The Catholic University of AmericaSchool of Architecture and Planning Annual Report to NAAB

Program Administrator: Randall Ott, DeanLast Accreditation Visit: February, 2009Date: November 30, 2011

Condition 5 – Studio Culture:

Efforts noted in the 2010 Annual report are continuing. In addition, the Studio Culture Policy was the major subject of the Fall 2011 ‘Town Hall Meeting’ at the school (a meeting where all studio students are brought together in the auditorium for school-wide discussions or announcements). That meeting occurred on October 5th. We continue making considerable efforts to insure that all students and faculty are aware of the policy—again e-mailing the policy and continuing the process whereby the policy was discussed with students in all studio sections by each studio faculty member and/or year-level studio coordinator.

The student ‘Studio Culture Committee’ and the student leaders have recently met with the dean in order to discuss how a revised draft of the policy is progressing.

For the upcoming Spring Semester 2012 we have of course asked that the policy to be included in all course syllabi, and that the policy be discussed again at start of all studios by instructors and students. This occurred in the Fall of 2011 as well.

Condition 6 – Human Resources:

Much here was reported last year, including our new organizational charts. We described in detail how the school’s two Assistant Deans would be supervising all staff. Since that report, one of our Assistant Deans, Dave Shove-Brown, resigned from full-time activity at the school in order to pursue private practice (Dave remains with us in a part-time capacity, still overseeing our Study Abroad efforts). In light of that resignation, we opened a search for a new Assistant Dean, but reconfigured the two positions to make one of those positions function more as an ‘Office Manager’ and/or ‘Chief of Staff’. The other Assistant Dean would handle predominantly special projects, and would not supervise staff actively. The rationales were several: we felt even better staff integration of duties would occur if only one person was responsible for staff supervision; and we felt it would further clarify who faculty and students turn to when having a staff-related question. A search was launched for this new Assistant Dean under those parameters. A hire was just completed, and the new employee is set to begin duties in late November. The new Assistant Dean held a similar position at Georgetown, here in Washington DC (which necessitated accepting a somewhat longer than normal ‘period of notice’ before the new person could join us, in order not to overly impact that institution’s operation). We will of course report in the next cycle on how those changes performed. All office staff and laboratory staff will now report to that new person. Numerous staff members as well as the existing Assistant Dean participated in the interview process. These changes will necessitate one further updating of our organizational chart (which was appended to last year’s report). That updating is not yet underway, as we are waiting for the new person to actually join our school.

As mentioned in prior reports, the consolidation of all development activities under the dean has progressed acceptably, though the effort of late has been hampered somewhat by upper level administrative changes (the university’s VP of Development moved on and new search is underway to fill that position; this has caused some delays in responding to donor’s gifts, etc.). We feel this will ultimately sort itself out adequately.

The Summer Institute is now being supervised by Julie Kim, a new tenure-track hire with extensive experience in academic administration (she had previously served as the Director of the Graduate Program at the University of Detroit-Mercy).

The clarified of the roles of the two Associate Deans – one directing the graduate programs and one directing the undergraduate programs—that we noted in the last report has been very successful. The revised organizational chart helped there considerably. No problems or concerns there to note.

The new regimen for advising (using the Assistant Dean) has been very successful. Complaints have virtually evaporated after 18 months of using that system. This change alone has greatly smoothed our students’ perception of our customer service.

A new hire was completed to give the school another administrative assistant, who will predominantly be involved in helping coordinate the needs of the Planning and Sustainability programs. (This hope was mentioned in the last report; it now has come to pass.) Some of that person’s time, however, will be available for general administrative needs, which will assist the accredited architecture program. This is our first outright enhancement of office staff support in some years.

The school is currently in a search to locate a new registrar. Our prior registrar left the school to begin a course of training in interiors (as so often happens, young people join us as professional staff members, and then become bitten by the bug of design through being exposed to our school, and then go off to seek and education in the field—same thing happened with our outstanding wood shop coordinator four years ago!). Several candidates have been interviewed for the position of registrar. This is a tough position to fill, however, and we are still looking for the right person for a good fit with our school. The position is being advertised actively. We anticipate a hire in the next couple months. The duties are being adequately covered by our Assistant Dean and various office staff.

Handling of course evaluations continues to be much improved. The Associate Deans are consistently tracking this. No problems to report there.

Overall the reorganization process has greatly assisted the school in handling its new complexity and size. It is a ‘living’ process, however, and will now need some further updating in light of these changes.

Condition 8 – Physical Resources:

Since the 2010 report of one year ago, very exciting developments have occurred here.

1. University-Wide Discussions about the Renovation/Expansion of the Crough CenterThe school was asked to initiate a process for hiring an architect to prepare plans for an addition to our Crough Center facility. This is first real step toward what we hope will be a substantive upgrade in the way our school is housed.

This initiative came out of several years of discussion with the central administration subsequent to NAAB’s last visit to campus (in February, 2009), much of which was detailed in our last report. The

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school has had a long history of growth and dynamism, which makes it a strong candidate for a facilities upgrade. Numerous further meetings with the Provost and Treasurer have occurred since our last report. On Friday, April 29th, 2011, an important meeting was held between the new University President John Garvey and four members of the school’s Executive Development Board (our professional fundraising and advisory group). Dean Ott also attended. The needs of school regarding facilities were discussed in great detail. Over the next few months more meetings occurred between the school’s administration and the Provost and Treasurer. In the summer of 2011, it was definitively determined that the school would explore the option of an addition, with financial support for the planning process from the central administration, and studies of how to proceed were undertaken. The subject was extensively discussed at the school’s Fall Faculty Retreat of August 22nd, 2011.

Moving in parallel to these activities, the campus has been in process on a master planning exercise (required periodically by the District of Columbia), and the school was asked to have several of its faculty and the dean involved in the effort. The needs of the school regarding space were discussed in that context as well. The current draft of the master plan shows several surrounding options for expansion of our school’s facility. In addition, the Engineering school on campus also has developed a need for more space, and various ways to move in concert were discussed given the very close proximity of the two schools on campus. Those discussions are ongoing.

In October, 2011, and RFQ (request for qualifications) letter was sent by our school for an addition to the Crough Center to 26 architectural firms, both regionally and nationally, asking them to submit information on their ability to handle such an addition. The potential scope of the addition was stated to be approximately 25,000 sq. ft. (we have about 40,000 sq. ft. in our facility currently). Thus, it is potentially a sizable amount of new space that would fully transform how our programs could be offered. A committee was established composed of three members of the school’s administration, three members of the faculty, and four members of our Executive Development Board (our professional fundraising and advisory group). 19 firms responded to the RFQ letter. The committee met and cut the list of 19 responders to 7, based on a review of the materials provided by the firms. Those 7 firms were asked to visit campus for interviews. Approximately half of the interviews have occurred as of this writing. It is anticipated that the interviews will be completed in the next week. The list of 7 firms will be further cut to 3, and those three firms will be given compensation to prepare a schematic design indicating ideas for the addition.

Those schemes will be in process during December and into January, when a jury will occur here at the school, and an architect will be selected for an addition to our school. The fact that the university has provided compensation to these firms (a substantive amount) is an indication that this is a serious and potentially fruitful investigation. To date, all indications from the central administration have been that this is an active, progressing intent. There will surely be an extensive fundraising phase, though the school possesses considerable potential in added tuition yield if properly housed. It is as yet unclear how exactly the funding for such an addition (probably in the range of $5,000,000+/-) will be satisfied. Still, these are the most promising steps in facilities for the school since the original renovation of the Crough Center over 20 years ago. These steps have been the result of a massive effort on the part of the school to press its case. By the time of our next report to NAAB, we should have much more information on the progress of this initiative.

As reported last year, the school produced a 64-page booklet on the history, development, and future of the Crough Center. It included articles on how the building was originally renovated, how it has changed and been upgraded over the past 6 to 8 years, and how students in our Comprehensive Building Design Studio in the spring of 2008 used an expansion of Crough as a studio program. One thousand of these booklets were produced and distributed at the anniversary event as well as being sent to other alumni and donors. Given the new opportunities now open in facilities, we produced a second, companion version of

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that booklet which details the curricular initiatives at the school over the past several years. Once the competition to select and architectural firms, we envision the production of yet a third volume on the results of the competition. That volume, in concert with the prior two, is intended to be the first step in the launching of a fundraising campaign toward moving forward with the addition. The two volumes already produced are too large to be appended to this report, but we would be happy to send NAAB a hard copy of each upon request.

2. Direct Reduction in Studio Students within the Crough Center As an additional way of handling our spatial crowding, we have been limiting admission to the program, resulting in a direct reduction in the number of studio students in the Crough Center. We reported on this extensively last year, and have undertaken more reductions since then.

In cooperation with CUA’s Enrollment Management office and with the Provost’s office, we have reduced the number of new freshmen and transfer students being admitted to the architecture program. (While this was fundamentally a step toward limiting overcrowding, it also has had the side benefit of making our school somewhat more selective.) Below is a table showing the total headcount in the architecture program from the three years prior to the 2009 visit and also for the subsequent three years:

Architecture Program Total Headcount (Graduate and Undergraduate)AY 2006 – 2007 441AY 2007 – 2008 469AY 2008 – 2009 520 (at the time of the Spring 2009 NAAB visit)AY 2009 – 2010 502AY 2010 – 2011 469AY 2011 – 2012 431 (current total; 298 undergraduate and 133 graduate)

When we reported to NAAB last year, we had a total headcount of 469 students in the building. This has dropped by 9% this year. Our current number of 431 is even lower than our total headcount in AY 2006 – 2007, which stood at 441. We have made considerable progress in direct headcount reduction. At this point, we have approximately 90 fewer students on site than when NAAB last visited in AY 2008 – 2009, and cited the school for overcrowded facilities. The huge increase in enrollment seen at the start of the AY 2008 – 2009 was largely an artifact of a very large increase in applications and a very high rate of attendance amongst the accepted students. That bulge has eased considerably, and we have returned to much more sustainable level, even without a hoped-for facility enhancement (see #1 above).

The drop in enrollment this current year was only partially intentional. One concern of the school is that we are now seeing clear evidence of the impacts of the prolonged national recession on our program. Since Catholic University is a private institution, with high tuition costs, it was likely that we would feel the effects of the slow economy at some point. The largest drop-off in enrollment was in the graduate program. Early in the recession, numbers in the graduate program actually increased dramatically as interns who were laid off returned to school to do something productive during that down time. Now that we are in the third year of this recession, it seems we have largely worked through that population, and now are seeing the opposite trend—students avoiding graduate training simply do to its added costs, particularly in terms of student loan load. We had hoped to enroll 150 graduate students this current year, but only 133 entered. Application rates to the school remain strong, but converting those applications to enrollees is now going to prove more challenging, particularly given the modest financial aid we have available. It is incredibly hard to predict in this climate what numbers might look like next year. We very much doubt that headcount would rise. Likely we now have reached a number that is optimal for the types and diversity of programs we are offering, and this number will stay constant for some time. We are not at this point actively seeking to reduce numbers further.

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In any case, a space issue at the program remains, despite these reduced numbers. We have found that the addition of various lab spaces, new computer needs, new and more diversified graduate programs, etc., still leaves us in a position of some stress from a facilities standpoint, making the idea of an addition still viable.

One important consideration in the making of these changes to headcount was the potential loss of tuition revenue. Fewer students means lessened tuition intake, which could deleteriously impact the school’s budget. To date, these somewhat lower enrollment numbers have not impacted our budget.

3. Curricular Revisions in the Architecture ProgramAs reported last year, we have, as a further method of reducing crowding in Crough, implemented curricular changes that have reduced the number of studio desks required. NAAB noted the high number of design studios required in our curriculum, each of which consumes space within our building. As part of our curricular reform implemented in the Fall of 2010, we eliminated one design studio from the sophomore year’s requirements (see section on curriculum under ‘Condition 12’). Those changes have been successful as well.

The impacts of these various reductions in the number of desks required are already apparent in the program. Crowding has lessened considerably, and students and design faculty complaints about the cramped conditions have been much reduced.

4. Discussion of a Downtown ‘Outreach Center’Given the recent possibility of an addition to Crough, any further discussion of this option, which we reported on last year, has now ended. This option could be explored anew in the near future, if an addition proves non-viable.

Condition 12 – Professional Degrees and Curriculum:

We reported extensively on this issue last year. As we noted last year, NAAB observed the relatively heavy credit hour load of 198 credits necessary for the school’s 4+2 track in architecture and also some confusion over whether or not the school truly ‘required’ 45 credits outside of architectural studies. Addressing these issues was straightforward, and this concern has now been eliminated. We are very pleased with the practical success of these changes. No problems have come forward. For detail, see last year’s report.

Student Performance Criterion 13.9 – Non-Western Traditions:

We reported extensively on this issue last year. We are very pleased with the practical success of these changes. No problems have come forward. For detail, see last year’s report. As requested, we are appending the syllabi of our history and theory courses.

Student Performance Criterion 13.17 – Site Conditions:

In response to NAAB’s concerns on site conditions, we added a new course to our curriculum in our recent curricular revision. That course is entitled: ARPL 636-01 Site Design – A Required Course for Professional Program Students (M.Arch2 and M.Arch3). It is a graduate offering taken by all students

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receiving the professionally accredited M.Arch degree. The course has been offered, and the results were successful. The syllabus is attached to this year’s report.

Student Performance Criterion 13.23 – Building Systems Integration:

We have made considerable strides in advancing the integration of Building Systems in our student actual design projects in Comprehensive Building Design Studio. This work is done under the supervision of consultants brought in from the professional community who are experts in the integration of technical issues into design. Each team of students in our Comprehensive Building Design Studio works directly with one of these consultants. As noted above, we are currently engaged in a search to find a new professor for our environmental controls courses. This search was to some degree prompted by commentary from NAAB. The faculty appointment of the person previously teaching these courses has not been renewed. We will report on the results of that search in the next cycle. We anticipate that this change will help us to further integrate our building systems into student’s studio work.

Other Changes to the Program since the Last NAAB Visit:

Associate Dean Barry Yatt one year ago assumed the position of Associate Dean for Research. This has greatly enhanced the research activities of the faculty, and the numbers of grant applications as well as grants received has increased. A series of discussion sessions have been held in which faculty share their research interests.

In the fall of 2011, the school was able to welcome three new faculty members to its ranks. Of particular interest to the architecture program, we hired an experienced specialist in structures (Prof. Hollee Becker).

We anticipate six searches faculty searches for the 2011-2012 academic year, the results of which should be apparent in the Fall of 2012. Advertisements have been sent out, and applications are being received. The areas of specialty will be: environmental control systems, two new full-time visiting design faculty, planning, and two positions in sustainability.

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The Catholic University of AmericaSchool of Architecture & Planning

ARPL 211/511 - 01History of Architecture I

Fall 2010

Credit Hours: 3Prerequisites: NoneRecommended Co-Requisites: For architecture majors, ARCH 202 (undergrad) or ARCH 501 (grad)Counts as History/Theory elective: NoMaximum Enrollment: No maximumDepartment Consent (to control enrollment numbers): Not RequiredOpen to Non-Majors: Yes, with departmental consent and subject to available room

Instructor: Adnan Morshed, PhDAssociate ProfessorOffice: BO 16CEmail: morshed@cua.eduOffice Hours: Wednesday, 1:30 - 3 PM (other times by email appointment only)

Teaching Assistants: Shelby Foster, 61foster@cardinalmail.cua.eduAshley Prince, 70prince@cardinalmail.cua.edu

Classroom: Koubek AuditoriumTime: 12:10-1:00 AM, Mon. & Wed.Friday Review Sessions: 11:10 AM-12:00 PM, 12:10-1:00 PM, 1:10 PM-2:00 PM

Course Description This course explores the history of world architecture and cities from prehistoric times to roughly 600 AD. Examples will be discussed with respect to aesthetic principles, symbolism and cultural meaning, site and urban design, spatial sequence, detailing, and construction and systems of technology, and in the context of their behavioral, cultural, political, religious, ecological, and economic environments.

Required Text: Ching, Francis D.K., Mark Jarzombek, and Vikramaditya Prakash, A Global History of Architecture. New Jersey: John Wiley & Sons, 2007.

Kostof, Spiro. A History of Architecture: Settings and Rituals. New York: Oxford University Press, 1995. [On reserve at the Architecture Library]

Trachtenberg, Marvin and Isabelle Hyman, Architecture: From Prehistory to Post-Modernism. New York: Prentice-Hall, 2002. [On reserve at the Architecture Library]

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Course Requirements:Test 1: Mon. 27 Sept. (15% of total grade)Test 2: Wed. 27 Oct. (15%)Test 3: Mon. 6 Dec. (20%)There will be 12 questions in the tests and 10 of them should be answered. Answers should be short, to the point, and analytic, and of course legibly written. Diagrams should be drawn wherever necessary.Paper 1: Assigned on Wed. 15 Sept. and submit on Mon. 4 Oct. (15%)Paper 2: Assigned on Wed. 13 Oct. and submit on Wed. 3 Nov. (15%)Research papers will be based on topics related to the course material. Length: 800-1000 words, excluding footnotes, image captions, and an annotated bibliography. Analytical illustrations should be included if necessary. You MUST include footnotes and an annotated bibliography of at least 5 books that support your research.Friday presentation: Groups of students (2- or 3-member teams) will present a 15-minute lecture on a given topic with PowerPoint slides at the beginning of Friday sessions (10%). It is your responsibility to set up your PowerPoint prior to the class. Consult Bob Willis at the Visual Resources Department, if necessary.

Attendance: Everybody is expected to attend ALL MONDAY AND WEDNESDAY CLASSES AND FRIDAY RECITATIONS (10% of your total grade). For every unexcused absence you miss a grade point. If you accumulate 3 or more unexcused absences, you receive an automatic failing grade for the entire course. Students are expected to attend each class punctually and take notes judiciously and methodically. Please don’t enter the class or recitations if you are late by 10 or more minutes. The attendance policy will be most strictly enforced.

Expectations: All assignments should be submitted in time. Late submissions WILL NOT be accepted. Talking, cell phone usage, texting, and laptop usage during lectures and recitations are strictly prohibited.

Assessment

University grades

The University grading system is available at:

Undergraduate students: http://policies.cua.edu/academicundergrad//gradesfull.cfm#II

Graduate students: http://policies.cua.edu/academicgrad//gradesfull.cfm#iii

Reports of grades in courses are available at the end of each term on http://cardinalstation.cua.edu

Grading Criteria:A Excellent: Goes beyond what is asked and does all things very well

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A- High Quality: Goes beyond what is asked and does most things very wellB+ Very Good: Does what is asked and does a very good jobB Good: Does what is asked and does a good jobB- Does what is asked, but only does a standard jobC+ Satisfactory: Doesn’t do all that was asked but does some things with good qualityC Satisfactory: Doesn’t do all that was asked but does some things with certain qualityC- Minimally Satisfactory F Unsatisfactory, Fail

Schedule:

Week 1

Monday 30 Aug. Introduction: Scope of the Course

Problematics of World Architectural History

Wednesday 1 Sept.No classCollect your textbook

Friday 3 SeptFriday Sessions will meet at regular hoursDiscuss: attendance policies, grading, textbook, research methods, Friday presentations, etc.

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Week 2Mon. 6 Sept.

Labor Day Holiday

Wed. 8 Sept.Early Indus Settlements, 3500 BCIndus Ghaggar-Hakra Civilization, 2500 BCMohenjo-DaroChinese Civilizations, 3500 BCShang Dynasty, 1500 BC

Friday 10 Sept.Discussion: Indus Valley Civilization and Early Chinese Civilization

Week 3Mon. 13 Sept.

Pre-Dynastic Egypt, 3500 BCEarly Tomb Architecture Mesopotamia, 3500 BCCatal HüyükEridu and Uruk

Wed. 15 Sept.Europe, 3500 BCMegalithic TombsStone CirclesMegalithic Temples of Malta, 2500 BCStonehenge, ca. 3000 BC

Introduction of Paper-1

Friday 17 Sept.Presentation-1: Indus Valley CivilizationDiscussion: Pre-Dynastic Egypt, Mesopotamia, and Europe circa 3500 BC,Discussion of paper-1

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Week 4Mon. 20 Sept.

The Old Kingdom of Egypt, 2500 BCMortuary Complex at Zoser Pyramids at GizaEarly Empires of Mesopotamia, 2500 BCZiggurat at Ur

Wed. 22 Sept.AmericasFirst Civilizations of the Americas, 2500 BCCaralEl Paraiso, 2000 BCCivilization of the High Andes, 1500 BC Olmecs, 1500-400 BC

Friday 24 Sept.Presentation-2: Ancient Civilizations ((Europe or Chinese: pick one)Discussion: The Old Kingdom of Egypt, the Pyramids, and First Civilizations in the AmericasTest-1 Review

Week 5Mon. 27 Sept.

TEST-1Wed. 29 Sept.

Egypt: The New KingdomTemple at Luxor, EgyptTemple Complex at KarnakAbu SimbelGeometry in Egyptian Design

Friday I Oct.Presentation-3: The Egyptian PyramidsDiscussion: Egypt, the New Kingdom

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Week 6Mon. 4 Oct.

Mycenaean Civilization, 1500 BCTreasury of AtreusEtruscan Civilization, 800 BCEtruscan TemplesEmergence of the Greek Temple Form

Submit Paper-1

Wed. 6 Oct.Temple of SolomonNeo-Assyrian EmpireBabylon, 560 BCPersian Empire, 400 BCPersepolis

Friday 8 Oct.Presentation-4: Early American CivilizationsDiscussion: Mycenaean and Etruscan Civilizations

Week 7Mon. 11 Oct. Columbus Day Holiday

Wed. 13 Oct.Classical Greece, 400 BCGreek Architecture and LanguageElements of the Doric Order and the Ionic OrderAthenian PropylaeaParthenonAcropolis

Introduction of Paper-2

Friday Oct. 15 Oct.Presentation-5: BabylonDiscussion: Classical Greece, Discussion of Paper-2

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Week 8Mon. 18 Oct.

Early Hellenic AgeTemple of Apollo at DidymaAdvent of Buddhism, 400 BCAsoka and Asokan PilarsChina: Xianyang PalaceTomb of Xeng Hou Yi

Wed. 20 Oct.Republican RomePompeiiRoman urban villaRepublican TombsCorinthian CapitalsColosseum (70-80 AD)Tholoi Tombs, Algiers

Friday 22 Oct.Presentation-6: Classical Greece, temple architecture, the ParthenonDiscussion: Advent of Buddhism, Asoka, Republican RomeTest-2 Review

Week 9Mon. 25 Oct.

Mahayana BuddhismStupaSanchi ComplexJunnar CavesTaxila: The Gandharan Cosmopolis

Wed. 27 Oct.TEST-2

Friday 29 Oct.Presentation-7: Buddhism, AsokaDiscussion: Mahayana Buddhism, Stupa

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Week 10Mon. 1 Nov.

Imperial RomeThe Imperial ForumsQin Dynasty ChinaMingtang-Biyong Ritual ComplexZhao GongThe Great Wall of China

Wed. 3 Nov. Roman EmpireRoman outpostsPantheon, 125 ADHadrian’s VillaRoman baths

Submit Paper-2

Friday 5 Nov.Presentation-8: Roman Architecture, Imperial ForumDiscussion: Imperial Rome, Chinese Dynasties, Roman architecture, including the Pantheon

Week 11Mon 8 Nov.

Buddhism of the Satavahanas, 200 AD Caitya Hall at KarliTakht-i-Bahi, PakistanMoche and Nazca CivilizationsNazca LinesTeotihuacan

Wed. 10 Nov.Lecture by guest speaker

Friday 12 Nov.Presentation-9: Chinese Dynasties or the Chinese WallDiscussion: Buddhism circa 200 AD, Moche and Nazca Civilizations, and Teotihuacan

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Week 12Mon 15 Nov.

Hindu RenaissanceGupta Period TemplesAjanta CavesMahabodhi TempleKushans of Bamiyan

Wed. 17 Nov. Tour of the Natural History Museum , Washington Mall Meet in front of the building at 12:15 PM sharp

Friday 19 Nov.Presentation-10: The PantheonDiscussion: Hindu Renaissance and Temple Architecture

Week 13Mon. 22 Nov.

Chinese BuddhismMogao Caves Yungang CavesEmergence of ChristianitySt. John LateranRome, ca. 330 AD

Wed. 24 Nov. President’s holidayThanksgiving Holiday

Week 14Mon. 29 Nov.

St. Peter’s in RomeFirst BaptisteriesZapotecs of OaxacaMonte Alban

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Wed. 1 Dec.Age of JustinianSt. Vitale, RavennaHagia SophiaByzantine CapitalsMaya of the Yucatan

Friday, 3 Dec.Presentation-11: Hindu Temple ArchitectureDiscussion: Chinese Buddhism, Emergence of Christianity, St. Peter’s, Age of Justinian, Hagia Sophia + Review Test-3

Week 15Mon. 6 Dec.

TEST-3Wed. 8 Dec.

University is closed

Friday, 10 Dec.Presentation-12: Hagia SophiaDiscussion: Answers to Test-3

Week 16Mon. 13 Dec.

Armenian ArchitectureNara Period: JapanIse JinguBuddhism’s arrival in Japan

OverviewConclusion

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THE CATHOLIC UNIVERSITY OF AMERICASCHOOL OF ARCHITECTURE AND PLANNING

ARPL212: History of Architecture IISpring 2011

Credit Hours: Three (3)Prereqs./Dept. Consent: ARPL211 (grade of C- or higher)

Classroom: Lecture: Koubek Auditorium (Crough 140)Discusssion: O’Boyle 106

Days/hours of class meetings: Lecture: WF 10:10-11:00 amDiscussion: M (times vary)

Instructor contact information:Michelle A. Rinehart, Ed.D.106A Crough; 202-319-5265rinehart@cua.edu (preferred)Office Hours: by appointment

Teaching Assistants:Shelby Foster (61foster@cardinalmail.cua.edu)Gilbert Oh (79ohg@cardinalmail.cua.edu)

Course Description:This course is the second in the three course History of Architecture sequence. This survey course seeks not only to familiarize the students with the key architectural moments in history, but also to make the student aware of the broader cultural contexts that determine the development of architecture. Since architecture is a result of a complex network of aesthetic, social, cultural, historical, political, technological, and economic forces, students are encouraged to research architecture by going beyond the formal and visual. The course is structured in such a way as to help students build an awareness of the larger historical contexts of built environment, from the end of the medieval period to the emergence of the modern world during the Industrial Revolution in both the Western and non-Western worlds.

Instructional Methods:Class meetings will alternate between classroom lectures on Wednesdays and Fridays and seminars on Mondays. In these seminars students will discuss various architectural topics and prepare for examinations and the written assignments under the guidance of the teaching assistants. All discussion sections are held in O’Boyle 106.

Required Textbooks:

Ching, Francis D.K., Mark Jarzombek, and Vikramaditya Prakash. A Global History of Architecture. New York: John Wiley & Sons, Inc., 2007.

Optional Textbooks:Trachtenberg, Marvin and Isabelle Hyman, Architecture: From Prehistory to Post-Modernism (Prentice Hall,

2002). Note that page numbers for the optional reading are from the 1986 edition.

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Kostof, Spiro, A History of Architecture: Settings and Rituals (Oxford University Press, 1995). Note that page numbers for the optional reading are from the 1985 edition.

Goals for Student Learning:Upon completion of this course, a student receiving a passing grade is expected to demonstrate an understanding of a wide breadth of historical knowledge of architecture. The student shall be able to demonstrate an understanding of the canons and traditions of architecture, landscape and urban design from the medieval period through the industrial revolution as well as concurrent non-western parallels. The student shall also be able to relate the impact of climatic, socioeconomic, cultural and religious influences on the formation of the built environment for the periods and regions studied and be able to evidence an understanding of the diversity of human needs, values and norms which shape the responsibility of architects through the various periods.

Students must receive a C- or better in the course to advance to ARPL311.

Professional (NAAB) Standards Addressed: This course is intended to give students the knowledge and skills in the following student performance criteria as required by the National Architectural Accrediting Board (NAAB) as a condition for accredition:

A. 9. Historical Traditions and Global Culture: Understanding of parallel and divergent canons and traditions of architecture, landscape and urban design including examples of indigenous, vernacular, local, regional, national settings from the Eastern, Western, Northern, and Southern hemispheres in terms of their climatic, ecological, technological, socioeconomic, public health, and cultural factors.

A. 10. Cultural Diversity: Understanding of the diverse needs, values, behavioral norms, physical abilities, and social and spatial patterns that characterize different cultures and individuals and the implication of this diversity on the societal roles and responsibilities of architects.

Course RequirementsGrades for the course will be based on the following assignments and examinations:

Exam 1: 15% scheduled: Monday, February 7 Paper 1: 15% due: Friday, February 18 Exam 2: 15% scheduled: Monday, March 21 Paper 2: 15% due: Monday, April 11 Exam 3: 15% scheduled: Friday, April 29 Group Presentations: 15% scheduled: Feb. 21, Feb. 22, Feb. 28, or Mar. 14 Attendance: 10% ongoing

Detailed information on assignments will be provided in class once the necessary content has been covered.

The last examination for the class will take place during the final regularly scheduled meeting time. There will be NO final examination during exam week.

Expectations and policies

Academic honesty: Academic honesty is expected of all CUA students. Faculty are required to initiate the imposition of sanctions when they find violations of academic honesty, such as plagiarism, improper use of a student’s own work, cheating, and fabrication. 

The following sanctions are presented in the University procedures related to Student Academic Dishonesty (from http://policies.cua.edu/academicundergrad/integrityprocedures.cfm): “The presumed sanction for undergraduate students for academic dishonesty will be failure for the course. There may be circumstances, however, where, perhaps because of an undergraduate student’s past record, a more serious sanction, such as suspension or expulsion, would be appropriate.”

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Please review the complete texts of the University policy and procedures regarding Student Academic Dishonesty, including requirements for appeals, at the above website.

Class Policies Attendance is required. Class starts promptly at ten after the hour. Do NOT arrive late, as you will be asked to leave,

which will be considered an unexcused absence. During lectures, cell phones, text messaging, email and other electronic forms of communication

are NOT permitted. If your phone rings in class, you will be asked to leave (which will, in turn, be considered an absence).

If a student misses more than two (2) days of class, he or she will automatically fail the course. Absences are only excused in the following cases: 1) death in the family, 2) student illness and 3)

collegiate athletic responsibilities.o Appropriate documentation must be provided for an absence to be excused. CUA

athletes must provide a full schedule to their critic and communicate IN ADVANCE with the professor in order to be excused for athletic events.

Assignments must be turned in no later than the time specified on the assignment sheet. Late assignments will be marked down a full letter grade.

Readings are to be completed prior to the date they are assigned in the syllabus. Assignments must be submitted directly to your TA. Assignments placed in the professor’s

mailbox will NOT be accepted. The TAs will set up times that they are available for consultation. Do NOT frequent their studio

spaces at other times. Impeding on their coursework will NOT be tolerated. Exams begin promptly at the time announced in class.

Note-TakingOne objective in this course is to develop the graphic note-taking skills that you will carry forward with you in architecture school. You must begin to develop the ability to take graphic notes that employ quick sketches of buildings from the many slides you will be shown. To assist you in this process, notes for this course MUST be taken in a sketchbook with blank pages. Also, notes are to be written by hand (i.e., NO computer note-taking).

BlackboardBlackboard will be updated periodically with slide images from the course. You can find the course website at http://bb8.cua.edu. While the images are available for you to download, please be mindful of the environment when you are printing copies for yourself – printing double-sided or printing thumbnails (or both) will help to cut down on the amount of paper waste. You can also choose to only print the images that are not in your textbooks. If you would like to print the files, right-click on the document name to save onto your computer rather than printing straight from your browser as that tends to waste paper.

EmailThroughout the semester, the instructors and TAs will need to contact students via email. It is your responsibility to maintain your CUA email account, ensure that your inbox is not full and check your email regularly.

Campus Resources for student supportArchitecture as a major, and more specifically the studio courses, can be incredibly stressful for students. The workload, combined with a more subjective learning experience, can be difficult to adjust to. The Counseling Center on campus is a vital resource for many architecture students. It is located in 127 O’Boyle Hall. To schedule an appointment, call 202-319-5765, or go to the Center between the hours of 9:00 a.m. and 6:30 p.m., Monday through Thursday, and 9:00am-5:00pm on Friday. They provide a range of services to all full-time students. You can get more information at the Center’s website at: http://counseling.cua.edu.

The Center for Academic Success (http://success.cua.edu) provides study skills counseling and a variety of other workshops designed to maximize your academic potential. The Center also provides individual

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and group counseling services that can assist with the adjustment and personal growth necessary to cope effectively and to maximize both your success and satisfaction at CUA. Seeking an objective and professional perspective is a mature answer to how to manage when you begin to feel overwhelmed. The Counseling Center provides counseling and therapy for a wide range of personal issues confronting students. Ranging in intensity from mild or situational distress to severe and chronic problems, some examples of common concerns related to architecture school include:

Procrastination, Work Blocks, and Loss of Motivation Public Speaking Anxiety Stress and Time Management Academics and/or Social Pressures Problems with Food and Nutrition Problematic Feelings, such as Anxiety, Depression, Loneliness, Shyness, Fear, and Anger Memory, Concentration, and Learning Problems Balancing Work/Family/Relationships/School

Accommodations for students with disabilities: Any student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss specific needs. Please contact Disability Support Services (at 202 319-5211, room 207 Pryzbyla Center) to coordinate reasonable accommodations for students with documented disabilities. To read about the services and policies, please visit the website: http://disabilitysupport.cua.edu.

AssessmentGrading for the papers will be outlined in the assignment handout. In general, you will be assessed on how well you meet the paper objectives, which may include the ability to engage in a formal and precedent analysis of the built environment, the ability to make lateral connections across the design disciplines, clarity of argument, and grammar/composition.

University grades: Reports of grades in courses are available at the end of each term on http://cardinalstation.cua.edu. The University grading system for undergraduates is available at http://policies.cua.edu/academicundergrad//gradesfull.cfm#II.

Grading for ARPL212 will be as follows:

A: 94-100%A-: 90-93%B+: 87-89%B: 84-86%B-: 80-83%C+: 77-79%C: 74-76%C-: 70-73%D: 60-69%F: <60%

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Course Schedule (lecture topics are subject to change)

WEEK ONEM Jan. 10 Introduction to the Course. Meet in Koubek at 10 am.

Lecture: Rise of IslamReading: A Global History of Architecture, pp. 303-310Optional: Kostof, pp. 238-292; Trachtenberg, pp. 215-223

W Jan. 12 Lecture: Carolingian architectureReading: A Global History of Architecture, pp. 283-285, 311-317Optional: Kostof, pp. 274-284; Trachtenberg, pp. 185-190

F Jan. 14 NO CLASS

WEEK TWOM Jan. 17 NO CLASS: Martin Luther King, Jr. Day

W Jan. 19 Lecture: 800 CE: Non-westernReading: A Global History of Architecture, pp. 286-302, 318-322Optional: Kostof, pp. 269-272

F Jan. 21 Lecture: Romanesque architectureReading: A Global History of Architecture, pp. 323-325, 356-370Optional: Kostof, pp. 295-321; Trachtenberg, pp. 190-213

WEEK THREEM Jan. 24 Lecture: Romanesque architecture. Meet in Koubek at 10 am.

W Jan. 26 Lecture: Romanesque architecture

F Jan. 28 Lecture: 1000 CE: Non-westernReading: A Global History of Architecture, pp. 326-355, 371-374

WEEK FOURM Jan. 31 Discussion (reading TBA)

W Feb. 2 Lecture: Gothic architectureReading: A Global History of Architecture, pp. 375-377, 397-411Optional: Kostof, pp. 323-363; Trachtenberg, pp. 225-277

F Feb. 4 Lecture: Gothic architecture

WEEK FIVEM Feb. 7 Exam #1. Meet in Koubek at 10 am.

W Feb. 9 Lecture: Gothic architecture

F Feb. 11 Lecture: 1200 CE: Non-western

Reading: A Global History of Architecture, pp. 378-396, 412-414Optional: Kostof, pp. 363-373

WEEK SIXM Feb. 14 Lecture: Renaissance architecture. Meet at Koubek at 10 am.

Reading: A Global History of Architecture, pp. 415-417, 443-462Optional: Kostof, pp. 375-394, 403-431; Trachtenberg, pp. 281-300

W Feb. 16 Lecture: Renaissance architecture

F Feb. 18 Paper #1 DUE by 11 am in Koubek.

WEEK SEVENM Feb. 21 Group presentations during Discussion Section.

T Feb. 22 Group presentations during Discussion Section.

W Feb. 23 Lecture: Renaissance architecture

F Feb. 25 Lecture: Renaissance architecture

WEEK EIGHTM Feb. 28 Group presentations during Discussion Section.

W Mar. 2 Lecture: 1400 CE: Non-westernReading: A Global History of Architecture, pp. 418-442Optional: Kostof, pp. 395-401

F Mar. 4 NO CLASS

SPRING RECESSM Mar. 7 NO CLASS

W Mar. 9 NO CLASS

F Mar. 11 NO CLASS

WEEK NINEM Mar. 14 Group presentations during Discussion Section.

W Mar. 16 Lecture: Italian High RenaissanceReading: A Global History of Architecture, pp. 463-465, 484-508,

511-512, 531-534Optional: Kostof, pp. 453-459, 468-509; Trachtenberg, pp. 301-333

F Mar. 18 Lecture: Italian High Renaissance

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WEEK TENM Mar. 21 Exam #2. Meet in Koubek at 10 am.

W Mar. 23 Lecture: Italian High Renaissance

F Mar. 25 Lecture: Italian High Renaissance WEEK ELEVENM Mar. 28 Lecture: 1600 CE: Non-Western. Meet at Koubek at 10 am.

Reading: A Global History of Architecture, pp. 466-483, 509-510, 513-530

Optional: Kostof, pp. 433-451, 459-468

W Mar. 30 Lecture: Baroque & RococoReading: A Global History of Architecture, pp. 535-537, 544-569Optional: Kostof, pp. 511-543; Trachtenberg, pp. 335-377

F Apr. 1 NO CLASS

WEEK TWELVEM Apr. 4 NO CLASS

W Apr. 6 Lecture: Baroque & Rococo

F Apr. 8 Lecture: Baroque & Rococo

WEEK THIRTEENM Apr. 11 Discussion (readings to be assigned). Paper #2 DUE.

W Apr. 13 NO CLASS: Reading Day

F Apr. 15 Lecture: Baroque & Rococo

WEEK FOURTEENM Apr. 18 Lecture: Colonialism and 1700 CE: Non-western. Meet at Koubek at 10

Reading: A Global History of Architecture, pp. 538-543, 569-582

W Apr. 20 NO CLASS

F Apr. 22 NO CLASS: Easter Recess

WEEK FIFTEENM Apr. 25 NO CLASS: Easter Recess

W Apr. 27 Exam review session

F Apr. 29 Exam #3.

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The Catholic University of AmericaSchool of Architecture & Planning

Syllabus ARPL 311/611, ARCH 235/735 History of Architecture III Required Course for NAAB program (B.S.Arch/M.Arch2 and M.Arch3) Undergraduate and Graduate Offering Last Revised: 5/20/2010

Fall 2010 Professor John Yanik, AIA

General Information Credit Hours: 3 Counts as graduate theory elective: No Prerequisites: ARCH 136 Co-Requisites None Open to Non-Majors: Yes, subject to available room Department Consent: Required for non-majors Classroom: Crough 200 (Locraft Room) Times/Days: MWF 11:10 - 12:00 pm

Course Description Arch 235/735 is a basic course that traces the history and development of what came to be known as Modern Architecture from the technological and socio-political revolutions that gave rise to its birth up to the present day. Buildings will be presented in relation to their cultural and historical context and what we can learn from them as “precedent”. The student will be exposed to a wide diversity of design viewpoints and will be challenged to begin to learn how to evaluate architecture through critical inquiry and to be open to a practice of architecture that addresses not only aesthetic issues but issues related to “community”, health, safety, and the public welfare.

Prof. Yanik has extensive experience in teaching and practice. He received his B.S. in Architectural Engineering at Lawrence Technological University, his M.Arch at Yale University, and taught at the University of Virginia prior to joining the faculty at the Catholic University of America. He worked in the internationally recognized offices of Minoru Yamasaki in Birmingham, MI, Paul Rudolf in New Haven, CT, and Louis I. Kahn, in Philadelphia, PA, and is a licensed architect and a member of the American Institute of Architects.

Contact Information Teacher’s Contact Information: Name: John V. Yanik Phone: 202-319-6241 E-mail: yanik@cua.edu@cua.edu Office: 201 Crough Office Hours: 10-11 and 12-1 MWF

Teaching Assistant Contact Information (if applicable): Name: Mary D’Errico Phone: TBA E-mail: 57derrico@cardinalmail.cua.edu Desk location: TBA Desk Hours: TBA

Teaching Assistant Contact Information (if applicable): Name: Andrew (Jedrzej) Bzdega Phone: TBA E-mail: 72bzdega@cardinalmail.cua.edu Desk location: TBA

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Desk Hours: TBA Instructional Methods Lecture. Readings.

Professional Standards Addressed A.2. Design Thinking Skills: Ability to raise clear and precise questions, use abstract ideas to interpret information, consider diverse points of view, reach well-reasoned conclusions, and test them against relevant criteria and standards A.7. Use of Precedents: Ability to examine and comprehend the fundamental principles present in relevant precedents and to make choices regarding the incorporation of such principles into architecture and urban design projects Syllabus (5/13/10 Template) Page 2 of 10 CUA School of Architecture and Planning.A.9. Historical Traditions and Global Culture: Understanding of parallel and divergent canons and traditions of architecture, landscape, and urban design including indigenous, vernacular local, regional, national settings from the Eastern, Western, Northern, and Southern hemispheres in terms of their climatic, ecological, technological, socioeconomic, public health, and cultural factors A.10. Cultural Diversity: Understanding of the diverse needs, values, behavioral norms, physical abilities, and social and spatial patterns that characterize different cultures and individuals and the implication of this diversity on the societal roles and responsibilities of architects

Additional Learning Objectives Students who successfully complete this course will also be able to demonstrate competency in the following areas:

None

Additional Course Goals In addition to addressing the professional standards and learning objectives listed above, this course is intended to:

To provide an opportunity to visit historic sites in the region

To expose students to archival resources available in Washington, DC.

Topics Addressed On the way to attaining the standards, objectives, and goals listed above, students will explore the following topics:

The Beginnings of Modernism – Late Baroque and the Political and Industrial Revolutions of the 18th and 19th C.

Romantic Classicism, Romantic Naturalism and the Ecole des Beaux Arts The American Experience: H.H. Richardson, Louis Sullivan and the Chicago School, Early Frank

Lloyd Wright Art Nouveau 1890-1914: Horta, Mackintosh, Guimard, Antonio Gaudi The Austrian Secession: Wagner, Olbrich, Hoffman, Loos The Rise of the “Machine Aesthetic”: Garnier’s “Industrial City”, Italian Futurists The German Werkbund - Peter Behrens, Walter Gropius De Stijl 1917-1931: Van Doesburg, Mondrian, Rietveld, Van Eesteren Russian Constructivism 1918-1932: “Art as Laboratory Work for Design” The Bauhaus and Its Goals - 1919-1933: Walter Gropius, Josef Albers, Mies van der Rohe Frank Lloyd Wright and “Organic Architecture” - Middle and Late Work Hitchcock & Johnson-The International Style: Architecture Since 1922, Giuseppe Terragni, Howe

& Lescaze, etc., Mies in America and His Legacy The American Scene and What Might Have Been: The Skyscraper, Albert Kahn, etc. The International Style in Transition: Philip Johnson, Yamasaki, Barragan, Eliel and Eero

Saarinen, Alvar Aalto, Le Corbusier, Louis I. Kahn Modernism in Question: Jane Jacobs, Robert Venturi’s Complexity and Contradiction in

Architecture, “The Grays”: Venturi/Scott Brown, Hardy Holzman & Pfieffer, MLTW

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Back to Early Modernist Principles - ”The Whites”: Richard Meier, Michael Graves, etc. “High Tech Architecture”: Piano & Rogers, Foster, Calatrava, Snohetta Architects Deconstructivist Architecture: Eisenman, Gehry, Koolhaas, Libeskind, Hadid, etc. An Opposing View: Christopher Alexander: Pattern Language : The Nature of Order The Search for a Coherent Theory of Urban Design: Rossi - “Rationalism”, Leon Krier-The

Architecture of Community, Andres Duaney & Elizabeth Plater–Zyberk-“The New Urbanism” Postscript: The Importance of Women in Architecture, Beyond the Individual “Signature Building”

- Places for Community and Privacy

Resources Required Text(s)

None required. Copies of the instructor’s Lecture Notes will be available on-line. Architectural slides shown in class will be available on a CD-Rom available in the Visual Resources Center in the Basement of Crough. Students can make CD’s for their personal use for this course. See the Director, Bob Willis.

Recommended Text(s) Modern Architecture, Vincent Scully Modern Architecture Since 1900, William Curtis Complexity and Contradiction in Architecture, Robert Venturi The Culture of Building, Howard Davis Programs and Manifestoes on 20th Century Architecture, Ulrich Conrans

Reading materials, web materials with full citations None

Bibliography: References, supplementary readings, websites of interest Anchoring, Steven Holl Architecture Design 1/2 1982, "Free Style Classicism" The Architecture of Community, Leon Krier Deconstruction, Omnibus Volume Form Follows Fiasco, Peter Blake Global Architecture (GA) Series, selected volumes History of Modern Architecture, Benevolo A History of Architecture, Second Edition, Spiro Kostoff, Chapter 23 to the end The Language of Post Modern Architecture, Jencks Learning from Las Vegas, Robert Venturi Lotus International No. 40, 1984, pp. 45-73: Eisenman & Alexander debate. The Master Builders, Peter Blake Modern Architecture, A critical History, Frampton The Nature of Order, Books One through Four, Christopher Alexander Pattern Language, Christopher Alexander Pioneers of Modern Design and The Sources of Modern Architecture, Pevsner A Theory of Architecture, Nikos A. Salingaros Towards a New Architecture, Le Corbusier Unprecedented Realism, Machado and Silvetti Women in Architecture, Clare Lorenz

Other materials (e.g. supplies, calculators) None

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Course Requirements

Assignments/Projects and the percentage of the semester grade awarded for each

1) Research Project A, B, or CGraphic analysis, Building model, or Furniture replica related to the history of modern architecture50% of the final grade

2) Quiz 1Identify, sketch, explain12.5% of the final grade

3) Quiz 2Identify, sketch, explain12.5% of the final grade

4) Quiz 3Identify, sketch, explain12.5% of the final grade

5) Quiz 4Identify, sketch, explain12.5% of the final grade

Assessment Methods (for Assignments/Projects. Methods for exams are indicated on exams)

Scale for scoring the criteria below

Score Meaning

4 Exceeds expectations, goes beyond competency3 Fully meets expectations, achieves competency2 Partially meets expectations, is not quite competent1 Fails to meet expectations but shows some limited competency0 Fails to meet expectations or show any meaningful competency

Scoring for Assignments/Projects

Research Project ABrief Description: Graphic Analysis (Not less than 20 11”x17” pages plus binding)Time Expectation: Entire SemesterScoring Criteria:

Criterion Weight

Student topic demonstrates originality and thoughtful inquiry 1Student work is well developed with verbal/graphic analysis 1Student work has in-text citations & references on same page 1Student work is free of spelling and grammatical errors 1

Total Weight: 4

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Research Project BBrief Description: Building ModelTime Expectation: Entire SemesterScoring Criteria:

Criterion Weight

Student work is appropriately complex in detail 1Student work is accurate in scale 1Student work is well crafted 1Student work is exhibition quality overall 1

Total Weight: 4

Research Project CBrief Description: Full-Size Furniture ReplicaTime Expectation: Entire SemesterScoring Criteria:

Criterion Weight

Student work appropriately reflects size/complexity of the piece 1Student work is dimensionally accurate 1Student work is executed in material identical to the original 1Student work is sturdy and has well-crafted joints 1Student work is well-finished and exhibition quality 1Student work includes 1-page architect’s specs 1

Total Weight: 6

University Grades

The University grading system is available at:

Undergraduate students: http://policies.cua.edu/academicundergrad//gradesfull.cfm#II

Graduate students: http://policies.cua.edu/academicgrad/gradesfull.cfm#iii

Course Schedule

Week of 8/30/10

o Topic(s) – Introduction to the course; The Fragmentation of the Baroque; How Modernism Represented a Fundamental Break with Western Tradition; The Democratic and Industrial Revolutions of the 18th and 19th Centuries; The Age of Iron and Steel; Romantic Classicism and Romantic Naturalism; Claude Nicholas Ledoux; The Ecole des Beaux Arts

Week of 9/6/10

o Topic(s) – NO CLASS MONDAY, LABOR DAY; Permanence, Continuity, and the American Experience; H.H. Richardson; Louis Sullivan and the Chicag o School; The Birth of the Tall Office Building

Week of 9/13/10

o Topic(s) – Worlds Columbian Exposition in Chicago; Sullivan Alone; Early Frank Lloyd Wright

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Week of 9/20/10

o Topic(s) – Early Wright, cont.; Art Nouveau; Horta, Guimard, Mackintosh, Gaudi; The Austrian Secession

Week of 9/27/10

o Topic(s) – QUIZ 1 ON THE MONDAY ABOVE; Auguste Perret and ferro-concrete; The Rise of the Machine Aesthetic; Peter Behrens, Walter Gropius; Italian Futurism; Russian Constructivism

Week of 10/4/10

o Topic(s) – The Bauhaus: Goals and Teaching Methods, Walter Gropius, Josef Albers, early Mies van der Rohe; Middle and late Frank Lloyd Wright

Week of 10/11/10

o Topic(s) – COLUMBUS DAY, MONDAY CLASS WILL BE ON TUESDAY; The Triumph of the International Style and the Myth of Functionalism; World War II; The Bauhaus in America; Mies van der Rohe, Philip Johnson

Week of 10/18/10

o Topic(s) – The American Scene and What Might Have Been: A Brief Look at Skyscraper Design; The International Style in Transition: Philip Johnson, Edward Durrell Stone, Minoru Yamasaki; Luis Barragan; Eliel and Eero Saarinen; Alvar Aalto

Week of 10/25/10

o Topic(s) – QUIZ 2 ON THE MONDAY ABOVE; Le Corbusier – “Toward a New Architecture,” etc.; Paul Rudolph; Louis I. Kahn – “Order is…”

Week of 11/1/10

o Topic(s) – Reactions Against Aspects of Modern Architecture; Jane Jacobs – “The Death and Life of American Cities,” Robert Venturi’s “Complexity and Contradiction in Architecture,” Peter Blake’s “Form Follows Fiasco,” “The Grays”

Week of 11/8/10

o Topic(s) – “The Grays,” cont.; Venturi & Scott-Brown – “Learning from Las Vegas”; Robert A.M. Stern; Hardy Holzman & Pfeiffer; Charles Moore of MLTW

Week of 11/15/10

o Topic(s) – QUIZ 3 ON THE ABOVE MONDAY; “The Whites”; Richard Meier; Michael Graves; Peter Eisenman; John Hejduk

Week of 11/22/10

o Topic(s) – High Tech Architecture: Piano & Rogers, Norman Foster, Fumihiko Maki, Santiago Calatrava, Snohetta Architects; Literary Deconstruction and Deconstructivist Architecture: Peter Eisenman, Frank Gehry, Rem Koolhaas, Daniel Libeskind, Bernard Tschumi, Zaha Hadid, Coop Himmelblau, Morphosis, Eric Owen Moss

Week of 11/29/10

o Topic(s) – An Opposing Viewpoint: Christopher Alexander and “Pattern Language,” “The Nature of Order,” Books 1-4; Re-establishing Urbanism: Aldo Rossi’s “Rationalism,” Rob Krier’s “Urban Space,” and Leon Krier’s “The Architecture of Community”

Week of 12/6/10

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o Topic(s) – NO CLASS WEDNESDAY; Holl and “Anchoring”; Predock; Duany & Plater-Zyberk and “The New Urbanism”; Machado & Silvetti: “Unprecedented Realism”; Ando, Striling, Zumthor; Postscript: Women in Architecture; Beyond the “Signature Building”

Week of 12/13/10

o Topic(s) – LAST CLASS – QUIZ 4; PROJECTS DUE; COURSE EVALUATIONS

Policies

Academic honesty: Academic honesty is expected of all CUA students. Faculty are required to initiate the imposition of sanctions when they find violations of academic honesty, such as plagiarism, improper use of a student’s own work, cheating, and fabrication. 

Plagiarism in not the use of great ideas from the past and present, but rather the failure to cite the source of precedents that inform a new endeavor. The point of education is in fact to learn the body of knowledge that has developed in a discipline so that new work can build on past paths of inquiry and past achievements. Students must learn to use precedents. All that is required is that such ideas are acknowledged and cited in new work. Failure to do so is an ethical problem and a violation of university policy.

The following sanctions are presented in the University procedures related to Student Academic Dishonesty (from http://policies.cua.edu/academicundergrad/integrityprocedures.cfm): “The presumed sanction for undergraduate students for academic dishonesty will be failure for the course. There may be circumstances, however, where, perhaps because of an undergraduate student’s past record, a more serious sanction, such as suspension or expulsion, would be appropriate. In the context of graduate education, the expectations for academic honesty are greater, and therefore the presumed sanction for dishonesty is likely to be more severe, e.g., expulsion…. In the more unusual case, mitigating circumstances may exist that would warrant a lesser sanction than the presumed sanction.””

The complete texts of the University policy and procedures for undergraduate and graduate students regarding Student Academic Dishonesty, including requirements for appeals, is posted online at http://policies.cua.edu/academicundergrad/integrity.cfm

Campus Resources for student support Library: The Engineering, Architecture and Math library is located at 200 Pangborn Hall, and can

be phoned at ext. 5167. For other locations, library services, research tools, research guides, and more, see http://libraries.cua.edu or call ext. 5070. For assistance on papers and assignments, consult the research guides at http://guides.lib.cua.edu or schedule an appointment with a subject librarian at http://libraries.cua.edu/about/subjlibs.html.

Tutoring: The Center for Academic Success can help. See http://success.cua.edu/tutoring/index.cfm

Other services: http://success.cua.edu/resources/index.cfm has information related to the following:

o The Writing Center in 111 O’Boyle Hall, ext. 4286. See http://english.cua.edu/wco Computer Centers in multiple locations. For help, call ext. 4357. See

http://computing.cua.eduo Counseling Center in 127 O’Boyle Hall, ext. 5765. See http://counseling.cua.eduo The Dean of Students Office, in the Pryz. See http://deanofstudents.cua.edu

Accommodations for students with disabilities: Any student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss specific needs. Please contact Disability Support Services (at 202 319-5211, room 207 Pryzbyla Center) to coordinate reasonable accommodations for students with documented disabilities. To read about the services and policies, please visit the website: http://dss.cua.edu

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GradingThe University system is posted online at:

For undergraduate students: http://policies.cua.edu/academicundergrad/gradesfull.cfm#II For graduate students: http://policies.cua.edu/academicgrad/gradesfull.cfm#iii

Note that some School grading policies (see below) supersede university policies, particularly with respect to what constitutes a failing grade. Reports of grades in courses are available at the end of each term on http://cardinalstation.cua.edu.

School Policies

Achievement: Grades on exams and assignments are based on the degree to which each student has achieved course learning objectives. They do not depend on how hard a student worked, the student’s degree of self-satisfaction, or the number of things a student was trying to juggle during the same semester.

Assignments: In general, no “make up” or “extra credit” projects will be allowed. Students are urged to do a good job the first time. Incomplete work will be graded as is. Limited extensions of time will be allowed only when the Dean approves a request to assign a grade of “Incomplete” (see “Attendance,” below).

Papers are expected to be free of spelling and grammatical errors. With computerized spell-check and grammar-check, this is particularly easy. Professionalism counts.

Lost work, crashed computers, etc., will not be accepted as excuses. Back up files and keep hard copies.

Attendance: As noted in the Academic Regulations for Undergraduates:

XII. Attendance at Class: Good scholarship requires the presence of students at all classes an laboratory meetings. The responsibility for prompt and regular class attendance rests upon the individual student. If, for any reason, a student is absent too frequently from class, it may become impossible for that student to receive a passing grade. Authority for excusing absences rests with the teacher who may request that the student obtain authentication of absences considered unavoidable.

Those who arrive late or depart early may be counted as absent. Teachers my give failing grades to students with too many unexcused absences. Absences are excused at the discretion of the teacher.

Students are allowed time to participate in sports teams so long as they complete course requirements.

Students who are sick are asked to stay away so that they can recover and don’t infect others. And students facing personal or family crises are expected to need time to manage them. But in both cases, students need to manage their absences through communication and balance.

For foreseeable absences (including sports team event, religious holiday, funeral, etc.): Please notify teachers ahead of time and submit documentation if requested explaining the absence.

For unforeseeable absences (sickness, injury, or family emergency): Please notify, or have someone else notify, teachers as soon as possible and generally no later than the end of the day of the absence. Note that unforeseen events caused by lack of planning do not justify absence.

Students must work out with teachers how their will achieve the learning objectives of the missed session(s). When the absences occur before the deadline to withdraw from a course and the teacher feels that there is no practical way to achieve the objectives, the student should withdraw. If he or she does not, the teacher has an obligation to give the student a grade of F for failing to achieve the

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learning objectives of the course. This is simply an acknowledgment of the infeasibility of making up the missed session(s). When absences occur after the deadline for withdrawal, the student should request the dean to allow a grade of “Incomplete” (a form for that is posted to the school’s website) to be permitted additional time to finish the work.

GradingLetter grades for architecture and planning majors for courses in those majors will be assigned by the following scale:

A: Exceeded Learning Objectives (Grades of A and A- allow for some nuance) B: Fully Met Learning Objectives (Grades of B+, B, and B- allow for some nuance) C: Partially Met Learning Objectives (Grades of C+, C, and for undergrads only, C-, allow for

some nuance) D: Failed to Meet Learning Objectives, even though some or even a significant amount of work

was done. (Available to undergrads only; D+ and D- grades are not available even to them). F: Failed to meet Learning Objectives by a significant margin.

Students receiving grades of D or F will be required to repeat the course until a grade of at least C- is earned. Students may repeat a passed course with all grades calculated into the GPA. Only failed grades may be appealed, and only when the failure was for reasons unrelated to academic performance.

School ClosureIn the event of unforeseen school closures, students are expected to maintain their progress in courses by such means as completing assigned readings and completing and submitting assigned work electronically when due. See teachers for supplemental procedures applicable to specific courses.

The provost will determine any changes to the academic calendar and usually will notify the entire campus community by email.

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THE CATHOLIC UNIVERSITY OF AMERICASCHOOL OF ARCHITECTURE AND PLANNING

ARPL 314-01, Intro to Theory Spring 2011

Undergraduate Syllabus

Credit Hours: 3Prerequisites/ Department consent (if any): History of Modern Architecture

Classroom: Koubek AuditoriumDays and hours of class meetings and labs or discussion sections: Tuesday and Thursday 11:10 AM-12:25 PM

Instructor contact information: Full name and title: Adnan Morshed, PhD, Associate ProfessorOffice location: Crough BO16CPhone: (202) 319-6185E-mail: morshed@cua.eduOffice Hours: Thursday 2:00-3:00 PM (or by appointment only)

TA’s:Full name and title: Ms. Jobi Jones, Graduate StudentOffice location:Phone:E-mail: 21jones@cardinalmail.cua.eduOffice Hours:

Full name and title: Ms. Ashley Prince, Graduate StudentOffice location:Phone:E-mail: 70prince@cardinalmail.cua.eduOffice Hours:

Course Description:

This introductory course explores the spectrum of theoretical developments over the past four decades to explain the practice, production, and reception of architecture across historical eras. It also analyzes the historical/social/cultural milieu in which these developments occur. From the vantage point of these developments, the Architecture of Theory not only seeks to probe how our perceptions of space, architecture, and aesthetics vary, but also explains the very shifting notion of theory within the multidisciplinary realms of architecture. One of the important goals of the course will be to grasp how the discipline of architecture simultaneously informs and is informed

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by other domains of cultural production—such as art, science, technology, economics, sociology, philosophy, ecology, and politics—by focusing on the ideological concerns that condition its development. By going beyond the conventional dichotomy of theory and practice, students will be urged to grasp theory not as a body of design principles—immediately applicable to practice—but rather as a thought process with which to produce, receive, and analyze architecture.

Instructional Methods

Tuesdays: Lectures on key architectural topics last for 1 hour, followed by a 15-minute Q&A.

Thursdays: Student debates on given architectural topics take place on Thursdays in which two teams, consisting of three students in each, will participate. A topic will be introduced after each Tuesday lecture to be debated on next week Thursday. During the interim students are expected to research the topic thoroughly and prepare a group PowerPoint presentation (multimedia presentations are most welcome) to back up their case. In the hour-long debate, each student of each team first makes a strictly 4-minute argument in favor or against the topic. The presentation will be followed by rebuttals between the teams and, finally, open-floor Q&A’s.

Required Text:

Kate Nesbitt, ed., Theorizing a New Agenda for Architecture: An Anthology of Architectural Theory 1965-1995 (New York, 1996).Hanno-Walter Kruft, A History of Architectural Theory from Vitruvius to the Present (London, New York, 1994).Marshall Berman, All That is Solid Melts Into Air: The Experience of Modernity (New York, 1982).

Recommended Text:

Le Corbusier, Towards a New Architecture, (1927) trans. Frederick Etchells (New York, 1987).U. Conrads, Programs and Manifestoes on 20th Century Architecture (Cambridge, MA, 1970).Jane Jacobs, The Death and Life of Great American Cities (1961; New York, 1992).

Reading materials, web materials with full citations:N/A

Other materials (e.g. lab supplies, calculators) with specifics of what is needed and how to obtain:

N/A

Course Goals:

The goal of the course is to enhance the thinking ability of students about critical issues related to architecture. Since architecture is a result of a complex network of aesthetic, social, cultural, historical, political, technological, and economic factors, students are encouraged to research architecture by going beyond the formal and visual. The course is structured in such a way as to help students improve their reading, writing, and speaking skills.

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Goals for Student Learning

At the conclusion of the course, students will be able to demonstrate a breadth of theoretical knowledge of architecture. Based on scholarly investigations, the writing assignments in the class equip them with the skills necessary to carry out research on a given topic in a focused manner. The assignment to interview a practitioner or an academic on a given theoretical issue hones their ability to be articulate.

Professional Standards Addressed

1. Speaking and Writing SkillsAbility to read, write, listen, and speak effectively

2. Critical Thinking SkillsAbility to raise clear and precise questions, use abstract ideas to interpret information, consider diverse points of view, reach well-reasoned conclusions, and test them against relevant criteria and standards

4. Research SkillsAbility to gather, assess, record, and apply relevant information in architectural coursework

5. Formal Ordering SystemsUnderstanding of the fundamentals of visual perception and the principles and systems of order that inform two- and three-dimensional design, architectural composition, and urban design

8. Western TraditionsUnderstanding of the Western architectural canons and traditions in architecture, landscape and urban design, as well as the climatic, technological, socioeconomic, and other cultural factors that have shaped and sustained them

9. Non-Western TraditionsUnderstanding of parallel and divergent canons and traditions of architecture and urban design in the non-Western world

10. National and Regional TraditionsUnderstanding of national traditions and the local regional heritage in architecture, landscape design and urban design, including the vernacular tradition

12. Human BehaviorUnderstanding of the theories and methods of inquiry that seek to clarify the relationship between human behavior and the physical environment

13. Human DiversityUnderstanding of the diverse needs, values, behavioral norms, physical ability, and social and spatial patterns that characterize different cultures and individuals and the implication of this diversity for the societal roles and responsibilities of architects

24. Building Materials and AssembliesUnderstanding of the basic principles and appropriate application and performance of construction materials, products, components, and assemblies, including their environmental impact and reuse

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32. LeadershipUnderstanding of the need for architects to provide leadership in the building design and construction process and on issues of growth, development, and aesthetics in their communities

34. Ethics and Professional JudgmentUnderstanding of the ethical issues involved in the formation of professional judgment in architectural design and practice

Course Requirements:

Attendance and class participation: 10% (You lose points for each unexcused absence. More than 2 unexcused absences will automatically imply a failing grade. If a student accumulates more than 2 absences, he or she should drop the class. This policy will be strictly followed. Do not enter the class if you are 10 minutes late. You are also not allowed to walk out of the class before it breaks. If you do, you miss attendance. Make sure that you sign in. Active class participation is expected of all students. No sleeping in the class. If you are seen sleeping in the class, you will be asked to leave. No attendance will be given in such a situation.

Student Debate: 15%

Final paper abstract: 10% (the abstract should be between 350-400 words. It must include an annotated bibliography of at least 5 books/articles to support your claims. The word count should be stated on the cover page). Due on Feb. 8.

For the final paper, after consulting with the instructor, students will select a key architectural/planning/environment-related book and write a critical and multidisciplinary review of it following extensive research on the theme of the book. The review must include a title, an annotated bibliography, and footnotes. Web-based resources will absolutely not be accepted unless they come from reliable and credible sources (i.e the Library of Congress).

First Take-Home Exam: 15% (Introduced on 10 Feb. and due on 15 Feb.)Second Take-Home Exam: 15% (Introduced on 24 Mar. and due on 29 Mar.)

Interview of a local architect/planner/academic/environmentalist on a focused theoretical issue discussed in the class (for instance, the status of architectural education; public service of architecture; or the role of technology): 15% (The length of the interview should be between 1200-1300 words. You should tape the interview and provide a verbatim transcript. The cover page must include the name, contact information, and a 100-word bio of the interviewee, who could be an architect, a planner, an artist, or anybody you deem fit. The cover must also have a title for the interview and your name and coordinates. You must choose an interviewee from outside the CUA School of Architecture and Planning.) Due on 5 Apr.

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Final paper: 20% (The book review should be between 1800-2000 words. Additionally, the review must include a cover page with a title for your essay and your coordinates. It must also include an annotated bibliography with at least 8 books/articles, and footnotes. The word count should be stated on the cover page). Due on 21 Apr.

Late submissions for any assignments will not be accepted.

Expectations and policies

Academic honesty: Academic honesty is expected of all CUA students. Faculty are required to initiate the imposition of sanctions when they find violations of academic honesty, such as plagiarism, improper use of a student’s own work, cheating, and fabrication.  The following sanctions are presented in the University procedures related to Student Academic Dishonesty (from http://policies.cua.edu/academicundergrad/integrityprocedures.cfm): “The presumed sanction for undergraduate students for academic dishonesty will be failure for the course. There may be circumstances, however, where, perhaps because of an undergraduate student’s past record, a more serious sanction, such as suspension or expulsion, would be appropriate. In the context of graduate studies, the expectations for academic honesty are greater, and therefore the presumed sanction for dishonesty is likely to be more severe, e.g., expulsion. ...In the more unusual case, mitigating circumstances may exist that would warrant a lesser sanction than the presumed sanction.” Please review the complete texts of the University policy and procedures regarding Student Academic Dishonesty, including requirements for appeals, at http://policies.cua.edu/academicundergrad/integrity.cfm and http://policies.cua.edu/academicundergrad/integrity.cfm.

Other Policies or Expectations:

Attendance policy will be strictly enforced. Punctuality will be monitored. Cell phones must be shut off during the class time. No laptops are allowed in the class. You are expected to take judicious notes.

Campus Resources for student support: (e.g. add contact information for library, tutoring center, writing center, counseling center)

• Library: The Engineering, Architecture and Math library is located at 200 Pangborn Hall, and can be phoned at ext. 5167. For other locations, library services, research tools, research guides, and more, see http://libraries.cua.edu or call ext 5070.• Tutoring Center: ATLAS (the Academic Tutoring and Learning Assistance Service). Located at 101 O’Boyle Hall. See http://counseling.cua.edu/atlas, or call ext. 5018 • Writing Center: Located at 111 O’Boyle Hall. See http://english.cua.edu/wc3 or call ext. 4286.• Counseling Center: Located at 127 O'Boyle Hall. See http://counseling.cua.edu or call (202) 319-5765

Accommodations for students with disabilities:

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Any student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss specific needs. Please contact Disability Support Services (at 202 319-5211, room 207 Pryzbyla Center) to coordinate reasonable accommodations for students with documented disabilities. To read about the services and policies, please visit the website: http://disabilitysupport.cua.edu.

Assessment: See Course Requirements

University grades:

The University grading system is available at http://policies.cua.edu/academicundergrad//gradesfull.cfm#II for undergraduates and http://policies.cua.edu/academicgrad//gradesfull.cfm#iii for graduate students.Reports of grades in courses are available at the end of each term on http://cardinalstation.cua.edu   

Course Schedule

Week 1: Tuesday, 11 Jan.

Introduction: The Architecture of TheoryKate Nesbitt, ed., “Introduction,” Theorizing a New Agenda for Architecture: An Anthology of Architectural Theory 1965-1995 (New York, 1996).Edward Said, “Traveling Theory,” in The World, the Text and the Critic (Cambridge, MA, 1983).Marshall Berman, “Introduction,” All That is Solid Melts Into Air: The Experience of Modernity (New York, 1982).

Thursday, 13 Jan.History/Sociology of EducationVitruvius, Chapter 1: “The Education of the Architect,” in The Ten Books on Architecture, Trans. Morris H. Morgan (New York, 1960).Walter Gropius, “Programme of the Staatliches Bauhaus in Weimar” (1919) and “Principles of Bauhaus Production [Dessau]” (1926) in U. Conrads, Programs and Manifestoes on 20th Century Architecture (Cambridge, MA, 1970).Emile Durkheim, “The Social Bases of Education,” in Selected Writings, ed., Anthony Giddens (Cambridge, 1972), pp. 203-215.

Week 2: Tuesday, 18 Jan.

Architectural “Principles”John Ruskin, “The Lamp of Truth,” (1849) in The Seven Lamps of Architecture (London, 1988).Jennifer Bloomer, “Ruskin Redux,” in Assemblage 32 (1997), 8-11.Karsten Harries, “The Ethical Function of Architecture,” (1975) in Theorizing a New Agenda for Architecture: An Anthology of Architectural Theory 1965-1995 (New York, 1996).

Thursday, 20 Jan.Debate #1 (Education)

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Week 3: Tuesday, 25 Jan.

Inauguration of John H. Garvey as the 15th President of The Catholic University of America, no class

Thursday, 27 Jan.Patronal Feast of St. Thomas Aquinas University Mass; 11:10 a.m. classes are dismissed at 11:50 a.m.

Film: My Architect: A Son’s Journey (2003)Adnan Morshed, Film review of My Architect: A Son’s Journey, in the Journal of Architectural Education 58:3, February 2005.

Week 4: Tuesday, 1 Feb.

Questions of HistoricismAlan Colquhoun, “Three Kinds of Historicism,” (1983) in Theorizing a New Agenda for Architecture: An Anthology of Architectural Theory 1965-1995 (New York, 1996).Georg W. F. Hegel, The Philosophy of History, trans. J. Sibree (Buffalo, NY, 1991).Bernard Rudofsky, Archiecture Without Architects (New York: Doubleday & Co., 1964). Robert Venturi, Complexity and Contradiction in Architecture (New York: The Museum of Modern Art Papers on Architecture, 1966).

Thursday, 3 Feb.Debate #2 (Architectural Principles)

Week 5: Tuesday, 8 Feb.

Phenomenology: Questions of the Mind/Body and Place/MeaningChristian Norberg-Schulz, “The Phenomenon of Place,” (1976) in Theorizing a New Agenda for Architecture: An Anthology of Architectural Theory 1965-1995 (New York, 1996).Heidegger, “Building Dwelling Thinking,” in Poetry, Language, Thought, trans. Albert Hofstadter (New York, 1971).Maurice Merleau-Ponty, Phenomenology of Perception, trans. from French by Colin Smith (London, 1962).

Further reading:Gaston Bachelard, “Introduction,” The Poetics of Space (1958), trans. Maria Jolas (Boston, 1964).Kent C. Bloomer and Charles W. Moore, Body, Memory, and Architecture (New Haven and London, 1977).

Book Review Proposal due

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Thursday, 10 Feb.Debate #3 (Historicism)First Take-Home Exam Introduced (due on Tuesday, 15 Feb.)

Week 6: Tuesday, 15 Feb.

Vision/Anti-VisionMichel Foucault, Discipline and Punish: The Birth of the Prison, trans. Alan Sheridan (New York, 1979).Martin Jay, Downcast Eyes, The Denigration of Vision in Twentieth-Century French Thought (Berkeley, 1993).Barry Blesser, Spaces Speak, Are You Listening? Experiencing Aural Architecture (Cambridge, 2006).Anna Barbara and Anthony Perliss. Invisible Architecture: Experiencing Places Through the Sense of Smell (Milan, 2006).

First Take-Home Exam Due

Thursday, 17 Feb.Debate #4 (Phenomenology)

Week 7: No Class on Tuesday, 22 Feb. Administrative Monday.

Thursday, 24 Feb.Technology: Utopia and Anti-UtopiaLe Corbusier, Towards a New Architecture (New York, 1986; reprint).Reyner Banham, Theory and Design in the First Machine Age (London, 1960).William J. Mitchell, “E-Bodies, E-Buildings, E-Cities,” in Rethinking Technology: A Reader in Architectural Theory, eds. William W. Braham and Jonathan A. Hale (London and New York: Routledge, 2007).Anne Friedberg, The Virtual Window: From Alberti to Microsoft (Cambridge, Mass, 2006).Christopher Hight, Architectural Principles in the Age of Cybernetics (London: Routledge).

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Week 8: Tuesday, 1 March

Urban Transformation Ebenezer Howard, Garden Cities of To-Morrow, ed. F.J. Osborn (Cambridge, MA, 1965). Georg Simmel, “The Metropolis and Mental Life,” in On Individuality and Social Forms (Chicago and London, 1971). “Charter of Athens,” in U. Conrads, Programs and Manifestoes on 20th Century Architecture (Cambridge, MA, 1970).Le Corbusier, The City of To-morrow and Its Planning, trans. Frederick Etchells (New York, 1929).Kevin Lynch, The Image of the City (Cambridge, MA, 1960).Jane Jacobs, The Death and Life of Great American Cities (1961; New York, 1992).

Further reading:Camillo Sitte, Art of Building Cities: City Building according to Its Artistic Fundamentals, trans. Charles T. Stewart (New York, 1945)Collin Rowe and Fred Koetter, “Collage City,” (1975) in Theorizing a New Agenda for Architecture: An Anthology of Architectural Theory 1965-1995 (New York, 1996).

Thursday, 3 MarchDebate #5 (Vision/Anti-Vision)

Week 9: Tuesday, 15 March

Sustainability/Eco-Urbanism/The Green AgendaDarko Radovic, Eco-Urbanity: Towards Well-Mannered Built Environments (New York, 2009).Routledge, 2009.Douglas Farr, Sustainable Urbanism: Urban Design with Nature (Hoboken, NJ, 2008).Rachel Carson, Silent Spring (Boston, 1962).James Steele, Sustainable Architecture: Principles, Paradigms, and Case Studies (New York, c1997).

Thursday, 17 MarchDebate #6 (Technology)

Week 10: Tuesday, 22 March

Ethical Agendas and Social Justice in Architecture and PlanningHasan Fathy, Architecture for the Poor: An Experiment in Rural Egypt (Chicago, 1969).Alan Jolis, Banker to the Poor: The Autobiography of Muhammad Yunus, Founder of Grameen Bank (New York, 2001)Andrea Dean and Timothy Hursley, Rural Studio: Samuel Mockbee and an Architecture of Decency (New York, 2002).Robert Neuwirth, Shadow Cities: A Billion Squatters, A New Urban World (London and New York, 2006).

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Thursday, 24 MarchDebate #7 (Urban Transformation)Second Take-Home Exam (Introduced on 24 Mar. and due on Tuesday, 29 Mar.)

Week 11: Tuesday, 29 March

Historic Preservation James Marston Fitch, Historic Preservation: Curatorial Management of the Built World (Charlottesville, VA, 1990). Nicholas Stanley Price, et al. (eds.). Historical and Philosophical Issues in the Conservation of Cultural Heritage (Los Angeles, 1996). Robert E. Stipe, (ed.). A Richer Heritage: Historic Preservation in the Twenty-First Century (Chapel Hill, NC, 2003). Norman Tyler, Historic Preservation: An Introduction to its History, Principles, and Practice (New York, 2000).

Thursday, 31 MarchDebate #8 (Sustainability)

Week 12: Tuesday, 5 April

Gender and Architecture D. Spaine, Gendered Spaces (Chapel Hill, 1992).C. Stimpston, E. Dixler, M. Nelson, and K. Yatrakis, eds., Women and the American City (Chicago, 1981).L. Weisman, Discrimination by Design: A Feminist Critique of the Man-Made Environment (Urbana, 1992).Diana Agrest, Patricia Conway and Leslie Kanes Weisman, eds. The Sex of Architecture (New York, 1996).Irwin Altman and Azra Churchman, eds. Women and the Environment (New York, 1994).J. Friedmann, Empowerment: The Politics of Alternative Development (Cambridge, England:, 1992).

Submit the Interview

Thursday, 7 AprilDebate # 9 (Ethical Agendas)

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Week 13: Tuesday, 13 April

Problematics of “Non-Western”Edward Said, “Introduction,” Orientalism (New York, 1978). Georg W. F. Hegel, The Philosophy of History, trans. J. Sibree (Buffalo, NY, 1991).Robert Nisbet, History of the Idea of Progress (New York, 1980).M. Featherstone, Global Culture: Nationalism, Globalization and Identity (London and Newbury Park, CA, 1990).Benedict Anderson, Imagined Communities: Reflections on the Origin and Spread of Nationalism (London, 1983).Arjun Appadurai, Modernity at Large: Cultural Dimensions of Globalization (Minneapolis, MN, 1996).

Thursday, 14 AprilDebate #9 (Historic Preservation)

Week 14: Tuesday, 19 AprilDebate #10 (Gender)Final paper due (no late submission will be accepted)

Thursday, 21 AprilEaster Holiday

Week 15: Tuesday, 26 AprilLecture or Film: TBA

Thursday, 28 AprilMandatory attendance:An open forum on issues discussed during the course

Bibliography: Per required and recommended readings listed above

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CUA Syllabus 9.08.11

THE CATHOLIC UNIVERSITY OF AMERICASCHOOL OF ARCHITECTURE AND PLANNING

ARPL 518, Advanced Architectural TheoryFall 2011

Graduate Syllabus

Credit Hours 3Prerequisites/ Department consent ARPL 511, 512, 514

Classroom Crough 200Days and hours of class meetings Thursdays from 6:35 – 9:25 pm

Instructor contact information:

Jeffery Roberson, InstructorCrough 203410-533-3455jefferyjroberson@gmailOffice hours by appointment

Course Description (from Cardinal Station http://cardinalstation.cua.edu)

ARPL 519 (Advanced Architectural Theory) is an advanced exposition tracing the developments of philosophical, anthropological, social, cultural, and political theories that have informed the production and reception of architecture. These issues will be taken up through the lens of cultural technologies and machines (such as perspectives, the text set with movable type, printed images, the industrial assembly line, photography, the Xerox machine, and the personal computer) that have emerged throughout the history of modern architecture and have fundamentally altered the way architecture has been perceived and practiced.

Instructional Methods:

The seminar is divided between lectures and discussions. Each class will begin with a lecture, followed with a break, and concluded with discussion. Each week a different student will be responsible for leading the discussion in the form of a brief presentation followed by questions and observations.

Required Text:

- All required readings will be posted and made available weekly on blackboard. If you have any issues retrieving readings and other material please email your instructor.

Recommended Text:

- Architectural Principles in the Age of Humanism by Rudolf Wittkower- The Ten Books on Architecture by Vitruvius- Science and Technology in World History by James E. McClellan III and Harold Dorn

Other materials:

- A spiral bound note/sketchbook

Course Goals:

To gain a strong understanding of the relationship between architecture and technology (past and present) as to facilitate a framework for cultivating ones own position (a theory) relative to current practices.

Goals for Student Learning:

- Critical thinking about architectural criticism and conceptual underpinnings.- Tracing and discussing theoretical positions that have shaped thinking (and buildings) in architecture.- The ability to cultivate a position relative to current practices in architecture.

Course Requirements:

- All students are required to keep a journal in which to collect lecture and discussion notes, observations and comments, as well as descriptive and analytic drawings of the buildings introduced in class.- All students are required to participate in discussion.- All students are required to submit 2 written questions (posted on blackboard on Wednesday’s by midnight) concerning the weekly reading assignments. These should be concise and no more than 3 to 5 sentences.- All students are required to complete a final project that will be distributed mid-course and collected during the final class.

Expectations and policies:

Academic honesty

Academic honesty is expected of all CUA students. Faculty are required to initiate the imposition of sanctions when they find violations of academic honesty, such as plagiarism, improper use of a student’s own work, cheating, and fabrication. 

The following sanctions are presented in the University procedures related to Student Academic Dishonesty (from http://policies.cua.edu/academicundergrad/integrityprocedures.cfm): “The presumed sanction for undergraduate students for academic dishonesty will be failure for the course. There may be circumstances, however, where, perhaps because of an undergraduate student’s past record, a more serious sanction, such as suspension or expulsion, would be appropriate. In the context of graduate studies, the expectations for academic honesty are greater, and therefore the presumed sanction for dishonesty is likely to be more severe, e.g.,

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expulsion. ...In the more unusual case, mitigating circumstances may exist that would warrant a lesser sanction than the presumed sanction.”

Please review the complete texts of the University policy and procedures regarding Student Academic Dishonesty, including requirements for appeals, at http://policies.cua.edu/academicundergrad/integrity.cfm and http://policies.cua.edu/academicundergrad/integrity.cfm.

Other Policies or Expectations

- Attendance and punctuality is expected. (Contact instructor if issue arises)- Participation is expected.- Completing weekly reading assignments is expected.- Timeliness on weekly question submission is expected. (No late acceptances) Campus Resources for student supportLibrary, tutoring center, writing center, counseling center, etc… Please find information on the CUA website.Accommodations for students with disabilitiesAny student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss specific needs. Please contact Disability Support Services (at 202 319-5211, room 207 Pryzbyla Center) to coordinate reasonable accommodations for students with documented disabilities. To read about the services and policies, please visit the website: http://disabilitysupport.cua.edu.

Assessment:

25% - Lecture Notes25% - Discussion25% - Weekly Questions25% - Final Project

University grades:

The University grading system is available at http://policies.cua.edu/academicundergrad//gradesfull.cfm#II for undergraduates and http://policies.cua.edu/academicgrad//gradesfull.cfm#iii for graduate students.Reports of grades in courses are available at the end of each term on http://cardinalstation.cua.edu .  Course Schedule:

Sept. 1 Introduction: A Brief History and Explanation of Architectural Theory

Sept. 8 Re-Introduction (for new students)

Sept. 15 From Text to Image: The Printing Press

Sept. 22 The Codification of Drawing and the Birth of the Modern Architect

Sept. 29 Design as Original, Building as Copy: Issues of Authorship

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Oct. 6 Indexation in Alberti and Eisenman

Oct. 11 From Drawing to Building: The Limits of Translation

Oct. 13 (No class. Switched to Tuesday, October 11 for Administrative Thursday)

Oct. 20 From Mechanical to Digital: The 90’s

Oct. 27 The Return of the Master-Builder

Nov. 3 The Refusal of Illustration

Nov. 10 Alberti’s Early Experiments in Digitization

Nov. 17 The Frame and the Window

Nov. 24 (No class. Thanksgiving.)

Dec. 1 The Original, the Copy, and Self-Portraits

Dec. 8 (No class. Reading Day.) The Renaissance Pursuit of the Identical

Dec. 15 Blobs and Folds: The 90’s Again/ Closing Remarks

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The Catholic University of AmericaSchool of Architecture & Planning

Course Syllabus: Bill Sutton Draft

ARPL 636-01 Site DesignRequired Course for NAAB Programs (M.Arch2 and M.Arch3) Graduate Offering

Credit Hours: 3Prerequisites: None

Co-Requisites: MARCH2: Con Studio, Theory Elective, Advanced Structures, Con ElectiveMARCH2 non CUA: CBDS, Theory Elective, Advance StructuresMARCH3: CBDS, Const 2, Con Elective

Instructor’s contact information:

William R. (Bill) Sutton billsutton@aol.com

Classroom Basement classroom, Crough

Hours Tuesday and Thursday, 3:35 to 6:25 pm

Course Description

This course will examine the challenges and opportunities of Urban/Suburban sites that are master planned for multiple buildings and uses and how architects need to be involved from the onset of the planning process. The semester course is broadly divided into three parts:

Site Analysis:

We will take an existing site near the CUA campus, approximately 10 to 20 acres, and use this as a basis for site analysis. Specific topics to be covered:

Existing ZoningAdjacent properties and usesTopography VegetationPublic open spacesStreams, rivers, and flood plainsStorm Water RetentionExisting Transportation network: Vehicular, Pedestrian, PublicClimate conditions: Solar, Wind, Precipitation through annual cycleStreet and Parking Standards

Site Analysis work will be on an individual basis. At the conclusion of Site Analysis each student shall prepare drawings that illustrate their work.

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Site Planning

With information collected from the Site Analysis we will proceed to develop alternative site plan concepts for the site. Emphasis will be on Design Methodology, using a team approach to create conceptual master plans and develop them to a stage where they can be evaluated against each other. This will emphasize hand drawn sketches and modeling using modular blocks to promote team interaction and discussion.

At the conclusion of Site Planning each team shall present 3 alternate master plans to the class as a whole for evaluation.

Site Plan Presentation

Each student shall take one of the alternate master plans developed by their team in Site Planning and prepare a colored, detailed Site Plan suitable for presentation to a client or public approval board.

This portion of the class will emphasize professional presentation and will include case studies of other similar presentations. Overall legibility, use of standard Land Use color coding, clarity of vehicular and pedestrian circulation will be evaluated. Final Site Plan presentations shall be in digital format using scanned drawings or computer generated 2D and 3D images.

Instructional Methods:

Classroom lectures will emphasize visual presentation of materials and case studies. Students will also work in a “mini-studio” environment in their team work on Site Planning.

Course will involve walking tour of the selected site and surroundings

Professional Standards Addressed:NAAB criteria addressed:14. Accessibility

Ability to design both site and building to accommodate individuals with varying physical abilities

15. Sustainable DesignUnderstanding of the principles of sustainability in making architecture and urban design decisions that conserve natural and built resources, including culturally important buildings and sites, and in the creation of healthful buildings and communities

17. Site ConditionsAbility to respond to natural and built site characteristics in the development of a program and the design of a project

Course Goals:

Consider theories, methods, and practices for interpreting, describing, and representing natural and built environments.

Study interactions of natural and cultural systems at the site and community scale.

Analyze mechanisms and concepts in landscape structure for planning, design, and environmental management, including the effect of topology on building and site typology.

Understand design in the urban landscape, including precedent exploration about overall image, materials, and structure of the city and its components, including zoning requirements to preserve access to light and air.

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Understand site programming, analysis, design, and construction. Basic grading concerns: slope, aspect, erosion, access, soils, maintenance, noise control,

visibility, safety, microclimates, surface drainage, ADA concerns Basic vegetation concerns: temporal considerations, light effects, wind, native landscape

establishment Basic water concerns: watersheds, slope, safety, maintenance, natural systems,

mechanical systems, overland flow, ground water, wetlands

Goals for Student Learning: Explain the physiography of a given land area, natural and modified Explain concepts behind site configuration at a community scale Provide design guidelines for a site based on planning, environmental management, topography, and

culture Understand urban landscape layout, lot designs, zoning, comprehensive plans, etc. Design a basic site with buildings, access, natural systems Develop presentation skill for Site Design.

Required TextsLaGro, Jr., James. Site Analysis: Linking Program and Concept in Land Planning and Design. New York:

Wiley and Sons, 2001.

Lynch, Kevin and Gary Hack. Site Planning, 3rd edition. MIT Press, 1984.

McHarg, Ian. Design with Nature, 1st edition. Wiley, 1995

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