Calendar Description:

This studio investigates architectural responses to landscape. It regards the land as a physical and cultural context requiring ap-propriate methods of visualization and representation. Referring to recent projects in land art, it considers how to engage local materials and interests while promoting the sustainable occupa-tion of a particular site.

Additional Course Description:

The studio will utilize latent spaces, networks and existing public infrastructures to develop the notion of urban resource vis a vis the design of a series of architectural speculations. Urban resources might include but are not limited to spaces for edu-cation, healthcare, protest/debate, borders, agriculture, water access, environmental racism, accessibility and play. In theory these resources may be consumed without reducing the amount available for others, and cannot be withheld from those who do not pay for it.

It is not merely what a space sets out to effect in human terms, that gives it place value, but what it is able to gather and transmit.” (Van Eyck Team 10 Primer p.94).

Dalhousie University School of ArchitectureM1 Landscape Studio. ARCH 5007.06, Section 1 Summer 2020. Instructor: Roger Mullin. e: roger.mullin@dal.ca. Time: Tuesday and Friday, 2:00-5:30. Location: online.

STRANGE SPACES AND PUBLIC GOODS

Note:

ARCH 5007 (RM) is co-requisite with ARCH 5212, section 1 (RM). This concurrent suite of courses will reinforce one another in the following ways:

The design work in ARCH 5007 (RM) will deliver a comprehen-sive small public project on a site chosen in consultation with the instructor. The primary detail assignment in ARCH 5212, section 1 (RM) will be a culturally considered technological detail applied in the projected context of your design project.

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image: aerial view of Halifax

Strange Spaces +Public Goods:access to amenity in the 21st century

Studio Inquiry:

The studio will work with the immediate and well known environ-ment of Halifax (or another location chosen in consultion with the instructor) and will propose individual designs of small public buildings (engaged with urban infrastructures). Project develop-ment will be derived from a series of less conventional represen-tations that ‘sample the city’ (audio recording, film, photography, drawing modeling, time based analysis, interviews, collage techniques, etc).

Students will have the opportunity to develop their own design brief by defining a program and a site for a building design project. Specific architectural programs options include but are not limited to educational spaces, health clinics, and affordable housing, Indigenous spaces, etc. Infrastructural systems are those urban systems that have a significant presence in the city such as public conveyance and energy systems, parks, streets, knowledge networks, etc.

The work will benefit from direct engagement with a site and a user group. The discourse will be broadened and developed through lectures, course readings and related studies of design work from the discipline including social and tactical architec-tures.

The work will address some of the following questions:

What constitutes a public building and how can one con-sider and evaluate the designed limits of its use?

How do urban spaces and infrastructural networks relate to public buildings and spaces? Do they individually or in combination act as urban resources?

What roles do permanency and temporality play in the cur-rent city topology?

How could an architectural project heighten our expecta-tions and experience of civic life in a particular place, now?

image: Shin Egashira

image: table, Enric Miralles Architect

image: Haptic Sleeve. Studio image, R. Mullin

image: Security, John Hejduk. Oslo.

https://medium.com/newco/youre-fired-democracy-dystopia-and-the-cult-of-the-ceo-83a3a9b24531

Studio Topics:

Spatial Types.Architectural writer and thinker, David Leatherbarrow argues that twentieth-century spatial types such as the free plan, the Raum-plan, and the open plan developed out of the early eighteenth century variety and ensemble of the English picturesque garden.

Modern architecture blurred the line of interiority utilizing advanc-es in structure, asymmetry and directional shifts to bring exterior space, figures and the architectonic garden into the imaginative landscape of the viewer. The display of artifacts, paintings and sculptures lend themselves to this imagination as they interplay with “kinds of movement”[1]: the procession, stroll, or wandering of a perceiving subject.

Considering contemporary shifts in information sharing, knowl-edge networks and pressing global concerns what type of space do we occupy today?

Movement - Speed (and slowness) The temporal dimension of movement distinguishes the experi-ence of architectural space from that of a static prospect in that it provides multiple views in sequence (body through space). The plan view of the spatial types mentioned above (Le Corbusier, Adolf Loos and Frank Lloyd Wright respectively) suppresses the 3-dimensional characteristics of space. This studio aims to el-evate the oblique view (of the perspectival sketch, framed model, photographic image, etc.) to systematically inform the arrange-ments of building plan and adjacencies considering spatiality of foreground, middle ground, background.

Steven Holl’s spatial type arguably goes further than the 2-di-mensional plan or the 3-dimensional static perspectival point of the Renaissance space and the positivist rationalist space of the modern axonometric projection and uses light as a space defining element that structures movement. Spatial Parallax.[2] considers a 3-dimensional axis of gliding change.

Multiscalar and Urban NetworksBased on our engagement with the city we will examine how architecture and urban spaces affect the quality of formal and informal experiences. Individuals should explore, study and document the function, shape and quality of their respective sites through a variety of media that forms part of the final presenta-tion.

notes:

1. John Dixon Hunt 2. Steven Holl

image: Masks Series, 2007. John Stezaker

image: Interior of Forum. Rene Davids, 1984.

Learning Objectives:

Students will learn about selecting a site and developing a build-ing design and program, guided by: An architectural idea that demonstrates attention to structural and environmental systems, building envelope, building assem-bly, life safety provisions, environmental stewardship and the well being of the public.

The work will aim to design, develop and resolve a small public building in related to an urban infrastructural element(s). Stu-dents will learn to extend representational skills and strategies to develop critical and innovative positions that examine the role of public buildings, amenities and spaces in the city.

Evaluation Criteria:

Work will be evaluated on evidence of knowledge and imagina-tion, the clarity, quality and depth of representation of subjects studied and designed.

Assignments:

Except as noted, all assignments are done individually. Given that work will be completed remotely, representation of site will be a result of resources available online (Google Street view, etc.) and those provided by the student.

Multiscalar Mapping / Situational Strategies 15% A study that explores and documents the function, shape and quality of site. Multi-media.

Seminar Participation 10% Utilizing course references and additional readings to contribute to the collective discussion of the studio inquiries.

Building Design - option to work in groups 75% (25% ind. 50% group) Working in model and utilizing found materials, fragments and existing building and urban fabric, much of the work will begin in and around the space of your site. Drawing, photography, model and narrative will be the preferred modes of representing your final work.

image: Shin Egashira, Fish Cabinets.

image: Zaha Hadid

image: Richard Lundquist

Schedule:

Week

1

2

3

4

5

6

7

8

9

10

11

Topics

Landscape of the City

Multiscalar Mapping /Situation Strategies

Conceptual Development and Representation

Conceptual Development and Representation

Design Development

Design Development

Design Development

Conceptual Development and Representation

Design Development

Design Development

Design Reviews

Tuesday

May 05Introduction

May 12seminar

May 19studio

May 26studio

June 02studio

June 09studio

June 16Midterm Review

June 23studio

June 30studio

July 07studio

Friday

May 08studio

May 15studio

May 22Multi-Scalar Mapping and Situ-ational Strategies assignment due

May 29Seminar

June 05studio

June 12studio

June 19studio

June 26studio

July 03studio *SRI’s

July 10studio

Building Design due July 15 -16

image: Steven Holl, Kiasma Musem.

*SRI = Student Ratings of Instruction

References:(relevant excerpts available digitally on Brightspace)

Burns, Carol and Kahn, Andrea. 2004. Site Matters: Design Concepts, Histories, and Strategies. New York: Rout-ledge.

Edensor, Tim. 2005. Industrial Ruins, Space Aesthetics and Materiality. Oxford:Berg Publishers.

Frascari, Marco. 2011. eleven exercises in the art of architectural drawing. Oxon: Routledge.

Harvey, Sheila and Fieldhouse, Ken. 2005. The Cultured Landscape, Designing the envirionment in the 21st cen-tury. New York:Taylor and Francis.

Holl, Steven. 2007. House, Black Swan Theory. New York:Princeton Architectural Press.

Leatherbarrow, David. 2004. Topographical Stories. Philadelphia: University of Pennsylvania Press.

Leatherbarrow, David. 2009. Architecture Oriented Otherwise. New York: Princeton Architectural Press.

McQuiad, Matilda. 2002. Envisioning Architecture, Drawings from The Museum of Modern Art. New York: The Museum of Modern Art.

Nesbitt, Kate (edited by). 1996. Theorizing a New Agenda for Architecture, An Anthology of Architectural Theory 1965-1995. New York: Princeton Architectural Press.

Pallasmaa, Juhani. 2009. The Thinking Hand, Existential and Embodied Wisdom in Architecture. Hoboken:Wiley.

Pawley, Martin. 2007. The Strange Death of Architectural Criticism, Collected Writings. London: Black Dog Pub-lishing.

Pawley, Martin. 1998. Technology Transfer (1987). Rethinking Technology. New York: Routledge.Also published in, Terminal Architecture. London: Reaktion Books.

Rattenbury, Kester. 2002. This Is Not Architecture, Media constructions. London: Routledge.

Sennett, Richard. 1988. The Craftsman. New Haven: Yale University Press.

Sennett, Richard. 1992. The Fall of Public Man. New York: W. W. Norten.

Leatherbarrow, David. 2000. Uncommon Ground. Cambridge: MIT Press.

Fernandez-Galiano, Luis. 2007. Organisms and Mechanisms, Metaphors of Architecture (1982). Rethinking Tech-nology. New York: Routledge, .

Additional course readings provided on Brightspace:

1. The Journal, David Henry Thoreau2. In Praise of Shadows, Junichiro Tanizaki3. Michael Ondaatje, In The Skin of a Lion4. Robert Musil, A Man Without Qualities5. Italo Calvino, If on a winter’s night a traveler6. Italo Calvino, Marcovaldo or The seasons in the city7. Jorge Luis Borges, Blindness

image: Steven Holl, Kiasma Musem.

Criteria and Standards for Assessment:

Criteria will be indicated in each assignment handout, along with their relative weights (to follow). Group Assignments:

Students working in a group are assigned the same grade.

University Grade Standards (Graduate):

The graduate grades below apply only to the final grade for the course. An individual graduate assignment may be assigned any percentage grade or letter grade from the undergraduate grade scale.

Grade Grade Point Percent DefinitionA+ 4.30 90–100 A 4.00 85–89 A– 3.70 80–84 B+ 3.30 77–79 B 3.00 73–76 B– 2.70 70–72 F 0.00 0–69 INC 0.00 IncompleteW neutral Withdrew after deadlineILL neutral Compassionate rea sons, illness

Grading Format:

Assignment evaluations will be issued to students as grades with written comments.

Course-Specific Policies:

With a Student Declaration of Absence, a late assignment normally is accepted without a penalty. Without an SDA, the grade deduction per weekday will be a third of a letter grade, e.g., from A to A–. Weekend days are not deducted.

Your final letter grade for the course will be based on the Dalhousie University Graduate letter grade to numerical score equivalence chart. Each assignment will be graded numerically by the instructor following the university’s undergraduate grading scale at: http://tinyurl.com/dal-grading

Human Research Ethics:

Any students who are doing research involving human subjects must follow the university’s regulations.This ap-plies to interviews, photographing individuals, etc.

CACB Student Performance Criteria:

The BEDS/MArch program enables students to achieve the accreditation standards set by the Canadian Archi-tectural Certification Board. They are described at https://tinyurl.com/cacb-spc-2017 (pages 14–17). This Dalhou-sie ARCH course addresses the CACB criteria and standards that are noted on the “Accreditation” page of the School of Architecture website: https://tinyurl.com/dal-arch-spc.

University Policies and Resources:

This course is governed by the academic rules and regulations set forth in the University Calendar and the Senate. See the School’s “Academic Regulations” page (http://tinyurl.com/dal-arch-regulations) for links to university policies and resources:

• Academic integrity• Accessibility• Code of student conduct• Diversity and inclusion; culture of respect• Student declaration of absence• Recognition of Mi’kmaq territory• Work safety• Services available to students, including writing support• Fair dealing guidelines (copyright)• Dalhousie University Library