case Studies in Sustainability

    Through a case-studies approach examining innovative multi-purpose, complex interdisciplinary projects, this course postulates a framework for the next generation of urban infrastructure systems. THey will serve multiple functions, align with, and leverage the workings of natural systems. They must perform in a carbon constrained world and be resilient in the face of climate uncertainties. And ultimately, as 'distributed' or decentralized public utilities/facilites, they must be beneficially embedded in, and connected to communities.

    What kinds of pan-disciplinary collaboration will be required amoung architects, landscape architect and engineers and their clients to put in place the needed next generation of public works? How does ecological or "whole systems design," which builds on interconnections and dependencies amoung diverse systems, help achieve synergistic solutions that solve multiple problems - both within and external to the project boundary?

    Through discussions on reading and individual and team assignments, students will become familiar with principles that shape integrated design decision-making. The course will combine seminar lectures, discussion of readings, participant presentation of assignment exercises, and presentations of final reserach or design projects.