PORTFOLIO_GONZALO JOSE LOPEZ GARRIDO by Gonzalo Jose Lopez Garrido

//Gonzalo J. Lopez// Portfolio of Practice, Pedagogy and Student Work //ASISTANT PROFESSOR OF ARCHITECTURE - SUSTAINABILITY// //KU School of Architecture and Design//

2 [001] Portfolio of Practice [Professional+Academic] ............................................................................................................................... [002] Portfolio of Pedagogical Material .................................................................................................................................................................................... [003] Portfolio of Student Work .................................................................................................................................................................................................. Index of Work

3 ................................................................................................................................................................ [p.004] .................................................................................................................................................................................... [p.106] .................................................................................................................................................................................................. [p.170]

5 [001] Portfolio of Professional+AcademicPractice //Gonzalo J. Lopez// //ASISTANT PROFESSOR OF ARCHITECTURE - SUSTAINABILITY// //KU School of Architecture and Design//

6 [T]ea, Chocolate & Coffee Mixture 04 - Typological -S//BUILT// Logroño, Spain //Concentrico Arch. Festival//2019// [O]surbia. Redefining Suburbia Mixture 02 - Programmatic -XL[S]ocial Scaffolding Mixture 03 - Social -L//FIRST PRIZE// Os, //Europan13//2016//Norway //HONRABLE MENTION// Almendralejo SP //Europan16//2022// //SHORTLISTED// United Kingdom //Davidson Prize//2021// [C]amera Lucida Mixture 07 - Performative -XS[D]r. MixtureZamenhoff06-Domestic -S//BUILT// La Laguna, Spain //Apartment Renovation//2020// [M]ARL. Mixed Adapted Recycled Landscape Mixture 05 - Formal -S//2013-2020//[S]ELECTED PROJECTS LIST //RUNNER UP// New York, USA //City of Dreams Pavilion//2017// [E]l Jicarito School Mixture 01 - Institutional -M//BUILT// Nicaragua //Seeds of Learning collab//2016// Index of Work content[PART1: PROFESSIONAL PRACTICE] [p.008] from Architectural [F]ixtures to Architectural [M]ixtures //S/M/L/XL// This display of professional practice work is the result of years of questioning and challenging traditional practice formulas in favor of an approach that looks at the COMMONS as a way of practice. A constant seek of changing a series of Architectural [F]ixtures (refered to architetural cliches) into a catalogue of Architetural [M]ixtures, with an extra turn in program, shape, concept, type... [K]nitknotPartnerarchitecture&Co-Founder NEW YORK•LOS ANGELES•PARIS•LONDON Established in 2013

7 b. Material Research [V]ale de Moses Meditation Cabins Organized by BEE BREEDERS [T]he Dream of Century Organized by ARCHUE [H]otel Zen Lighthouse 2019 Organized by CONCURSOSAG360 [E]mergency Housing Mexico Organized by ARCHSTORMING [D]issertation abstract [S]election of articles, papers, symposiums [S]election of exhibitions, worksops, presentations, events PhD Candidate Department of Urban Planning and Management Program in Sustainability and Urban Regeneration Transdisciplinary Research This project aims to address architectures of commonality through a procedural perspective. That is, by highlighting the labor practices, legal frameworks, and participatory techniques that articulate an architectural project. So in that sense we see the commons not as a stable thing, that is singled-authored and economically supported by the state, but as a practice that has to be negotiated between multiple agencies and actors. //July 2020// 150 international entries 3 Prizes . 6 Honorific Mentions //June 2020// 1 Winner . 1 Runner Up 2 Qualifiers . 11 Shortlisted //Sept 2019// 82 international entries 2 Prizes . 4 Honorific Mentions //July 2019// 280 international entries 3 Prizes . 10 Honorific Mentions //inPROGRESS// //School of Architecture of Madrid// //2016 - current// //inPROGRESS// //knitknot//Pratt Institute//USC//Bartlett//GSAPP// //2018 - current// a. PhD Reseach [PART 2: ACADEMIC RESEARCH] [p.046] [T]he Participatory City . Collaborative working methods applied to Urban Planning The cases of American shrinking cities: Detroit, Philadelphia and Baltimore [C]ommons . Building together with Earth [PART 3: JURY MEMBER IN INTERNATIONAL COMPETITIONS] [p.078]

8 [PART 1: PROFESSIONAL PRACTICE]

9 [K]nitknot architecture CTIVEOLLEKN!Cknitknot architecture is an experimental collective of architects, urban designers, artists and thinkers that addresses new ways of practicing architecture, using delocalization as a starting point, we embrace diversity over homogeneity, difference over repetition, discussion over consensus. Collective Practice Diana//www.knitknotarchitecture.com//Cristóbal//MariaEsnaola//Alicia Henanz// Gonzalo J Lopez//Tania Oramas//Alfonso Simelio// NEW YORK•LOS ANGELES•PARIS•LONDON Established in 2013

Founded in 2013, Knitknot has developed projects across different mediums and scales, combining practice with academia. knitknot members have taught and conducted research in Pratt Institute and Columbia GSAPP in New York, Princeton SoA in New Jersey, Univesity of South California in Los Angeles, the Bartlett in London and Akademie der Künste in Berlin. Our work has been published in magazines such as AVProyectos , Revista PLOT, MONU, Public Journal Design+Humanity and POST

10 knitknot architecture is an award-winning international collective of architects, urban planners, artists and thinkers. Our work aims to explore new ways to approach the architectural practice in a more open and critical way. We defend that the aim of architecture goe beyond the built project, and different itineraries such as research , critical writing or development of projects that address social , cultural and economic issues is required to re-conceptualize the role of the architect as social agent

Additionally, our team aims to explore new ways of professional association . Taking advantage of new communication and digital systems, knitknot brings together members with different academic and professional backgrounds, working collaboratively from cities such as London, Paris, New York and Los Angeles.

11 Newteam@knitknotarchitecture.comYork.LosAngeles.London . Paris

13 [M]ixture 01 - Institutional /M/ knitknot architecture collaborated with the Nicargua based NGO “Seeds of Learning” in the design of a school for the community of El Jicarito. Seeds of Learning is a nonprofit organization dedicated to improving educational opportunities in ruralAmerica.Latin [E]l Jicarito School. EARNSOFLSEEDCollaboration with SEEDS OF LEARNING NGO // ElBUILTJicarito [NICARAGUA] 2015 - 2018

16 7.00 1.50 7.00 7.00 2.500.40 3.605.75 Earth bag Roof W 16x36 Round GHT tube MaxAlum roof E-40 Square GHT tube 4" Fabric panels (fixed) Bambu Concrete PorticoFabric (movable)panelsadobeCelosia ELEMENTARY CLASSINBETWEEN SPACEPRESCHOOL CLASS Door and Polycarbonatewindow.supportedwithwoodenframes Las vocales: a e i o u 4.50 4.50 4.50 4.50 4.50 1.001.00 2.50 6.60 4.75 4.50 4.50 4.50 4.50 4.50 1.001.00 adobeCelosiaBambu porticoConcreteWBeam16x36 MaxAlum E-40 Roof Earth bag Door and window. Polycarbonate supported with wooden frames

19 [M]ixture 02 - Programmatic /XL/ The project aims at understanding the complex symbolism behind the simple forms of the suburbia types. Thereafter, it seeks to re-appropriating these complexities to produce new meanings, while maintaining its associated symbolism. [O]surbia. Redefining Suburbia Europan 13 Norway // FIRST PRIZE Diana Cristobal // Alicia Hernanz // Gonzalo J Lopez // Tania Oramas // Os [NORWAY] 2015 FROMNINGLEAR

To do so, five elements or types customarily associated with ‘traditional suburbia’ have been identified on the site:

Our proposal for europan 13 stands up for the idea that this identity should be preserved and enhanced, while it advocates a redefinition of the concept of “suburbia” in the context of a new scenario where its traditional meaning is no valid anymore. The foreseen population growth or the construction of new infrastructures in the area, coupled with the need to conceive our cities in more sustainable terms, urges the exploration of new physical and socio-economic ways of development. We attempt to provide an answer to those emergent conditions by suggesting a shift from ‘SUBURBIA’ to ‘OSURBIA’.

LEARNING FROM OS

1. THE SINGLE DWELLING

2. THE PARKING LOT 3. THE MALL 4. THE FILLING STATION 5. ‘SUBURBIA BEYOND THE DWELLING’ A sixth type, ‘THE STRIP’, has been defined as the element providing unity and coherence to all the rest. By exploring the characteristics traditionally associated to these elements, the project aims at understanding the complex symbolism behind the simple forms that form those types. Thereafter, the project seeks re-appropriating these complexities to produce new meanings, while maintaining its associated Existingsymbolism.elements in Os, such as the old train station and the hall for wagons, have been preserved and redefined to adapt to new uses (i.e. art gallery, workshop and exhibition spaces); as a consequence, they have become a fundamental part of Os’ history, landscape and identity. Those elements are reappropriated and re-defined within the frame of an overall urban strategy that provides unity, not only among these elements, but to the whole urban set (i.e. the existing commercial centre, the area around the culture house, etc.)

The municipality of Os is currently facing a major challenge in its history: how to become a new regional and urban centre, while maintaining its own identity. This identity is mainly defined by its suburbia character (70% of households are single-family).

25 [M]ixture 03 - Social /L/ The project starts from the detailed analysis of the architectural scale, to understand which elements of the existing built environment can be recycled and renovated, and which ones need to be replaced, in order to define a preservation strategy capable of regenerating each scale while reinterpreting and emphasizing the identity of the place [S]ocial Scaffolding DINGFFOLSCAFEuropan 16 Spain // HONORABLE MENTION Diana Cristobal // Alfonso Simelio // Gonzalo J Lopez // Tania Oramas // Almendralejo [SPAIN] 2022

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2931 ATEYOCOLTE,CH[M]ixture 2 - Typological /S/ ‘Te, Chocolate and Coffee’ proposes to re-imagine the local library’s patio as a public theater, to transmit and interpret stories. The intervention borrows a series of architectural spaces that invite storytelling to give them a new context in the courtyard. [T]e, Chocolate y Cafe concentrico 05 International Festival Invitation // LogroñoBUILT [SPAIN] 2019 [M]ixture 04 - Typological /S/

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With this intention, the intervention borrows a series of architectural typologies that belong to the collective imaginary of storytelling and gives them a new context in the library courtyard, placing them around a central module that conformsthestage.

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With ‘Tea, Chocolate and Coffee’, knitknot proposes to reimagine the patio of the Public Library of La Rioja as a “Corral de Comedias” (that is, a traditional Spanish open-air theatre) where to activate and share the multiple stories and narratives from the books that the library contains in its shelves during the fifth edition of Concentrico, Logroño’s International Festival of Architecture and Design.

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[M]

[M]ixture 05 - Formal /S/

MARL is based on Earthbag construction system, in which long textile tubes are filled with soil, laid down in layers about 7” high and compacted. Our team has first-hand experience with Earthbag construction, as we are currently building El Jicarito School in Nicaragua with this system.

EAMSERDRSUMMixture

3 - Formal /S/

2017 Architecture always begins with the movement of soil: terrain leveling, foundation trenches, slopes, terraces, no building can built without them. Even the simplest hut will involve some of modification to the ground. MARL, our proposal for City of Dreams Pavilion, uses soil movement not just as preparation for construction, but as a design tool in itself. ability to modify the earth characterizes us as humans. The of excavating, moving and piling soil, learned millennia with the first agricultural and funerary works, shaped the around us. Places like the Chinese Rain Terraces and Pichu, are authentic geographies created by humans shifting soil. More recent projects like Governors Island The manage to create amazing landscapes and landmarks through topography.

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[M]ARL City of Dreams Competition’17 // RUNNER UP Governors Island (NEW YORK . USA)

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Earthbag construction has the advantage of using a very limited number of materials over other building techniques, either traditional or prefabricated. Soil will make up virtually 100% percent of the mass of the pavilion, and it will be sourced completely at the Island. We have partnered with local organization Earth Matters and the Trust for Governors Island, entities that will lend us the soil and assist us with transportation. The rest of the materials, namely the bag rolls, barbed wire and plywood pieces, will be transported to Governors Island in various trips by ferry, as the total weight will be under 500 lb.

But, as opposed to traditional construction, Earthbags use only non-destructive techniques, making the construction completely reversible, and materials easily returned.

An Earthbag building will be different from any other temporary pavilion built in Governor’s Island. It will have the mass and weight of a brick building, allowing users to physically interact, touch, push, climb to a safe height, rather than just looking at it.

Necessary tools for earthbag construction are also very simple, not requiring access to electricity, and avoiding the use of hazardous tools or materials such as circular saws or cement, an important factor to consider when working with volunteers.

Other advantages of this construction technique include:

•Easy process that uses few materials, making it easy to teach volunteers and to control quality.

•Low cost of materials.

•Fast and systematized, works great with an organized group of •Noworkers.construction knowledge required. Materials are easy to work with and understand.

•The construction doesn’t rely on accurate cement mixes, for example, or specialized labor: the quality of each layer can be checked instantly, making it safe for construction and later use.

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37 [M]ixture 06 - Domestic /S/ The project aims to update an existing three bedroom apartment and convert it into a studio and a two bedroom, where the existing elements hybridize with the new intervention in order to create a more nuanced and fluid domestic space, increasing the possibilities for occupation for its owner. [D]r. ApartmentZamenhoffRenovation // BUILT Diana Cristobal // Alfonso Simelio// Gonzalo J Lopez // Tania Oramas // La Laguna [SPAIN] 2019 GUNALALACASA

41 CIDARALUCAME[M]ixture 07 - Performative /XS/ Camera Lucida aims to recreate exterior space inside, using an adaptable device that brings the external environment (daylight, air, reflections, nature) into homes through existing windows. Inspired by early folding cameras, a glass and steel structure conceived as a lens frame captures light via mirrored shelves. [C]amera Lucida The Davidson Prize 2021 // SHORTLISTED knitknot architecture // D’Lab // Sandra Javera UK 2021

44 [T]e, Chocolate Y Cafe //CONCENTRICO5// [E]ncuentros //HEALTHDUCATION// [C]amera Lucida //WORKLIFE// [S]ocial Scaffolding //SCAFFOLDING// [D]r. Zamenhoff //ISLANDHOUSE// [L]iquid La Habana //EXHIBITION// [P]eleMele //CONCENTRICO4// [O]f Plinths and Skins //COHABITATION// [P]opUp OS //CONQUERURBAN// [L]a LLAVE //VILLAVERDEBIBLIO// //Design + Construction//Logroño, Spain //Concentrico Arch. Festival//2019// //BUILT// //Design//Pamplona, Spain //Competition Entry//2020// //Health Sciences University Building// //Design//United Kingdom //The Davidson Prize//2021// //SHORTLISTED// //Europan//Design//Spain16//2022// //HONORABLE MENTION// //Design + Construction//Laguna, Spain //Apartment Renovation//2019// //BUILT// //Design + Construction//Princeton, USA //Exhibition Design//2018// //BUILT// //Design//Logroño, Spain //Concentrico Competition//2018// //FINALIST// //Design//Rotterdam, The Netherlands //Europan15//2019////Organization+facilitation//Os, Norway //Collaborative //Public//Competition//Design//Madrid,Workshop//2019//SpainEntry//2018//LibraryinVillaverde,Madrid// selected projects list knitknot architecture [!]

45 [T]rashed Curiosities //ANTEPAVILION// //Design//London, UK //Antepavilion Competition//2018// [I]nside Out //PRODUCTION// //Design//Kriens, //Europan14//2017//Switzerland [C]O.EXHIBITION //COMMUNICATION// [M]ARL. Mixed Adapted Recycled Landscape //CITYOFDREAMS// [O]surbia. Redefining Suburbia //LEARNINGFROM// [A]TLAS of Constraints: reDUCE, reUSE, reCYLE //EXHIBITION// [E]l Jicarito School //SEEDSOFLEARNING// [A] Side B Side //GUGGENHEIMHKI// [A] city of interiors //DENSIFICATION// //Exhibition//Sala Zuazo, Madrid, Spain //MediAcciones. International Architecture Collectives //2017// //Design//New York, USA //City of Dreams Pavilion//2017// //RUNNER UP// //Design//Os, //Europan13//2016//Norway //FIRST PRIZE// //Exhibition Design+Curation//LA, USA //USC School of Architecture//2016// //knitknot SOLO EXHIBITION// //Seeds//Design+Construction//NicaraguaofLearningcollab//2015// //BUILT// //Design//Helsinki, Finland //Guggenheim //Europan13//2016////Design//Jyvaskyla,Helsinki//2014//Finland [H]uellas //PUBLICSPACE// //Design//Madrid, Spain //Pla-Zer Competition//2017// //La Remonta Square Urban Design//

46 [a. PhD Research] [PART 2: ACADEMIC RESEARCH]

47 [D]issertation abstract //inPROGRESS// //School of Architecture of Madrid// //2016 - current// [T]he Participatory City . Collaborative working methods applied to Urban Planning The cases of American shrinking cities: Detroit, Philadelphia and Baltimore TIONERTADISS FLAG/Bastien Aubry, Dimitri Broquard, Zurich. No Title. Graphics,

48 GONZALO J. LOPEZ_DISSERTATION PROPOSAL PhD program in Sustainability and Urban Regeneration 03E6 FLAG/Bastien Aubry, Dimitri Broquard, Zurich. No Title. Graphics, 2005. (c) FLAG Dissertation Proposal / PhD program in Sustainability and Urban Regeneration. 03E6. ETSAM. UPM. . The Participatory City. Collaborative working methods applied to urban planning. The cases of American shrinking cities: Detroit, Philadelphia and Baltimore STUDENT: GONZALO JOSE LOPEZ GARRIDO DIRECTOR: JOSE FARIÑA TOJO CO-DIRECTOR: MARIA CRISTINA GARCIA GONZALEZ [DISSERTATION ABSTRACT]

. The Participatory City. Collaborative working methods applied to urban planning. The cases of American shrinking cities: Detroit, Philadelphia and Baltimore INTRODUCTION

But these methods have been implemented for decades in other areas, as Jules N Pretty collected in his book "Participatory Learning and Action: A trainer's guide" when he explains the origins of participatory methods. Areas such as political activism (Participatory Action Research PAR , inspired by the work of Paulo Freire, educator), agriculture (Agroecosystems analyses, Gordon Conway, 1987) or anthropology (Applied Anthropology, Society for Applied Anthropology, 1941).

“When first developed during the late 1970s and early 1980s, these methodologies were concerned primarily with gathering accurate and detailed information efficiently. At that time, the emphasis was on the word “rapid” for the purposes of “appraisal” or “diagnosis” of local problems and priorities, and most of the analyses and actions were controlled by outside researchers and development agents. As experiences and insights grew, it became evident that local people, who had previously been viewed as passive “subjects”, “clients” or “beneficiaries”, had much to contribute to the research and development process.” (Diana Mitlin and John Thompson, Environment and Urbanization, Vol 7, April 1995). Thus, over the 80s, the process of gathering information and the information itself became a catalyst for a more direct involvement of the community in the urban development process.

2.1 Background Collaborative working methods are flexible, process oriented, and developed and implemented in order to give the local community greater control over the development of their environment. It is very common nowadays to find the term participation associated with various fields of development, with a particular increase in its use in urban planning.

49 GONZALO J. LOPEZ_DISSERTATION PROPOSAL PhD program in Sustainability and Urban Regeneration 03E6 1. DISSERTATION TITLE

50 GONZALO J. LOPEZ_DISSERTATION PROPOSAL PhD program in Sustainability and Urban Regeneration 03E6

Traditionally, urban planning has been focused on the implementation of strategies and policies based on growth, but the various agents involved have begun to question the results and adequacy of these proposals in conditions of economic instability and population loss. As a result, the need to consider population loss as a fact on which to generate a new approach to urban planning that focuses on improving the quality of life of current residents has become a key part of the discussion on the evolution of our cities. Discussion in which residents themselves have started taken the initiative, with proposals that need to be evaluated in order to extract common features, systematize them and constitute them as rightful initiatives in an urban reality in redefinition.

For the purpose of this PhD dissertation, it is proposed to focus research on the American casuistry, through a comparative study of three metropolitan areas have experienced an important decline in its population (from 27% to 51%): Philadelphia, Baltimore and Detroit. The three cities have been victims of a deindustrialization that has left a landscape of neglect and poverty behind them, and all three have seen the emergence of proposals from their communities in order to reverse this process of decline.

During the past 30 years, these participatory approaches have been applied to several social and ecological contexts. Although more commonly associated with "rural development and primary health attention programs" (Robert Chambers. The origins and practice of Participatory Rural Appraisal, 1994), they have also been applied to urban environments and their development. Especially, in cases related to a crisis, economic or social, in which the lack of funding or cover by government in infrastructure and services has pushed the concept of "participation" beyond the exercise of voting and the contribution of information to include the performance of services by the community that were previously responsibility of the state. These phenomena have happened in low income communities, developing countries and cities undergoing a process of shrinkage and depopulation. Many of which have assumed self development of projects through community managed organizations using a wide range of participatory approaches to identify local problems and opportunities, to analyze local capacities and resources, and to plan and execute programs and community driven projects. These approaches have had a crucial role in helping local groups to exercise greater control over the urban planning processes and articulate their interests and priorities to the institutions more clearly.

2.2 Brief historical overview of the industrial urban development in the northeastern US states

"The depopulation of large American cities is relatively new, and the research done on urban proposals to cope with this phenomenon is surprisingly little" (Robert Fishman, from the University of Michigan, in a review of "Design After Decline", by Brent D. Ryan). Through this dissertation project, I seek to provide a new approach, based on participatory approaches, to the urban discussion in metropolitan areas with contraction dynamics of long duration.

As a result, urban centers have lost productive fabric progressively over the years, with the consequent deterioration of urban services and infrastructure, funded mostly by local taxes.

51 GONZALO J. LOPEZ_DISSERTATION PROPOSAL PhD program in Sustainability and Urban Regeneration 03E6

The northeastern states of the United States, known as "The Foundry of the Nation", had a huge industrial development in the nineteenth century. The emergence of this area as industrial center was motivated by its proximity to coal mines and the development of water transport through the Great Lakes and East Coast channels.

In addition, this region was the first in the country to have rail service, generating, along with the river navigation, a dense network of infrastructure that spurred the transport of goods. These factors brought a large influx of immigration leading to a large population growth in urban centers throughout the area. It was specifically this powerful infrastructure, together with the decline of manufacturing, which led, after the Second World War, to a decentralization of these large industrial cities, boosted by strong public financing for the development of suburban housing.

Besides, the white middle class started migrating to other parts of the country (for example, to the so called "Sun Belt", an area with better weather), leaving the black population with low economic status trapped in the urban centers. This population was abused for decades, prompting a series of popular uprisings and riots that have greatly tarnished the image of the urban centers of American industrial cities.

52 GONZALO J. LOPEZ_DISSERTATION PROPOSAL PhD program in Sustainability and Urban Regeneration 03E6 3. CHARACTERISTICS AND RELEVANCE OF THE RESEARCH

3.1. Main issues and relevance of the research

3.2. Study cases

Participatory methodologies in American shrinking cities. Is arguable that within the northeast American context there is a common denominator to the shrinkage of cities based on deindustrialization. The dissertation will take as study cases a series of American industrial cities that share this characteristic Detroit, Philadelphia and Baltimore that have witnessed, from the fifties, a very accentuated decline in its population. With a significant relapse after the crisis that began in 2007, these cities have now thousands of abandoned homes, shuttered factories and vacant lots.

Thus, the research seeks to provide a set of strategies for the urban planner to use when it comes to face his work with a community, and redefine his role as the agent capable of managing these social processes and to mediate between the community and institutions in the realization of an urban project.

Over the last years, a series of collaborative movements driven by their local communities have been developed in them:

This research proposal aims to analyze the meaning of the term participation applied in the urban environment and provide a new approach to urban practice and theory based on the impact and potential of these collaborative methodologies to be a viable proposal in the urban planning process.

The relevance of the research lies in the opportunity to validate these participatory methodologies arising as a community response to a crisis, as a proposal that challenges traditional methods of urban planning, which have traditionally based their strategies in coping with growth of cities, to face conditions of shrinkage and depopulation of cities.

These proposals share the goal of involving the community in the urban development of cities in decline, and use different methods to accomplish them. The research will use these cases in order to establish common characteristics and discover its impact on different aspects compared with "orthodox" proposals that have been conducted in these cities since the fifties.

Project created in 1986 by Tyree Guyton, with the aim “to improve the lives of people and neighborhoods through art”, working in three fields: Art and Education / Development and community / Tourism.

Project founded in 1987 by Anne Whiston Spirn, its focused in Mill Creek watershed and neighborhood, in Philadelphia Their goal is to restore nature and rebuild community through strategic design, planning, and education projects, seeking to demonstrate how to create human settlements that are healthier, economical to build and maintain, more resilient, more beautiful, and more just.

A multi disciplinary, nonprofit architecture and urban design firm at the University of Detroit Mercy School of Architecture dedicated to creating sustainable spaces and communities through quality design and the collaborative process.

Detroit (51% depopulation):

Philadelphia (27% depopulation):

GONZALO J. LOPEZ_DISSERTATION PROPOSAL PhD program in Sustainability and Urban Regeneration 03E6

The Heidelberg Project (http://www.heidelberg.org/)

l West Philadelphia Landscape Project (http://www.wplp.net/ )

l North Philly Peace Park

. Baltimore (32% depopulation):

l The Neighborhood Design Center

The Neighborhood Design Center provides pro bono design services for communities in unfavorable situations in Baltimore. Collaborating with neighborhood groups, local government agencies and other non profit organizations to improve the quality of their built environments.

l Detroit collaborative design center (http://www.dcdc udm.org/)

A project initiated in 2014 by Tommy Joshua, a neighbor of the Sharswood neighborhood, who recovered a vacant lot and converted it, together with the community, into a community park with shared facilities and gardens.

55 //RESEARCH PUBLICATIONS// //2016 - current// [T]he Participatory City . Collaborative working methods applied to Urban Planning The cases of American shrinking cities: Detroit, Philadelphia and Baltimore IONSICATPUBLRadical Geography and Advocacy Mapping. The case of the Detroit Geographical Expedition and Institute (1968-1972) //JOURNAL OF PLANNING HISTORY//2021 Baltimore and the Neighborhood Design Center. Participatory approaches to Urban Design under conditions of Urban Shrinkage (1968-2000) //JOURNAL OF URBAN DESIGN//2022

56 OriginalArticle RadicalGeographyand AdvocacyMapping: TheCaseoftheDetroit GeographicalExpedition andInstitute(1968–1972) GonzaloJos ´ eL ´ opezGarrido1 Abstract In1968,agroupofgeographersledbyWilliamBungefoundedtheDetroitGeographicalExpedition andInstitute(DGEI),amethodologybasedonteachingneighborhoodresidentstheskillsofafolk geographertohelpthemimprovetheirbuiltenvironments.Thisarticlefocusesonthenecessityof revisitingthegeographicalexpeditionformattodayanditsinfluenceonparticipatoryurbanplanning practicesandadvocacymapping.AfterlookingatDGEI’sactivitiesintheDetroitneighborhoodof Fitzgerald,Ithenfocusontwospecificelementsindirectrelationtothefieldofurbanplanning:that ofcommunalparticipationandthatofthemap-makingprocessitself. Keywords radicalgeography,Detroit,urbanplanning,advocacymapping,participation,PPGIS In1968,partiallyinresponsetotheDetroitriots,andpartiallyinresponsetothenationwidefightfor civilrightsthatmarkedtheendofthe1960s,agroupofgeographersledbyWilliamBungefounded theSocietyforHumanExploration.TheSocietydevelopedandimplementedaseriesofgeographicalexpeditionswhoseworkingmethodologywasbasedoneducatingcommunitymemberson howtoacquiretheskillsofafolkgeographertohelpthemimprovetheirbuiltenvironments.This articlefocusesonthenecessityofrevisitingtheSociety’sgeographicalexpeditionformatandits validitytowardtoday’sdevelopmentofparticipatoryandsocialurbanplanningpractices.Itis achievedthroughanexaminationoftheDetroitGeographicalExpeditionandInstitute(DGEI),the Society’sfirstexpeditionseriesthatranbetween1969and1972intheDetroitneighborhoodof Fitzgerald.Thisarticlealsofocusesontwospecificelementsthatputtheexpeditionindirectrelation tothefieldofurbanplanningandthepracticeofadvocacymapping. Thefirstistheorganization’sunderstandingoftheconceptofparticipation.Bungeandhisteam perceivedparticipationasprovidingtechnicalskillstothoseinvolvedsotheycouldarticulateand 1 UniversidadPolitecnicadeMadrid,Spain CorrespondingAuthor: GonzaloJos ´ eL ´ opezGarrido,UniversidadPolit ´ ecnicadeMadrid,CalleRamirodeMaeztu,7,28040Madrid,Spain. Email:gonzalo.lopez.garrido@alumnos.upm.es JournalofPlanningHistory 1-17 ª 2021TheAuthor(s) Articlereuseguidelines: sagepub.com/journals-permissions DOI:10.1177/1538513220988673 journals.sagepub.com/home/jph

ThomasSugrue,whodescribedhowpostwarhighwayandurban redevelopmentprojectsexacerbatedDetroit’shousingcrisis,arguesthaturbanrenewaldisproportionatelyaffectedthecity’sblackcommunity.5

57 negotiatetheirneeds.Bydoingso,histeamintendedtoprovidetoolsforthecommunitytotake initiativeandrespondtochangesthatemergedfromtheirownconcerns,whilealsoallowingthemto createtheirownevidenceandconclusions.Thisconceptualapproachproposesaredefinitionofthe roleoftheurbanplannerasasocialagentandestablishesthefoundationofaparticipatorydesign thatpromotes“citizencontrol.”1 Thesecondisthetools,instruments,andoutcomesoftheorganization,consistingofmapsthat presentarelevantexampleofadvocacymapping;thesecanbeconsideredantecedentstotoday’s publicparticipationgeographicinformationsystems(PPGIS).Byobservinganddrawingsocialand urbanissues,thedifferentexpeditiongroupsgeneratedmapsthatradicallyvisualizedandevidenced racialinjustice. FieldNotesDiscussionPaper01,02,03, and 042 (1969to1972),theproject An AtlasofLoveandHate:DetroitGeographies (conceivedin1969,butnevercompleted),and Fitzgerald:GeographyofaRevolution3 (1972)allcollectaseriesofmapsthatoutlinethesocial troublesoftheverycommunitiestheydisplay.Bungeandhisteam’srelianceonempiricaldatadid notintendtoemptytheideologicalsignificancebehindthesepractices;theyjustwantedtodemonstratehowcriteriaofracialinjusticeconstructedeverydayscenarios.Byjuxtaposingapparently independentsetsofinformation,Iarguethatthesemapsde-neutralizedthedataandaskedforsocial equalityforacommunityignoredandneglectedbythelocalinstitutionsduringdecadesofurban renewalprograms. Istartwithanexaminationofsuchprograms’impactonDetroitbeforethe1960s,particularly thecity’sblackcommunity,andtherolethatWilliamBungeplayedafterhisarrivaltherein1962. IthendiscussBunge’scontributiontothefieldofurbanplanningthroughtheDGEIandexamine howitsmapsandreportsproposedaradicalapproachtocartographyagainstthebackdropof twentieth-centurycartographycultures.Finally,Ilookattheconsequencesofsuchanapproach,its relationshiptomoderndayPPGIS,anditsinfluenceonbroaderadvocacymappingand counter-mappingtraditions.

AsJohnFrederickCohassey explains,in“itsfirstthree-milestretch,theexpresswayclaimedfourhundredandninebusiness, includingforty-nineeatingplaces,sixty-eightmarkets,twentyapplianceandfurniturestores,fifteen drugstores,eighteenbars,andtwelvechurches.”8

BlackBottomsawitsresidentialareasdestroyedfor theLafayetteHousingProject,amedicalcenterexpansion,andtheconstructionoftheChrysler Expresswayin1964,followingtheFederalHighwayActof1956.Theexpresswaydestroyed thousandsofmostlyAfricanAmericanresidenciesandbusinessesalongHastingsStreet,whichfor alongtimehadbeenthemainstreetofthecity’sblackcommunity.7

ThesituationinDetroitduringthe1960siscloselyrelatedtothedevelopmentoflocalandfederal urbanrenewalprogramsandtheriseoftheautomobileindustry.AftertheHousingActof1949,the localgovernmentallocatedresourcestodevelopprojectsthatinvolvedthedemolitionofneighborhoodsmainlyoccupiedbythelow-income,AfricanAmericanpopulation.ForDetroit,thisfederal initiativecameshortlyaftertheapprovaloftheDetroitPlanin1946,whichintendedtosolvethe issueofa“slumclearance.”4

TheconstructionoftheChryslerExpressway

Inparticular,theWestsideneighborhoodsofCorktownandBlackBottomwerebothgreatly affectedbythecity’surbanrenewalpolicies.In1945,thePennsylvaniaRailroadandtheDetroit RealEstateBoardaskedtheplanningcommiss iontorezoneseveralareasfromresidentialto industrial.Despiteresistancefromhomeowners,anindustrialredevelopmentprojectemergedin 1951.Theproject,whichcleared167acresofland,failedtomaterializeandasaconsequencesites remainedvacantforthefollowingthirtyyears.6

DetroitandtheHistoricalMoment

2 JournalofPlanningHistoryXX(X)

Homeownershipinnewlyconstructedsuburbswasadirectconsequenceofthesepoliciesand producedadependencyoncars,whichshiftedpolicyfrompublictoprivatetransportation:“Shortly after fundsforpublictransportationplummeted,leadingtoadeclineinridershipandservicecuts thatacceleratedovertimeinafeedbackloop.”10

ManningThomasanalyzestheroleofcityplannersandidentifiestworeasonswhythecity’s professionalplannersanddevelopers“couldnotdomorethantheydid”:first,“thecitypoliticians andstaff,particularlyurbanplanners,didnothavetheimplementationtoolsandadministrative structuresnecessarytowardoffthecity’sdeterioration,”andsecondbecauseof“racialbiasstunted efforts.”11

Itarguesthatgeographyisa science,whichisdefinedbyitsdomainofknowledge(theearth)andwhichhasbothafactualside (widelypublished)andatheoreticalside(generallyignored).Duringthe1950sand1960s, TheoreticalGeography wasastrongcontributingfactortotheemergenceofthequantitativerevolution, whichproducedprofoundchangesinthefield,shiftingitfromideographicgeographytonomothetic geography.Itisworthnotingthatthequantitativerevolutionwasnotonlyrestrictedtogeography:it waspartofthebroaderpositivist-interpretivedebateinthesocialsciencesatlarge.

ItwasinthiscontextthatWilliamWheelerBunge,Jr.(born1928,LaCross,Wisconsin)movedto Fitzgeraldin1962toworkasanassistantprofessoratWayneStateUniversity.BungehadaMaster ofGeographyfromUniversityofWisconsin(1955)andadoctoratefromtheUniversityofWashington(1960).Hisdoctoraldissertation, TheoreticalGeography, 12 wasdescribedbygeographerKevin Cox13 asa“seminaltextofthespatial-quantitativerevolution,which,intermsoflayingoutthe philosophicalpresuppositionsofthatmovementhadnopeer.”14

Thedecentralizingtrendswereaccentuatedbythe factthattheBigThreeshiftedtheirproductionoutofcentralDetroitandbuiltalltheirnew manufacturingplantsinthemetropolitanareawiththeaimofavoidingunionwagerequirements. Thecombinationofurbanrenewalpolicies,federalinvestmentinhighways,andautomobileindustrydecentralizationin1960providedwhitesw ithanopportunitytoliveinthesuburbs.June

LopezGarrido 3

constitutedadefiningpointinthedecades-longdevelopmentoftheautomobileindustryandacceleratedtheprocessofsuburbanization.Fromthe1920sto1950,thepopulationofthecitygrewtoits peakduetothecontinuousflowofworkersdrivenbyautomobile-relatedjobs,ledbythe“Big Three”(Chrysler,GeneralMotors,andFord).Thesuccessoftheindustryproducedanincreasein homeownership,withsuburbanareasrapidlydevelopingtoaccommodatethedemand,whichwas oncemoreshowingsymptomsofraciallybiasedpolicies.AsSugrueexplains,“Union-negotiated wageandbenefitpackagesmadeautoworkmoresecurethaneverandallowedautoworkerstojoin theranksofmortgageholders.Withfewexceptions,loanprogramsexcludedAfricanAmericansand residentsofraciallydiverseneighborhoods:federalpolicybelievedthatthoseneighborhoodswere ‘risky’andveryrarelycoveredhomeloansthere.Asaresult,farfewerblacks,evenrelatively well-paidblackautoworkers,wereabletohavetheirownhomes.”9

Inaddition,quantitativeanalysiswasused

Nevertheless,theapproachtogeographytriggeredstrongcriticism,basedonthefailureof quantitativetechniquestoappreciatetheimportanceofstructureandagencyinherenttothecomplexityandephemeralnatureofsocialsystems.Quantitativeresearchersdidnotconsiderthevalues andmeaningsthatmakeindividualshumanandthecapabilitiesthattheypossess,makingthe approachseem“sociallyandpoliticallyirrelevant.”15

LedbyFredSchaeffer,ageographyprofessorattheUniversityofIowa,thedevelopmentof quantitativegeographyduringthe1950sintheUnitedStatesturnedthefieldintoascience.Thiswas achievedthroughtheintroductionofstatisticalandquantitativemethodsinthestudyofamultitude oftopicsincludingdemographics,migration,spatialdistributionofhumansettlements,andethnic segregation.Geographersformulatedtheoriesandsubjectedthemtoempiricaltestsbyusingstatisticalmethods,especiallyhypothesistesting.Thisquantitativerevolutionsetthegroundworkforthe developmentofgeographicinformationsystems(GIS).

Bungeexpressedtheneedtogobacktogeographyinthestreets:“I wenttoSelma,Iwenttoeverything.PeacedemonstrationsinNewYork,inWashington,Civil RightsdemonstrationsinJackson,Mississippi.Icouldmakeitinthe‘meanstreets,’anindispensableskillforurbanexplorationinantagonisticsystems.”23

TheDetroitGeographicExpeditionandInstitute

AlthoughthereisnoevidencethatBungewasdirectlyinfluencedbyFagg’sandHutchings’ work,hewasneverthelessenteringafieldthathadforafewdecadesbeenreinterpretingtheroleof surveyingingeographicalpractice.In1924,Faggstressedtheimportanceofthepedagogicalaspect ofregionalsurveying,directlyrelatingittogeographicalexpeditions:“theRegionalSurveystudent knowsthatbyfindingoutallthathepossiblycanabouthisowntownanditsenvironshewillgain thesurestinsightintothelifeandturmoilofthegreatworldbeyond.”21

Thisapproachindicatesanappropriation oftheterminanefforttodemocratizeitandfightagainstitstraditionalassociationswithimperial impulses.Bungeframeditasaprocessthatis“democratic,asopposedtoanelitistexpedition.Local peoplearetobeincorporatedasstudentsandasprofessors.Theyarenottobefurtherexploited. Theirpointofviewisgivenfirstplace.”27

andHutchingswrotein

, 18

WhenBungestartedhisjobatWayneStateUniversityandmovedtoFitzgerald,heimmediately “facedaseriesofethicalproblemwhenverifyingthatthequantitativemethodsinfactwerebeing usedforthespeculationattheexpenseofthemostdisadvantaged.”16

59 speculativelytodevelopatheoryonsocialprocessesthatservedimperialistneeds,asexemplifiedin FriedrichRatzel’sideasthatpopulationgrowthjustifiedtheacquisitionofnewterritories.

OrasVictorBranfordpithily putit:“HastingsintheWorld,theWorldinHastings.”Theideathatthemicrowasamodelforthe macroresonatedstronglythroughoutalaterworkofBunge’s, Fitzgerald:GeographyofaRevolution,which“atitscore,isdedicatedtotheunderstandingofglobalphenomenathroughtheintensive studyofasmall,localplace.”22

Followingthistradition,Fagg

Theirrelianceonmapsisbestsummedup bytheirproclamation:“Thenumberofmapsthatmaybepreparedisalmostunlimited.”20

Useoftheterm expedition inthisendeavorwasdirectlyaddressedbyBunge,whostatedthat “unlikeearlierexpeditions,somanyofwhichwereexploitative,humanexplorationsare‘contributive’(resourcecontributinginsteadofresourcetaking).”26

4 JournalofPlanningHistoryXX(X)

TheSocietyforHumanExploration,foundedbyWilliamBungeinthesummerof1968,organized theDetroitGeographicExpeditionforthe“purposesofprovidingformalrecognitionoftheneedto reorientgeographicalresearchindirectionsofdirecthumanconcern,initiatingtheexplorationofthe humanregionsofgeography,”25 specifyingthat“thefunctionsoftheSocietyaretoassistexplorationespeciallythroughthemountingofexpeditions.”Theexpeditionwasthefirstofaseriesandwas ledbyBungeandGwendolynWarren,aneighteen-year-oldblackcommunityleaderwhohadled numerousschoolwalk-outsandprotestsforcivilrights.

AnintroductiontoRegionalSurvey whichgatheredtheprinciplesand techniquesforsurveying:“Ifwepatientlycarryonourfieldobservationandproduceourmapsand otherrecordsorexpressionsofourwork,therelationshipsofcauseandeffectbetweenthevaried phenomenaoftheregionwillgraduallyunfoldthemselvestoourvisionandsomethingofthe meaningoftheregionaldramawilldawnuponus.”19

Asasolution,Bungelookedto themovementofregionalsurveying,inspiredandinitiatedbyPatrickGeddesanddevelopedin Britaininthe1920sand1930s.Geddesarguedtheimportanceofsurveyingasawayforcitizensto engageandactupontheirenvironment:“thecitizenuponhisdailywalkandinhislong-familiar streetsmaygraduallyorsuddenlyawakentoaveritablerevelation.”17

Heclaimedthiswouldproduceashiftin thewaygeographywasunderstoodasafieldofknowledge.Thisshift,togetherwiththefoundingof thejournal Antipode24 in1969andthecreationoftheUnionofSocialistGeographersin1974,gave waytothebeginningofradicalgeography.

BasedontheDGEI’spremisethat“Blackchildrenareamongthemostabusedchildrenin America,”theproposalmadeinthereportplaced91.4percentofblackstudentsunderblackrepresentativeauthority,whentheexistingschoolboard’sproposalonlymanagedtoplace39.9percent.35

Thegroup’sactivitieswerefocusedonconductingandpublishingresearchonracialinjusticein Detroit.Theideaoftheexpedition’sorganizerswastojoinacademicgeographerswithfolkgeographersandmembersoftheAfricanAmeri cancommunitytocreatewhatBungelabeled “oughtnessmaps,”referringtotheactofmappinghowthingswereandhowtheyshouldbe,since forBunge,“itisnotthefunctionofgeographerstomerelymaptheearth,buttochangeit.”31 The expedition’smainconcernwastheuseofgeographyforsocialjustice,promotingactivecooperation withthe“outs,”whichwouldallowforfullcreativityandgenerationofpoliticalpowerthroughtheir maps.Theexpedition’sparticipantsproducedaseriesofreportsandcartographiesthattranslated intoinstitutionallanguagetheconcernsoftheirdisadvantagedneighbors,whosestoriesclashedwith officialreports,givingvisibilitytosocialsegregationproblems.

DuringaconversationwithCindyKatzatCUNY’sCenterfortheHumanitiesin2014,Warren presentedtheprocessthatmadepossiblethecollaborationbetweenthecommunityandBunge’s group: [Bungeandhisgroup]decidedtheyweregoingtocomeanddiscoverus,discoverusandshowushowto makechange.Theydidnotknowwhatthehelltheyweretalkingaboutbuttheyweregoodfolks.It becameobviousthattheyweregettingalotmoreoutofthisthanwewere,theywerehungrytobeableto getinsidethehood,torelate.Werefusedtheoffer,buttheycameback,saying“youareright,youarenot gettingoutmuchfromthis,butthiscouldbeagoodexperience,whatdoyouwant?”andwesaid“we wanttogobacktoschool”webelievedifwecouldgobacktoschoolwecouldmakeadifference,and theysaidyes.30

LopezGarrido 5

TheexpeditionledtothecreationoftheDGEI,whichturnedBunge’sandWarren’sideasand methodsintoaprogramthatservedthecommunitythroughresearch(ledbyBunge)andeducation (ledbyWarren).Inthesummerof1969,theDGEIintroducedacourseattheUniversityofMichigan calledGeographicalAspectsofUrbanPlanningandprovidedstudentswithrooms,materials,and teacherswhovolunteeredtogivefreelectures.Thecoursewasaddressedmainlytostudentsfrom thepoorestblackneighborhoodsofDetroit.AsYvonneColvardwroteinherprefaceto28:“Ifwe mustassignatermtoourwork,wemaycallit‘revolutionary’.ForanythingtoberelevanttoBlack people,itmustberevolutionary.Historically,anychangebroughtaboutinthisnationwasbrought aboutthroughrevolution.Educationisameans.Wemustrelateittoourpeople.Theymustnolonger trainourpeopleformeretoolsinthissociety.Wemustmakegeographyrelevant.Wedomake geographyBlack.”29

OneofthesereportswasaschooldecentralizationplanforDetroit.Theproject,madebythe groupusingtechniqueslearnedinvariousDGEIcourses(UrbanPlanning,Cartography,andMap Reading)andpublishedin FieldNotesDiscussionPaperNo.2,hadthegoalofincreasing “communitycontrol,”whichmeant“increasi ngparticipatorydemocracyatthegrassroots levels.”32 Thiswasachievedbyplacingthechildrenofeachschooldistrictunder“sympathetic authority,”understoodasthegovernanceofeachdistrictbeingrepresentativeofthecommunity theyserve(“Eachdistrictwouldbegovernedbyregisteredandqualifiedvoters[ ]Thenine boardmembersofeachdistricthadtoresideinthedistrict”33).Theylookedfortheoptimum districtplanthatplaced“whitestudentsunderwhitecontrol,blackstudentsunderblackcontrol, andintegratedstudentsunderintegratedcontrol,”34 settingboundariesbasedonvoters’representationandavoidinggerrymandering.MembersoftheDGEIdefinedaregionalschooldistrictas beingunder“whiteauthority”ifthemajorityofitspopulationvotedforawhitecandidate, regardlessofthatvoter’srace(Figure1).

Figure1. Mapofrecommendedschoolregions.

6 JournalofPlanningHistoryXX(X)

TheschooldecentralizationreportwasproducedattheendoftheDGEI’sfall1969semesterat MichiganStateUniversity(MSU).Horvath,whoco-taughtthecoursesCartographyandMapReading (Bungetaughtthethirdone,UrbanPlanning),arguedfortheparticipatorynatureoftheexperience throughtheirunderstandingofpedagogy,whichusedadialecticmodeltoexaminethedynamic relationshipbetweenteacherandstudent,insteadoftheteachermerelylecturinginaone-wayflow ofinformation.AccordingtoHorvath,“Blackstudentsdeterminedthecontentandwayofconducting courses”and“theprofessorsacceptedtheideathattheDGEIwasundercommunitycontrolandceded todemandsmadebystudentsasthedefactoleadership.”36

OneofthemostinfluentialtextsoncitizenparticipationduringthistimewasSherryR.Arnstein’s “ALadderofCitizenParticipation,”38 publishedinthe JournaloftheAmericanPlanningAssociation in1969.Arnsteinestablishestherelationshipbetweencommunityparticipationandthepower ofinfluenceinproceduraldecisions,associatingparticipationwithpowerandcitizens’controlwith “theredistributionofpowerthatallowsthemostdisadvantagedcitizens,currentlyexcludedfrom politicsandeconomicprocesses,tobedeliberatelyincludedinthefuture.”39

ForArnstein,thegoal ofparticipationistochangepowerfromthe“haves”tothe“have-nots”anddistributebenefits equitably.Herladderiscomposedofeightsteps(manipulation,therapy,informing,consultation, placation,partnership,delegatedpower,andcitizencontrol),ofwhichonlythelastthreesuppose degreesofcitizenpower.

Theprogram’sprofessorsappliedprinciplesofradicalpedagogyintoaninstitutionthatwasopen,free,controlledbythecommunity,and orientedtodirectapplicationwithintheneighborhood.Thatparticipationcouldmeanproducingand notjustreceivingknowledgewasoneofDGEI’smostprovocativeideas.37

TheDGEItookaseriesofexperimentsinradicalcartography,definedas“thepracticeofmapmakingthatsubvertsconventionalnotionstoactivelypromotesocialchange,”44 tocreateaseriesof mapsthatpresenteddataasanactofprotest.In1971,DGEIpublished FieldNotes.Discussionpaper No.3:TheGeographyoftheChildrenofDetroit,dedicatedtotheexplorationof“death,hunger, pain,sorrowandfrustrationinchildren.”45

Thispublicationcontainsarelevantexampleofthe groups’approachtotheuseofcartographyforsocialjustice.Forinstance,themap“Citywide LopezGarrido

Arnstein’sladderhelpsoneunderstandthebroadersocialgoalsoftheDGEI.TheSocietyfor HumanExplorationinsistedthatitsboardmembersbe“composedofanabsolutemajorityofpeople fromtheareastobeexplored.Thehave-notsoftheworldarepowerfulenough,ifahumanisttasteis lacking,tocompelanattitudeofrespectfulattention,notruthlessarrogance.”Analyzingthesociety throughthestandardsthatArnsteinappliestoinstitutions,itispossibletoargueforacaseof“citizen control,”definedasadegreeofpowerforcitizensthatguaranteesthattheycangovernaprogram, areinchargeofpoliticsandmanagement,andcannegotiatetheconditionsunderwhichtheycanbe changedfromoutside.Beyondtheinstitution,thepedagogyappliedintheDGEIcoursesareacase between“partnership”and“delegatedpower,”touseHorvath’sterms.Theteachersandstudentsat DGEIagreed“toshareplanninganddecision-makingresponsibilities,”andtherewas“anorganized power-baseinthecommunity”(bothcharacteristicsofapartnershipaccordingtoArnstein).Moreover,professorscededtodemandsmadebystudentsasthedefactoleadership,whichwouldplace studentsin“achievingdominantdecisionmakingauthorityoveraparticularplanorprogram” (characteristicofdelegatedpower).

DGEIbeganofferingcoursesforcollegecreditinthesummerof1969attheUniversityof Michigan,butonlylastedonesummerbecauseofits“tenuousrelationship”40 withtheuniversity overtuitionfeesandbureaucracy.ThesecourseswerethentaughtatMSU,whereHorvathwas assistantprofessor,untilthesummerof1970,withtheideathatstudentscouldearntransferable creditstoMSU.Theuniversityalreadyhadaprogramprovidingeducationalservicesforrural Michigan,soHorvatharguedforanextensionofthemodeltoinnercityDetroit,establishingin thefallof1969threecoursesfreetostudentsandtaughtbyvolunteerMSUfaculty.Enrollmentgrew rapidly:from40studentsinthefirstsemesterto470atthepeakofoperationsinthespringof1970. Infallofthatyear,manyoftheblackstudentleaders,includingGwendolynWarren,movedtoEast LansingtoattendMSU.Theseventy-fivemiledistancebetweenEastLansingandDetroitfrayed theirrelationtotheprogram,despitetheireffortstocommutefivedaysaweek.41 Thingsfurther deterioratedbecauseofadministrativeissues,asfortheprogramtoofferfreetuitionitrequireda consortiumbetweenseveraluniversitiesinMichigan.MSUstartedtoplacepressureontheprogram afterotheruniversitiesfailedtogivesupport.Thishadlargerimplicationsintheworldofhigh education:“Whentheuniversitybeginstobringingreatnumbersofstudentsinexpensively,administratorsfearthatwordwillgetbacktothelegislaturethataprogramisbeingrunbelowcost.It becomespoliticallyexpedienttodestroyaninnovativeprogramratherthanreducethepriceof education.”42

Initsshortlife,theDGEIpublishedfourresearchworks,ledthirty-onefreecollege-creditcourses forinnercityblackresidents,andmadesignificantcontributionstotheissueofschooldecentralizationinDetroit.43 Butifthereisaspecificpartofitsproductionworthrevisiting,itistheextensive datacollectionusedtomakehighlytechnicalmapsandchartsthatwouldshowracialinjustice throughoutthecity. De-neutralizingData

ThesedevelopmentsmeantthatMSUhadeffectivelypulledoutofDGEIbyfallof 1970.“Thequestioniswhetherornotthiscapitalisticsystemcandealwiththousandsofeducated blackpeople.WhoisgoingtomanthefactoriesandbethesexualslavesifweallgetPhDs?”said WarrenatDGEI’sfinalpublicmeeting.

... .”46

PatternofChildren’sPedestrianDeathsandInjuriesbyAutomobiles”(Figure2)plotscaraccidents visualsandpurposeofthemaparerelatedtosuchcartographyexamplesasJohnSnow’s1854 thekindofthingswehavebeentryingtoasktheprofessionalstogetinto.Youwouldbethemaster oftheproblemforasecondbutprettysoontheywouldtakeoverbecausetheycanseealotofthings puttogether,aredeadly.Youcandoalotofseriousthings

involvingchildrenalongDetroitstreets,withadashedlineindicatingblackneighborhoods.The

8 JournalofPlanningHistoryXX(X)

choleramapinLondonandCharlesBooth’s1899povertymaps.Thetechniquesusedtoproducethe mapfollowthosedevelopedbyregionalsurveillanceinthe1920s.AsWarrenexplained,“theseare

Althoughitiseasytoseeonthemapthatmostcaraccidentsoccurinblackcommunities,thereis noguideforinterpretingtheinformation—thisislefttotheviewer.Inthemap’snextiteration,the expeditionzoomsinontheBlackBottomneighborhoodtogiveusamapdisplayingthesamedata butwithguidanceonhowtoreadit,madeobviousbyitstitle:“WhereCommutersRunOverBlack ChildrenonthePointes-DowntownTrack.”Inthiscase,theprotestismadeexplicittotheviewer;it isnothingelsebutamapofwherewhiteadults(thoselikelytobecommuterspassingthrough)kill blackchildren(Figure3). Thisreiteratedmapdoesn’taddanydatato“CitywidePatternofChildren’sPedestrianDeathsand InjuriesbyAutomobiles,”butitdoesaskthatwethinkaboutthedatarepresentedinadifferentway. Bygivingcontexttothedata,themapillustrateshowwhathadseemedtobeaccidentaltrafficdeaths wereactuallyaresultofstructuralinequality.Warrenexplainstheresearchprocessin FieldNotes03: AlltheareaaboutamilegoingoutfromdowntownDetroitisone-waytrafficandrunsrightthroughthe heartoftheBlackcommunity.Andonespecificcornerinsixmonthswassixchildrenkilledonone cornerbycommutertraffic.TheyneversaidthatacertainbusinessmanwhowasworkingforBurroughs Figure2. Citywidepatternofchildren’spedestriandeathsandinjuriesbyautomobiles.

youcannotsee,butyetstillyouknowalotofthingstheydonotknow.Andallofthesethings,when

Theexpeditionusedmapstoexpressthesocialinequitiesrelatedtoracediscrimination.Similarly, themap“RegionofRat-bittenBabies”48 useddatafromtheDetroitDepartmentofHealth(1967, 1969and1970)todemonstratehowtheghettosofDetroitwereoverwhelminglyaffectedbythe presenceofrats(Figure4).

Inthiscase,residentsnearWayneStateUniversityhelpedcompileinformationonrat-bittenbaby incidents,whichweremerelyrecordedas“childabuse”bylocalauthorities.Theresearchprocess isexplainedbyWarrenin FieldNotes03,butthemapwasfirstpublishedin1975aspartof TheCanadianAlternative, 49 inwhichBungeandRonaldBordessapublishedtheresultsofthe Canadian-AmericanGeographicalExpedition.50 TheDGEIcontinueddedicatingeffortstothe “geographyofchildren”withthehelpofstudentscountingthenumberofpurchasedtoysinareas ofDetroit.Asaresult,theycreated“PurchasedToys,”atopographicmapthatshowsthedifferences betweentoypurchasesinDetroit,shapingtheinnercityasadesertedvalley(Figure5).

downtownwhowasonhiswaytoSouthfieldwentthroughtheBlackcommunitybywayofthis commutertrafficandkilledmypeople—Blackchildren.Wehadtousepoliticalpeopletousethem asmeansofgettinginformationfromthepolicedepartmenttofindoutexactlywhattime,where,how, andwhokilledthatchild.47

“DirectionofMoneyTransfersinMetropolitanDetroit”visualizesthegraphicsofmoneyflow, pointingouthowtheslumsareexploitedformoneybylandowners,andhowthatmoneyflows towardstherichersuburbs,specifyingthedestinations.Thismap,publishedin Fitzgerald,isbased onastudyofrentalprofitsinDetroitthroughamathematicalformula51 (Figure6).TheDGEIfirst graphedtheformulatoshowthattheslumsare“afinancial‘blessing’tothosewhoownthem.”52 Thegraphdatawerethenplottedonthemap,exposingtheunjustsystemthatexploitstheslumsand Figure3. Wherecommutersrunoverblackchildrenonthepointes-downtowntrack. LopezGarrido

65 arguesfortheneedforproximitybetweenthewealthyandthepoor:“Theexploitersofthepoormust stayincloseproximitytotheirpropertyorthepoorwillinfactseizeit,astheystartedtodoin Fitzgeraldin1967”53 (Figure7). Bungeandhisteamaimedtoadvanceknowledgebysendingteamsintounchartedterritoryto look,measure,andrecordwhattheyencounteredandtodisseminatetheirfindingsinmaps,lectures, journals,andbooks.Theexperimentincludedanextraordinaryexampleofpublicparticipation, performedbythepublictowardwhomitwasdirected.AsDenisWoodsargues:“Thiswork,then, Figure4. Regionofrat-bittenbabies. Figure5. Purchasedtoys. 10 JournalofPlanningHistoryXX(X)

66 almost40yearsold,wasapublicone,wasextraordinarilyparticipatory,wasgenuinelygeographic, generatedrealinformation,andwasthoroughlysystematic.Itwas,infact,atruePPGIS,and scarcelyinvolvedthecomputeratall.”54

LopezGarrido 11

Theterm

TheurbangeographyofDetroit’srentalprofits.

publicparticipationgeographicinformationsystem (PPGIS)wascoinedin1996atthe meetingfortheNationalCenterforGeographicInformationandAnalysis55 todescribehowGIS technologycouldsupportpublicparticipationforvariousapplicationswiththegoalofempowering marginalizedpopulations.56 Today,thetermisnebulouslydefined,andquestionslike“Whoisthe publicinpublicparticipation?”remainunanswered.ThisisonereasonwhytheDGEI’sattitude towarddatavisualizationshouldberevisitedandreconsideredtoday.Atatimewheninformationis easilyavailable,thereisalackofpositiontowardsthewayinformationisshown.Peoplehaveaccess toanenormousamountofdataandendlessmapsshowingtheworld.Suchmapshavethepotentialto representthepossibilitiesofferedbymodern-dayinnovationsindatavisualizationtools.Their accessibilityhelpspeoplevisualizelargecorporaofdataindependentlyandprovidesthetoolsto followtheideasofBunge,whostatedthatamapshouldbeawareofwhatitistellingandhowitis tellingit,andthateachaspectofamapshouldbesubjecttoadeterminedpointofview. Figure6.

67 RelevanceforToday’sFieldofAdvocacyMapping AlthoughtheDGEIwasanextremelylocalizedexperiment,andthepossibilityofextendingittoa biggerscopeseemsverychallenging,therearevaluablelessonstoextractthatcanbeappliedin differentsituationsinthefieldofurbanplanning.Oneistheneedforurbanplannerstointeractwith theplacestheywork,tostepoutoftheoffice.Anotheristhekeyrolethateducationalinstitutions canassumeintheprocess,likethewaycoursesgrewwithinthestructureofMSU.AsHorvathsaid, “GeographicalExpeditionsoriginatedinthemarginsofuniversities—notinunions,religiousinstitutions,peasantcommunities,orpoliticalparties—soitshouldnotbesurprisingthatpedagogy playedasignificantandevendistinctiverole.”57 Boththesecharacteristicsproducedthemost radicalproposalsoftheDGEI,whichgobeyonddatacollectiontechniquesandtheoutcomes published,tocenterthepeopleproducingthemaps. TracingtheinfluenceoftheseexperimentsleadsustoDenisWoods,whoacknowledgesthe SocietyforHumanExplorationasadirectinspirationonhisworkinPuertoRico58 andonmapping Figure7. DirectionofmoneytransfersinmetropolitanDetroit. 12 JournalofPlanningHistoryXX(X)

InthetalkshegaveattheCenter fortheHumanitiesatCUNYGraduateCenterin2014,shetoldstudents:“Whatweweredoingthen, youaredoingnow.”ByfocusingontheimportanceofthemethodsdevelopedattheDGEIof lookingatthelocaltolearnabouttheglobal,andthefighttheyundertooktogivevoice,inclusion, andempowermenttomarginalizedpopulations,theDGEIremainsrevelatorytoanyoneinterestedin participatoryapproachestourbanplanning.

DeclarationofConflictingInterests

LopezGarrido 13

68 hisneighborhoodofBoylanHeightsinRaleigh(publishedin EverythingSings:MapsforaNarrativeAtlas).59 In2012,acollaborativegroupthatincludedCUNY’sSpaceTimeResearchCollective, thePublicScienceProject,CindiKatz,andTaraMack(EducationforLiberationNetwork)initiated aprogramcalledNYCGeographicExpeditionandInstitute:LiberationEducationforGeographic Inquiry,citingtheDGEIasitsinspiration. ButitisinDetroitwhereonecanfindacontemporaryreinterpretationoftheDGEI’smethodology.In2015,byexecutiveorderofMayorDu ggan,theofficeofthecitycreatedGoData60 (GovernmentOpenDataAccesstoAll),ledbythechiefinformationofficer,BethNiblock,and financiallysupportedbytheSocrataFoundation.61 Theplatformhasprovidedopendatatoanumber ofcartographerswhohavebeendirectlyinfluencedbytheDGEI.OneofthemistheCommunity DevelopmentAdvocatesofDetroit, 62 foundedin1998andstartedasatradeassociationof communitydevelopmentcorporations.Duringplanningmeetings,residentswilladdtheirown observationsordatatoamap,asawayofvisualizingthenextsteps.TheirparticipatorymethodologyisbasedonwhatwasexploredattheDGEIandplacedintheeighthrungofArnstein’sladder: “ourplanningprocessbuildsontheexpertiseofresidentsandstakeholdersbyputtingthematthe centerofplanning.Theyareattheheartofthecommitteethatplanstheprocessandthatworkswith residentstodevelopasharedvision,landuseandqualityoflifeplans,andstrengthenrelationshipsin thecommunity.”Inasimilarway,AlexB.Hill,authorofthewebsiteDetroitgraphyandaPhD candidateinanthropologyatWayneStateUniversity,describestheDGEIasaprecedenttohiswork. Hisopendatamaps,like“DetroitFoodMap”(https://detroitfoodmap.com/),whichgathersfood pricesandinvestigatespossiblefoodpathwaysinDetroit,isopentoanyoneinterestedinbecoming partofitssurveyteam.

Bunge’spoliticalviewsgavetheHouseUn-AmericanActivitiesCommitteereasontoincludehis nameinalistofsixty-five“radical”speakersin1970.Fromthenon,hewasblacklistedandunable tofindacademicwork,sohemovedtoCanadawherehecontinuedteaching,participatinginother expeditions(liketheTorontoGeographicalExpedition,startedin1973),andfinallybecominga cabdriver.GwendolynWarrendevelopedacareerasapublicsectoradministrator,distinguishedin theareasofeducation,health,social,andcommunityservices.Currentlyretired,sheservesasthe presidentandCEOoftheMiamiModelCityCommunityRevitalizationDistrictTrust,facilitating theCityofMiami’sfirstcomprehensivehousing,economicdevelopment,andinfrastructurerevitalization.SheworkedasdeputycountymanagerforFultonCounty,Georgia,andastheexecutive directorofthePinellasCountyDepartmentofHealthandCommunityServices,focusingonthe reorganizationofthehealthandhumanservicesdeliverysystems.63

Theauthor(s)declarednopotentialconflictsofinterestwithrespecttotheresearch,authorship,and/ orpublicationofthisarticle. Funding Theauthor(s)receivednofinancialsupportfortheresearch,authorship,and/orpublicationofthis article.

6.J.M.Thomas, RedevelopmentandRace:PlanningaFinerCityinPostwarDetroit (Detroit,MI:Wayne StateUniversityPress,2013).

8.J.F.Cohassey, DownonHastingsStreet:AStudyofSocialandCulturalChangesinaDetroitCommunity 1941-1955 (Masters’Thesis,WayneStateUniversity,1993).

10.Ibid. 11.Thomas, RedevelopmentandRace,2013.

12.W.W.Bunge, TheoreticalGeography.LundStudiesinGeography,SeriesC1(Lund,Sweden:Gleerup,1962).

69 ORCIDiD GonzaloJos´eL´opezGarrido https://orcid.org/0000-0002-7868-7610 Notes 1.SherryR.Arnstein,“ALadderofCitizenParticipation,” JournaloftheAmericanPlanningAssociation 35, no.4(1969):216–24. 2.Tolearnmore,see:W.W.Bunge,R.J.Horvath,E.J.VanderVelde,etal., FieldNotes.ASeriesDedicated totheHumanExplorationofOurPlanet.DiscussionPaperNo.1:TheDetroitGeographicalExpedition (EastLansing,MI:DepartmentofGeographyMichiganStateUniversity,1969);W.W.Bunge,Y.Colvard, S.Cozzens,etal. FieldNotes.ASeriesDedicatedtotheHumanExplorationofOurPlanet.Discussion PaperNo.2:“SchoolDecentralization” (EastLansing,MI:DetroitGeographicExpeditionandInstitute, 1970);W.W.Bunge,G.Warren,Y.Colvard,etal., FieldNotes.ASeriesDedicatedtotheHuman ExplorationofOurPlanet.DiscussionPaperNo.3:“TheGeographyoftheChildrenofDetroit” (East Lansing,MI:DetroitGeographicExpeditionandInstitute,1971);W.W.Bunge,G.Warren,Y.Colvard, etal., SocietyforHumanExploration.FieldNotesNo.4:“TheTrumbullCommunity” (EastLansing,MI: DetroitGeographicExpeditionandInstitute,1972).

5.T.Sugrue, TheOriginsoftheUrbanCrisis:RaceandInequalityinPostwarDetroit (Princeton,NJ: PrincetonUniversityPress,2005).

7.Duringthelate1950s,HastingsStreetcontainedhundredsofmostlyblack-ownedbusinessesthatwere forcedtorelocatetoaccommodatetheconstructionoftheHasting-OaklandExpressway(currentlythe ChryslerFreeway).

9.T.Sugrue, FromMotorCitytoMotorMetropolis:HowtheAutomobileIndustryReshapedUrbanAmerica (Dearborn:UniversityofMichigan,2004).

16.L.BergmannandR.Morrill, WilliamWheelerBunge:RadicalGeographer(1928–2013) (Departmentof Geography,UniversityofWashington,2017).

18.C.C.FaggandG.E.Hutchings, AnIntroductiontoRegionalSurveying (Cambridge,UK:Cambridge UniversityPress,1930). 19.Ibid.,133. 20.Ibid.,93. 21.C.C.Fagg, AnObserverontheDowns (Observation1,October1924),25–30.

15.R.Peet, ModernGeographicalThought (Oxford;Malden,MA:BlackwellPublishers,1998).

17.P.Geddes, CitiesinEvolution:AnIntroductiontotheTownPlanningMovementandtotheStudyofCivics (London,UK:Williams&Norgate,1915).

3.W.W.Bunge, Fitzgerald:GeographyofaRevolution (Cambridge,MA:Schenkman,1971).

14 JournalofPlanningHistoryXX(X)

4.TheDetroitPlanwasunveiledonNovember18,1946,byMayorEdwardJ.Jeffries,Jr.Itiswasanurban developmentmodelcallingforacquiring“slumclearance”inthedowntownareaandreplacingitwithnew businessesandgovernment-relateddevelopments.

13.KevinCoxisemeritusfacultyattheGeographyDepartmentoftheUniversityofIowa. 14.K.R.Cox,“ClassicsinHumanGeographyRevisited,” ProgressinHumanGeography 25,no.1(2001): 71–77.

70 22.Bunge, Fitzgerald,1971. 23.Ibid. 24.Extractfromhttps://antipodefoundation.org:“SinceAugust1969 Antipode haspublishedpeer-reviewed paperswhichofferaradical(Marxist/socialist/anarchist/anti-racist/feminist/queer/green)analysisof geographicalissuesandwhoseintentistoengenderthedevelopmentofanewandbettersociety.Now appearingfivetimesayearandpublishedbyWiley-Blackwell, Antipode continuestopublishsomeofthe bestandmostprovocativeradicalgeographicalworkavailabletoday;workfrombothgeographersand theirfellowtravelers;fromscholarsbotheminentandemerging.” 25.Bungeetal., FieldNotes,1969. 26.W.W.Bunge, TheFirstYearsoftheDetroitGeographicalExpedition:APersonalReport (Detroit,MI: SocietyforHumanExploration,1969). 27.Ibid. 28.Bungeetal., FieldNotes,1971. 29.Ibid. 30. WhatWastheDetroitGeographicalExpeditionandWhatIsItsRelevanceNow? CindyKatzinconversationwithGwendolynWarren,CenterfortheHumanities,CUNYGraduateCenter,onOctober16,2014. 31.Bungeetal., FieldNotes,39. 32.R.J.Horvath,“PedagogyinGeographicalExpeditions:DetroitandEastLansing,”in TheRadicalizationof Pedagogy:Anarchism,Geography,andtheSpiritofRevolt,ed.S.Springer,M.L.Souza,andInR.J.White (London,UK:Rowman&Littlefield,2016),101–25. 33.Ibid. 34.Ibid. 35.“ThereportproducedbytheDGEIhadacostof$200.Theeducationdepartmentofthecity,together withtheFordFoundation,producedtheirownreport,andhadacostof$350,000.”K.Mattson, Unaintroduccio ´ nalageografı´a radical.Geocr´ıtican.13(Barcelona,Spain:UniversidaddeBarcelona, January1978). 36.Ibid. 37.In ParticipatoryApproachesinUrbanAreas:StrengtheningCivilSocietyorReinforcingtheStatusQuo? DianaMitlinandJohnThomsondatetheappearanceandapplicationofparticipatoryresearchinurban environmentstothelate1970sandearly1980s.Theydefinesuchresearchas“methodologies[that]were concernedprimarilywithgatheringaccurateanddetailedinformationefficiently”(MitlinandJohnson, 1995)toeventuallyshifttowardtherealizationofthevalueofactivelyinvolvingtheresearchsubjects.The DGEIwasdoingthistenyearsearlier. 38.Arnstein,“ALadderofCitizenParticipation,”216–24. 39.Ibid. 40.R.Horvath,“The‘DetroitGeographicalExpeditionandInstitute’Experience,” Antipode 3(2006):73–85. 41.Ibid.,73–85. 42.Ibid. 43.C.D’Ignazio, TheDetroitGeographicExpeditionandInstitute:ACaseStudyinCivicMapping (Boston, MA:MITCenterforCivicMedia,August2013).http://civic.mit.edu/. 44.A.BhagatandL.Mogel, AnAtlasofRadicalCartography (LosAngeles,CA:JournalofAestheticsand ProtestPress,2008). 45.GwendolynWarren,RemarksattheConferenceontheGeographyoftheFuture,Bayfield,Ontario, October18,1970,ascitedinFieldNotesIII. 46.Ibid. 47.Ibid. 48.W.W.BungeandR.Bordessa,“RegionofRat-BittenBabies.” TheCanadianAlternative (Toronto, Canada:YorkUniversity,1975),326. LopezGarrido 15

TheGeographicalReview 96,no. 2(2006):229–58. 59.D.Wood, EverythingSings:MapsforaNarrativeAtlas (NewYork,NY:SiglioPress,2010). (https://data.detroitmi.gov/).

71 49.W.W.BungeandR.Bordessa, TheCanadianAlternative:Survival,ExpeditionsandUrban (Toronto, Canada:YorkUniversity,1975). 50.TheCanadian-AmericanGeographicalExpeditionwasestablishedafterBungemovedtoTorontoin1972 andinvolvedTorontoandVancouver. 51.R ¼ A(P C) 30ATD,R ¼ totalrentperneighborhood;A ¼ numberofrentersonaneighborhood; P ¼ perhouseholdunitrent;C ¼ perhouseholdunitownershipcost;T ¼ round-triptransportcostperunit ofdistance;D ¼ distancetodowntown. 52.Bunge, TheFirstYearsoftheDetroitGeographicalExpedition,1969;Bungeetal., FieldNotes,1969. 53.W.W.Bunge, Fitzgerald:GeographyofaRevolution (1971;repr.,Athens:TheUniversityofGeorgia Press,2011),135. 54.D.Woods, RethinkingthePowerofMaps (NewYork:TheGuilfordPress,2010),166. 55.NationalCenterforGeographicInformationandAnalysis(NCGIA)WorkshopinOrono,Maine,July 10–13,1996.Theworkshop’sagendawasdevisedtosupportopendiscussionstructuredaroundthemes suggestedbytheGIS2/PPGISconcept.Severalworkshopattendeeswereaskedtopresentbrief,relatively informalstatementsontopicsincludingurbandatasourcesanduses,dimensionsofconflictanddispute resolution,andcurrenttechnologicalpossibilities.Discussiondirectedateachtopicfollowedthepresentations.Thethemeofcollaborativeworkandpublicprocesswasreflectedinthecreationofanonlineforum forpremeetingdiscussionoftopicsproposedfortheworkshop.Tolearnmoreabouttheworkshopandhow thetermwascoined,see:P.Schroeder, ReportonPublicParticipationGISWorkshop (Orono,ME, NCGIAandDepartmentofSpatialInformationScienceandEngineeringUniversityofMaine).http:// www.commoncoordinates.com/ppgis/public.html;D.AberleyandR.Sieber, PublicParticipationGIS (PPGIS)GuidingPrinciples (DevelopedatFirstInternationalPPGISConferenceheldbyURISAat RutgersUniversity,NewBrunswick,NewJersey,July20–22,2002).AccessedMarch15,2016.http:// deathstar.rutgers.edu/ppgis/PPGISPrinciples.htm. 56.G.Brown, PublicParticipationGIS(PPGIS)forEnvironmentalManagement:ReflectionsonaDecadeof EmpiricalResearch (Brisbane,Australia:UniversityofQueensland,2012). 57.Horvath,“PedagogyinGeographicalExpeditions,2016. 58.D.WoodandI.Wood,“KidsandSpaceintheHighlandsofPuertoRico,”

61.SocratawasasoftwarecompanyacquiredbyTylerTechnologiesin2018.InJuly2014,Socrataintroduced theOpenDataNetwork,aninitiativepoweredbymachinelearningdesignedtofosterdata-centered collaborationbetweengovernmentsandtheprivatesector(https://www.tylertech.com/products/socrata). 62.Fromtheirwebsite:CommunityDevelopmentAdvocatesofDetroitisamembershiporganizationfor communitydevelopmentandneighborhoodimprovementgroups,enhancingthecapacityandeffectiveness ofitsmembersandDetroitresidentsthroughadvocacy,training,technicalassistance,informationsharing, education,andfacilitatingcommonaction(https://cdad-online.org/). 63.Informationobtainedfromthewebsite“TheCivitasProject”(https://www.thecivitasproject.org/gwendo lyn-c-warren/). 16 JournalofPlanningHistoryXX(X)

60.Fromtheirwebsite:TheCityofDetroithaslauncheditsOpenDataPortalinitiativeinordertoincrease publicaccesstovaluabledataandinformationconcerningCitygovernmentoperationsandservicedelivery.Thistoolexiststoenableopportunitybyreducingbarrierstoaccessthepublicdataandinformation andpromotingtrust,transparency,andaccountabilitybetweenCityagenciesandthepeopleweserve

https://doi.org/10.1080/13574809.2022.2086111

ABSTRACT In the fall of 1968, as the city of Baltimore endured urban shrink age, a group of architects founded the Neighborhood Design Center, a non-profit organization providing design services for disadvantaged communities, still active today. This paper, framed theoretically against the backdrop of participation models devel oped in the social sciences and the field of community design, argues that the NDC’s approach to urban planning and design constitutes a successful example of participatory methodology but presents important shortcomings when evaluating the impacts of their projects in the current urban environment, with little to nonexistent traces of them.

72 Baltimore and the Neighborhood Design Center. Participatory approaches to urban design under conditions of urban shrinkage (1968–2000)

On 24 June 1968, at the height of the Civil Rights Movement, Whitney M. Young, executive director of the Urban League, took the podium at the 100th convention for the American Institute of Architects, held in Portland, Oregon. His speech urged the country’s architects to act against the urban disintegration that the country was suffering: ‘You are distin guished by your deathly silence. You share responsibility for this disaster in which we find ourselves. Get involved in helping to rebuild cities or face the consequences’ (Young 1968). In the fall of the same year, a group of architects in Baltimore began working with low-income communities in proposals to rebuild the city after the race riots and the white flight that devastated the city. Out of this was born the Neighborhood Design Center (NDC), an organization that provides pro bono design services for disadvantaged com munities in Baltimore, still active today. This article focuses on the methodology that the NDC applies to its projects, arguing for its high relevance towards participatory urban planning and design practices. It uses as its main source the NDC’s project archive, particularly the projects from 1968 (when the NDC was founded) to 2000, a period corresponding to Baltimore’s long-lasting population loss (−32%).

Gonzalo José López Garrido Department of Urban and Regional Planning, Universidad Politécnica de Madrid, Madrid, Spain

JOURNAL

This article also dissects the organization’s understanding of the concept of participa tion. According to its current executive director, Jennifer Goold, the NDC defines the term participation as the ‘active building of the city, involving local residents, especially people who are generally excluded’ (personal communication, 30 October 2019). This definition is CONTACT Gonzalo José López Garrido gonzalo.lopez.garrido@alumnos.upm.es OF URBAN DESIGN

Introduction

KEYWORDS Baltimore; urban design; urban shrinkage; participation; community control

This paper argues that the NDC’s approach to urban planning and design constitutes a successful example of participatory methodologies destined to engage with community members and organizations that are facing the consequences of urban shrinkage. However, the research notes important shortcomings when evaluating the impacts of the projects in the built urban environment.

The paper concludes by looking at the consequences of the NDC’s projects in present-day Baltimore and their ability to create and sustain impactful change for the different agents involved in them. Methodological shortcomings are addressed to highlight opportunities to improve the model as well as its contribution to existing literature in the field of community design. Urban shrinkage in Baltimore Baltimore was founded in 1729, occupying in its first location a territory divided into sixty lots north of the interior basin of the Patapsco River (currently the Interior Port). Due to its development as a port city dedicated to the transport of goods such as flour, and to the manufacture of ships that allowed commercial activities to continue during the War of Independence (1775–1783), the city grew from 564 homes in 1774 to 3,000 in the mid-1790s. This growth continued into the nineteenth century thanks to industries based on hydraulic energy and the transportation of goods, both by ship and rail. By 1816, the city had reached 46,000 inhabitants and expanded in size from three to ten square miles. By 1827, Baltimore had become the fastest growing city in the country and the largest flour market in the world. In 1852, the city implemented the world’s first long-distance railroad, which laid the foundation for its steelmaking industry. Baltimore had one of the largest and most integrated steel treatment plants in the country; by 1900 its inhabitants had grown to 508,957. The population continued to grow in the following decades, increasing notably during World War II, when Baltimore was estab lished as a major production centre through Bethlehem Steel’s Fairfield Yard, which built ships, and Glenn Martin, which manufactured aircraft. By the end of 1943 about 200,000 more workers had settled in, and in 1950 the population reached its apex at 950,000 (U.S. Census Bureau 1950). However, the end of World War II in 1945 brought great changes to the city; an accelerated process of suburbanization moved the popula tion beyond the city limits into the surrounding counties. The federal government subsidized much of the development of these suburbs through various federal grant

2 G. J. LÓPEZ GARRIDO

This paper begins with a brief history of Baltimore’s population trends before the 1950s, and the reasons for the population decrease until the year 2000, after decades of urban renewal programmes. It examines the impact of these programmes on Baltimore before the 1960s, and the role of the Neighborhood Design Center after its foundation in 1968. The paper then discusses the NDC’s contribution to the field of urban planning and design through the selected projects and examines how its methodology proposes a radical approach to participation against the backdrop of twentieth-century participation models.

73 especially significant in the framework of this article since it includes the relationship of citizens with the built environment, establishing the foundation of a participatory design that promotes ‘citizen control’ (Arnstein 1969).

74 programmes, such as the new Federal Housing Administration for housing loans, the Federal-Aid Highway Act of 1956, and tax incentives for industrial development, which were essential for the restructuring of the city and the region.

JOURNAL OF URBAN DESIGN 3

During the 1950s, 7,000 to 8,000 homes were built each year in the counties surround ing Baltimore. By the end of the decade, the population had declined to 900,000. This trend was accentuated during the 1960s, due to an exodus of companies and workers to the south. A project for the I-95 highway planned to cut through Baltimore’s port, causing the expropriation of many properties along the path of the proposed highway from 1965 to 1967. The highway was ultimately not built following the initial layout, but Baltimore lost more than two hundred historic properties and hundreds more were left vacant after being demolished. In the 1990s, the textile industry left the country, and the Pennsylvania Steel Company and Glenn Martin plants closed. At the beginning of 2000, the shipyards were in disuse, and the population had fallen to 650,000 inhabitants, a 32% loss.

Baltimore has a long history of racial segregation associated with urban renewal projects.

In 1910, the city enacted the Residential Segregation Ordinances, which established restrictive covenants that rejected the entry of Jews and Afro-Americans into housing and Neighborhood developments. Because of this, the real estate market that developed at the beginning of the twentieth century was based on segregation, generating intense racial tension that crystallized in the riots of April 1968 after the assassination of Martin Luther King Jr. on April 4. Within this context, the Neighborhood Design Center was founded, with Doris Johnson as it first executive director. Collaborating with Neighborhood groups, local government agencies, and other non-profit organizations to improve the quality of built environments, the NDC provides access to low cost and pro bono design services in underserved communities in Baltimore City and Prince George’s County (Figure 1).

In Cities without Suburbs (1993), David Rusk places Baltimore within the category of Inelastic City and the Zero-Elasticity Group. Rusk calls Baltimore ‘beyond a point of no return’ (Rusk 1993) since the last annexation of the city occurred in 1918. He goes into further detail in Baltimore Unbound. A Strategy for Regional Renewal (1996), where he explains that during four decades of constant urbanization (1950–1990), the Baltimore region expanded from three counties to seven, but that the city limits remained at 80.8 square miles. So, while the Baltimore region grew by 910,000 inhabitants, the city itself lost 182,000 during the same period. Those that stayed tended to be the poorest and most racially segregated. Rusk’s solution was to distribute the concentration of poverty throughout the region in order to break the poverty-city/wealth-suburbs relationship. This approach is based on population redistribution and territorial annexation to end economic and racial isolation and can be very effective to create a more inclusive city, one that could be promoted by governmental institutions and would imply a more direct institution-community relationship. However, Rusk fails to mention specific proposals that might arise from community groups or neighbours; nor does he discuss the legal frame works in which the federal and local governments can potentially act. This article aims to expand and elaborate on Rusk’s initial idea of redistribution. The Neighborhood Design Center. Participatory methodologies

4 G. J. LÓPEZ GARRIDO

The next step is the assignment of a volunteer to the project, for which the NDC contacts potential candidates and shares the application with the volunteer assigned after their acceptance. This is followed by a visit to the project location after which the volunteer and the client develop the project programme, and an NDC worker prepares the scope of services detailing the work to be done by the volunteer. Once this step has been decided, the volunteer produces an initial analysis of the place, prepares the preliminary concept of the project and an estimated cost, presents the project to the review committee and the client, and develops the final material to be approved by client and NDC.

The organization’s aim is to be a benefit for the city; therefore it acts as support for various departments of public administration, such as the Housing Department and the Transportation Department (several members on the NDC Board of Directors are part of these departments). This institutional support role is directly linked to the purpose of NDC’s projects, defined by Goold as a ‘stepping stone’ towards more permanent changes (Figure 2) (personal communication, 30 October 2019). NDC’s usage of participatory methodologies could be qualified as ‘meaningful participation’ (1995) in Jaqueline Lane’s definition: the initiation of the action by the community, as well as the possibility of influencing all decisions in the process. It is important as well to emphasize the role of the NDC as a connector between communities and institutions. This methodology is close to the one defended by Charles Abrams when he argues that communities should play an active role in the direct environment since there is no government or authority that has the means to solve all public problems (Abrams 1971). This approach places community participation as a direct collaboration with institutions and moves away from James Midgley’s view of an ‘antagonistic relationship between state and community participation’ (Midgley 1987). In the case of the NDC, this is especially relevant, since many of its volunteers, who are an integral part of the process of each project, come from government institutions. In its five decades, the NDC has developed 3,632 projects, of which 1,602 Figure 1. Brochure from The Neighborhood Design Center 1990. Baltimore City Archives, 2615 Mathews St, Baltimore, MD 21218. Property of the Neighborhood Design Center.

The first step in their ‘Project Procedures’ is receiving the application for a project, which the NDC reviews and determines what type of services are needed and what level of experience is required for a volunteer to be assigned to the project (application for which the NDC charges twenty-five dollars and is returned if the project is not accepted).

76 correspond to the period of this article’s study (1968–2000). Of these projects, the paper investigates fifty-five that are relevant by their impact on the urban environ ment, their ability to involve local communities and institutions, and their methodol ogy of application of participatory techniques. To establish relationships between them, the fifty- five projects have been divided into six sub-categories: Community Workshops [8], Planning [8], Adopt-a-Lot Program [8], Vacant Lot Restoration Program [8] and Playgrounds, Gardens and TotLots [23]. Figure 2. Document explaining the Neighborhood Design Center’s process. Baltimore City Archives, 2615 Mathews St, Baltimore, MD 21218. Property of the Neighborhood Design Center. JOURNAL OF URBAN DESIGN 5

6 G. J.

Figure 3. Slides and photographs during workshops. Img 01 y 02 – Project #1060 – Irvington Community Association , 1997; Img 03 y 04 – Project #1262 – Make a Difference Playground Workshop, 1999. Baltimore City Archives, 2615 Mathews St, Baltimore, MD 21218. Property of the Neighborhood Design Center. LÓPEZ GARRIDO

The first category of projects consists of a series of workshops in which volunteers from the organization worked with different community groups, such as Neighborhood asso ciations, students from different elementary schools, Neighborhood committees for street beautification, or non-profit organizations on topics such as strategic planning, commu nity control, city improvements, or design of public spaces. Through drawings, plans, walks, design charrettes, etc., volunteers educate participants on what urban design is and the consequences of it in a Neighborhood’s built environment, with a special emphasis on developing a feeling of ownership of the participants over the project. During the work sessions, information is first collected from participants by filling in questionnaires, walking around the Neighborhood, and brainstorming sessions. This leads to the production of drawings, plans, models, and diagrams based on the information collected and analysed. As part of the general structure, work is organized in smaller groups first and then shared with all participants ( Figure 3 ).

All these workshops share the condition of proposing a series of recommended actions to be carried out in case the project moves to a further stage.

The projects included in the Planning category cover the period 1970 to 1998. The scope of these projects in relation to their areas of intervention varies from a specific lot within an urban regulation plan (Project #234 – Canton Waterfront) to entire Neighborhoods (Project #785 – Cherry Hill 2000 plan), but they all share the char acteristic of being urban strategy development projects. According to the guidelines provided by the NDC for these projects, a design should be ‘Simple, practical and [one] that considers the existing conditions’. The NDC commits to the first phase of the project, Schematic Design, assisting community groups in the development of a preliminary implementation strategy with drawings and texts to be delivered to the city to seek funding. The rest of the phases and services of the project are not offered by the NDC or its volunteers, something that reinforces their status as starter projects but presents significant problems when analysing the concrete impact of these projects in the built environment, as will be argued later. In this first phase, workshops are prepared for the communities with material to express ideas (maps, lists, paper, pen) and scripts for the moderators (Figure 4), with sessions centred around the idea of defining the ‘vision’ and ‘goal’ of the community, using the categories Strategies, Objectives, and Projects.

JOURNAL OF URBAN DESIGN 7

Figure 5. Sketches for the revitalization of Belair Edison. Baltimore City Archives, 2615 Mathews St, Baltimore, MD 21218. Property of the Neighborhood Design Center.

Vision is defined as the community’s ideas of the future, which is reached by ‘community consensus and is used to guide the development of goals and objec tives Will a certain Goal help us achieve our vision of the future?’ Here Goal also takes on special meaning: ‘a broad statement describing a certain level of achieve ment. Each goal must contribute to achieving our vision for the community’s future’.Thedefinition of these two terms is crucial, as they incorporate the idea of different levels of involvement and negotiation. While the goal can come from different individuals, interests, ideologies, etc., the vision connects them and provides the common ground with which to formalize the objectives to make them communicable to institutions. Due to the size of these projects, the number of people and organizations involved is greater than in smaller-scale projects, but the methodology is very similar. The result includes strategic plans, sketches, drawings, and suggestions for urban furniture, trees and plants, lighting, parking, paving, and signage (Figure 5). As seen in other projects, volunteers can give comments and advice to the NDC based on their experiences in the project to improve the model in subsequent ones. This includes a feedback system that allows Figure 4. Scripts for workshops’ moderators. Project #785 – Cherry Hill 2000 Community Plan 1995. Baltimore City Archives, 2615 Mathews St, Baltimore, MD 21218. Property of the Neighborhood Design Center.

79 improvements in the participatory methodologies of the projects. In the case of the planning projects, this system is explained in the document ‘Outline for a Successful Community-Driven Planning Process’ (Figure 6). Regarding the projects within the Adopt-a-Lot category, there is a collaboration with the city’s Department of Public Works and different community organizations, with the NDC as an intermediary agent. The Adopt-a-Lot Program was founded in May 1973, Figure 6. Outline for a successful community-driven planning process. Project #785 – Cherry Hill 2000 Community Plan. 1995. Baltimore City Archives, 2615 Mathews St, Baltimore, MD 21218. Property of the Neighborhood Design Center. 8 G. J. LÓPEZ GARRIDO

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Figure 8. Announcements for meetings and workshops for Adopt-a-lot program. Img 01 y 02 – Project #237 – Adopt a Lot Canton Avenue, 1982; Img 03 – Project #52 – Spaulding Avenue Adopt a Lot. 1978. Baltimore City Archives, 2615 Mathews St, Baltimore, MD 21218. Property of the Neighborhood Design Center.

Figure 7. Adopt-a-Lot brochure. Baltimore City Archives, 2615 Mathews St, Baltimore, MD 21218. Property of the Neighborhood Design Center.

80 allowing Neighborhood organizations to claim and care for vacant lots for a period of one year, transforming them into community gardens, parks, or play spaces through a legally binding licence agreement with the city. Subsequently, the city evaluates whether the site is necessary for other projects, and in case of a negative answer, the residents can transform it into a permanent green space (Figure 7). The first mention of the Adopt-a-Lot Program in the NDC archives is for a project called the Ednor GardensLakeside Improvement Association, whose purpose is to ‘help to develop the reuse of a vacant lot – [the project] will be worked on in a workshop on “Adopt- a-Lot”’. The workshop then appears in the archives, dated June 1973, and is described as ‘preparing a workshop for the spring to assist neighboring communities with planning of play grounds after the initial adoption of the site’. In these specific cases, the NDC comes to the project when the city has already approved the community adoption request for the site and organizes meetings and workshops with community members to discuss possible uses for the adopted site (Figure 8).

Figure 9. Designs for Vacant Lot Restoration projects. Img 01 – Project #1241 – Harbor City Vacant Lot Restoration, 1999; Img 02 – Project #1238 – Northwest United Vacant Lot, 1999; Img 03 – Project #119 –Ash-Co Community Garden, 1998. Baltimore City Archives, 2615 Mathews St, Baltimore, MD 21218. Property of the Neighborhood Design Center.

The last category of analysed projects are the ones related to Playgrounds, Gardens and TotLots, the category with the largest number of projects chosen. The sites are mostly owned by local schools, in the case of playgrounds, and by the city, in the case of community gardens, and managed by departments such as the Department of Recreation and Parks, the Department of Real Estate, or the Community Action Agency.

A similar programme that appears in the NDC archives in the late 1990s is the Vacant Lot Restoration Program, founded in September 1998 and sponsored by the city’s Department of Housing and Community Development and the non-profit Parks & People Foundation, which promotes the creation of parks and green spaces collaborating with local communities, non-profit associations, and government agencies. In these cases, the NDC includes in communication with potential volunteers that ‘these projects are quite small and not very complicated. They usually require two community meetings and a final sketch on translucent paper’ (Figure 9). If the community group’s request to assist in a Vacant Lot Restoration project is accepted by the NDC, the community group must attend a training workshop on ‘developing creative uses for open spaces, such as organizing the community, maintaining the site, and obtaining the resources needed to complete the project’. A minimum of three residents from each accepted Neighborhood must attend the workshop.

10 G. J. LÓPEZ GARRIDO

Funding for these projects is often obtained through local, state, or federal grants such as the Urban Restoration Grant, the Neighborhood Incentive Program Grant, or the Design Partnership for Public Schools. Community groups or local schools work with these departments directly and contact the NDC for design services. The NDC, after approving the project, visits the site and makes a photographic report, then looks for volunteers and organizes a meeting with the community on the site. In the case of collaborations with local schools, it is specified in detail how to work with students of different ages, forming teams of students and preparing workshops where the design team teaches how to read plans, use vocabulary such as site, equipment, scale, etc. and work together on models and drawings to carry out a series of design critiques (Figure 10). Some of these projects, due to their condition of being associated with sites that are owned by the city or local schools, and having direct financing from government institutions, have managed to

Using Sherry R. Arnstein’s concept of the ‘ladder of citizen participation’ (Arnstein 1969), one can analyse the degree of community involvement inherent in the NDC’s methodology, which would place it in Arnstein’s model at the two highest tiers ( Figure 12 ).

First, the NDC’s work fits within the ladder’s eighth and highest rung, Citizen Control, as it allows the community to determine its needs and to be involved throughout the duration of the project. It also fits within the seventh rung, Delegated Power, which requires the existence of parallel and separated groups for citizen and institutional representatives. When other cases of participation occur throughout the NDC process, such as Partnership, Consultation, or Therapy (the sixth, fourth, and second rungs respectively), as seen in many of the analysed projects through surveys and workshops, these are already subject to Citizen Control. Citizen Control combined with Delegated Power is the condition by which the ‘have-nots’ can flip Figure 10. Photographs of project models. Project #36 – Tivoly Tot Lot 1985. Baltimore City Archives, 2615 Mathews St, Baltimore, MD 21218. Property of the Neighborhood Design Center.

Figure 11. Design proposals for playgrounds. Img 01 – Project #805 – Tot Lot Renovation Southwest Community Council, 1994; Img 02 – Project #212 – Ridleys Delight Tot Lot Landscape, 1986; Baltimore City Archives, 2615 Mathews St, Baltimore, MD 21218. Property of the Neighborhood Design Center.

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82 survive to this day. This represents an advance in the consideration of the NCD’s projects as a ‘stepping stone’ and materializes them in the built urban environment, demonstrat ing cases in which the participatory methodology proposed by the NDC reaches from the community to the institutional level, and has the necessary funds to build projects, unlike the previous categories studied. (Figure 11).

The NDC’s methodologies fit within categories of greatest citizen influence, such as ‘People have the majority representation on a decision-making board’ (Hollnsteiner 1976) and ‘Step 7 – Self-mobilization’ (Pretty 1995). In all three cases it can be argued that both the distribution of power – more central to Arnstein’s and Hollnsteiner’s models – and the motivations – more relevant for Pretty – are directly controlled by community

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Observinggroups.itsrelationship with the terms depth and breadth, proposed by Farrington and Bebbington ( 1993 ), we also find high degrees of involvement. Depth involves participants in all stages of a given activity, and breadth refers to the number and diversity involved in that activity. Using the model proposed by Sarah White, ‘Interests in Participation’ ( Figure 15 ), it can be argued that despite reaching the condition of ‘Instrumental Participation’ (White 1996), in which the organization of a project allows the local community to form their own groups, develop plans, and have their own voice in Figure 12. A ladder of citizen participation – Sherry R. Arnstein (1969). Journal of the American Planning Association, Taylor & Francis.

83 the balance of power (Arnstein 1969). Something similar occurs when analysing the models proposed by Mary R. Hollnsteiner (Figure 13) and Jules N. Pretty (Figure 14).

84 it – the NDC’s methodology cannot be considered ‘Transformative Participation’ the highest degree for White, since the processes developed by the NDC do not change the status quo of existing community organizations or their relationship with public and private institutions. The NDC maintains the condition of generating consensus, a word that is repeated frequently in NDC projects, and avoiding conflict, a necessity, according to White, for true participation in a process. This article argues that the notion of participation being transformative goes beyond consensus and conflict when analysing

Figure 13. Modes of people’s participation in the planning and management of human settlements –Mary R. Hollnsteiner (1976). Philippine Studies: historical and ethnographic viewpoints. Ateneo de Manila University.

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85 projects that deal with the built environment; rather, it is more necessary to address the success of a project in terms of permanence and embodiment, which will be addressed in the following chapter.

Shifting analysis from the social sciences to the field of design more specifically, Mary Comerio argues in ‘Community Design: Idealism and Entrepreneurship’ (1984) that com munity design evolved from an initial idealistic phase in the 1960s into a more pragmatic ‘new area of professional activity’ in the 1980s, different from traditional professional practice and representing a ‘rejection of professional practice as a process of problem solving in favor of problem setting’. This evolution into a more pragmatic direction ‘no longer views participation as Arnstein’s categorical term for “citizen power”’ (Sanoff 2000) with its purposes redirected to more modestly defined goals, where design and planning can be the services provided. This creates a situation in which it is often ‘impossible for community designers to use standard contract documents because the relationship Figure 14. Spectrum of participation – Jules N. Pretty (1995). World Development, Elsevier.

86 between designer and client does not follow preestablished norms’. Addressing this issue through the NDC, thanks to its extensive archive and its standardization of administrative documents, could potentially shed some light into the administrative aspect of community design projects, expanding on Comerio’s work. Twenty-five years after Comerio, Finn and Brody revisited her arguments in their paper ‘The state of community design: An analysis of community design center services’ (2014), looking into eighty-one community design centres in the United States through their websites to establish a ‘current state of commu nity design’. They argue that the literature on community design, while ‘including compel ling arguments for the practice as a powerful, transformative act for practitioners and clients (e.g., Architectur Bell, 2004; Bell and Wakeford, 2008; Goodman, 1971; Hou, et al., 2005); descriptions of successful community engagement and design projects (Forsyth, et al 1983; Slotterback, 2010); and handbooks for conducting participatory design work (Hester, 1975, 2006; Sanoff, 2000)’ presents a gap when specifying approaches and services used by these centres to effectively carry out projects (Finn and Brody 2014, 185). Although their study includes the NDC, listed in an appendix, they do not address any specific projects or documents, but rather establish an overview of community design services based on their research sample. This paper and its extensive analyses of methods and techniques devel oped by the NDC aims to fill the gap identified by Finn and Brody on the existing literature, as well as provide a very specific example of services that expand their analyses.

Figure 15. Interests in participation – Sarah White (1996). Development in Practice, Taylor & Francis.

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Impact of the Neighborhood Design Center’s projects in the present-day urban environment of Baltimore After the analyses of the projects’ methodologies through their archive, an extensive survey was performed on the sites on which the projects were developed, with the aim of addressing their impact on Baltimore’s built environment. The survey began by working on the elaboration of a site visit map (Figure 16) referencing all the projects investigated that had an address on file in the NDC’s Master Project List. Following the categorization explained in the third section but leaving out the projects under Community Workshops for their evident lack of traces on the built environment, this study gathered evidence on the site visits to elaborate on notions of success beyond methodology.

When addressing the projects within the Planning category, due to their scope and territory covered, it becomes extremely challenging to identify traces on the addresses provided. For example, the first project analysed on this list, Project #234 – Canton Waterfront , specified the planning, design and construction of a gymnasium and a playground on a lot that was part of the waterfront masterplan. But the site has no built structure or traces that might have been demolished (the NDC worked on the project in 1985).

It is even harder to find traces of the projects under Adopt-a-Lot. The fact that the programme allowed to claim and care for vacant lots for one year only, and that the last project on record is from 1992, makes it virtually impossible to find any traces correspond ing to what is documented in the archives. At the time of the study, all lots were in clear lack of maintenance. A similar situation is encountered in the Vacant Lot Restoration Program category, with the sites being abandoned and none of them presenting traces of Figure 16. Map of NDC projects visited. Produced by the author. 2020.

16 G. J. LÓPEZ GARRIDO

Another project, #850 – Boyd-Booth Neighborhood Plan, was conceived in 1994 and was meant to turn all the area’s empty lots into gardens, with the goal of eliminating vacancies and reinforcing the fabric of community spaces. One walk around the area is enough to count more than two dozen empty lots that currently sit untreated, once again without any traceable marks of prior usage (Figure 17). Project #902 – NSW Community Association: Wilkens Ave (1995) planned to improve traffic and spatial conditions of the avenue, with the continuation of S Vincent St through Wilkens, placing green areas along the road divider, adding street furniture, and lighting, and introducing four-sided pedes trian crossings at each intersection. None of the changes proposed in the project, were implemented, with the Avenue still presenting an interruption to S Vincent St, the street divider without any traces of green areas, no street furniture and two or three pedestrian crossings in the intersections with other streets.

It is only when visiting the addresses on record for the projects under the category Playgrounds, Gardens and TotLots that it was possible to find any built projects. Project #480 – Grace & St. Peters School Playground, completed in 1990 (Figure18), and Project #805 – Southwest Community Council/Carroll St. (1994) are the only projects analysed that maintain the original design, keeping the overall intention as well as the placement of playground equipment and furniture in place. In the first case, the NDC assisted with the project design and in the application for a Neighborhood Incentive Program Grant from the city, which covered the costs of construction. The condition of its current state is directly related to the fact that the lot is owned by a religious institution, the Grace and St. Peter’s Church, something that almost all the other projects lack, and which exposes once again the importance of ownership and responsibility over land in the city. Project #805 was a renovation project for an already existing TotLot, so contesting the use of the lot was not part of the project’s scope, allowing the process to be completed thanks to another Neighborhood Incentive Program Grant. Similarly, Project #447 – McElderry Park Community Assoc (1989) proposed a playground design for Tech Tishman, a public elementary and middle school in East Baltimore that still maintains the main use and some design features, although slight changes are visible, like a small area that was adjudicated for a playground, but which is currently a parking lot. In other cases, like Project #350 – Play Lot S. Balt. Improvement Co., the original design for a playground was not maintained, but the site is presently a community garden administered by the city, keeping its initial intention of becoming a space for the community.

The results of the site survey expose the conflict between the methodology and theoretical ground for the NDC’s participatory approach to community driven projects and the actual impact they generate in the built environment. It also suggests there is a disconnect between the several agents involved in urban design and planning projects. This case study shows the potential of the methodology, but also its shortcomings when broader questions on institutional roles, models of ownership, and communication chan nels are not incorporated in the process.

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Figure 17. Empty abandoned lots on Boyd-Booth Neighborhood. Pictures by the author. 2020.

88 any of the elements designed by the NDC. This characteristic supports the argument on the minimal impact these programmes have on the actual long term urban fabric of Baltimore; and on the role ownership plays in responsibility over vacant land use.

Conclusions

Figure 18. Photographs of project #480 Grace St. Peters Playground in 1990 (archives) and 2020 (author). Baltimore City Archives, 2615 Mathews St, Baltimore, MD 21218. Property of the Neighborhood Design Center.

18 G. J. LÓPEZ GARRIDO

The NDC’s decision to initiate projects after community participation endows the com munity with a high level of power. It allows community members to determine their interests and needs and allows them to present their findings for institutional financing. However, the NDC’s greatest achievement is also its limitation, since a proposal is insufficient if there is no community group to initiate the action. Nabeel Hamdi argues that it should not be a requirement to have a well-organized community group from the beginning to create participatory community projects; that in fact a sense of community can be achieved during project development itself (Hamdi and Goethert 1997). With these limitations in mind, the administrative composition of the NDC, with public and private funding and its decision to publicize its services and wait for project proposals, makes this methodology highly effective, and of great potential to be applied by government institutions. It is by tracing the actual impact on the built environment that one can evaluate the relationship between methodology and realization. Sanoff addresses this crucial problem for the NDS – project implementation – in his work: ‘many community-based planning processes stop with awareness, perception, and decision-making, often with fatal results to a project because it ends people’s respon sibilities just when they could be of most value: when the how-to, where-to, when-to, and who-will-do-it must be added to what people want and how it will look. People must stay involved, throughout the process, and take responsibility with their profes sionals to see that there are results’. (Sanoff 2000).

References Abrams, C. 1971 The Language of Cities; a Glossary of Terms New York: Viking Press. Architecture for Humanity (Ed.). 2006. Design Like You Give a Damn. New York: Metropolis Books. Arnstein, S. R. 1969. “A Ladder of Citizen Participation.” Journal of the American Planning Association 35 (4): 216–224.

Disclosure statement No potential conflict of interest was reported by the author(s). Funding The author(s) received no financial support for the research, authorship, and/or publication of this article.

Comerio also introduces several ways of addressing the consideration of success in community design projects, arguing that the shift on emphasis towards the ‘do-able’ turned community design practice into something realistic, definable, and manageable, but then asks: ‘Is it successful?’ She differentiates between success as ‘taking control of physical changes in a community by developing political and economic power’, success as ‘actual buildings, parks or neighborhood plans that have been executed’, and success as ‘the development of leadership capacity, self-esteem, a feel for participation and an ability to analyze small problems in a larger context’. The latter is described as the more considerable success of community design, as well as the more difficult to measure. If we evaluate the NDC’s success by embodiment and permanence, both of which resonate with the first two categories introduced by Comerio, the rates are alarmingly low, since most of the NDC’s projects were never embodied in the sites, and of those that were, few left any sense of permanence, not only of the original designs, in some cases decades old, but also in the programmes envisioned for the communities involved. This aspect of the NDC’s work suggests the necessity to evaluate the role of other agents in the process of making cities, as well as the places where their methodologies might become more impactful to the built environment and the legislation around ownership models in urban settlements. One of the main challenges that communities working with the NDC face is funding and permission to realize the projects they design together. The NDC’s independence from official institutions weakens the participatory methodologies it undertakes. What is also lacking in these projects is the legal support to address the communities’ ability to claim ownership and maintain and work on abandoned lots. These arguments aim to bring forward the need to reconsider participatory methodol ogies in conjunction with the role of institutions, and in the legislation available to community groups to claim ownership – a necessity in transforming participatory meth ods into impactful urban design projects.

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ORCID Gonzalo José López Garrido http://orcid.org/0000-0002-7868-7610

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Bebbington, A., J. Farrington, D. Lewis, and K. Wellard. 1993. Reluctant Partners? Non-Governmental Organizations, the State and Sustainable Agricultural Development London: Routledge. Bell, B (Ed.). edited by. 2004 Good Deeds, Good Design: Community Service Through Architecture New York: Princeton Architectural Press. Bell, B., and K. Wakeford (Eds.). 2008 Expanding Architecture: Design as Activism New York: Metropolis Books. Comerio, M. C. 1984. “Community Design: Idealism and Entrepreneurship.” Journal of Architectural and Planning Research 1 (4): 227–243. Finn, D., and J. Brody. 2014 “The State of Community Design: An Analysis of Community Design Center Services.” Journal of Architectural and Planning Research 31 (3): 181–200. Forsyth, A., H. Lu, and P. McGirr. 1999. “Inside the Service Learning Studio in Urban Design.” Landscape Journal 18 (2): 166–178. Forsyth, A., H. Lu, and P. McGirr. 2000. “Service Learning in an Urban Context: Implications for Planning and Design Education.” Journal of Architectural and Planning Research 17 (3): 236–259. Goodman, R. 1971 After the Planners New York: Simon and Schuster. Hamdi, N., and R. Goethert. 1997 . Action Planning for Cities: A Guide to Community Practice . Chichester: John Wiley & Sons. Hester, R. 1975 Planning Neighborhood Space with People New York: Van Nostrand Reinhold Hester,Company.R.2006. Design for Ecological Democracy. Cambridge: The MIT Press. Hollnsteiner, M. R. 1976 “People Power: Community Participation in the Planning and Implementation of Human Settlements.” Philippine Studies 24 (1): 5–36. Hou, J., M. Francis, and N. Brightbill (Eds.). 2005. (Re)constructing Communities: Design Participation in the Face of Change Davis: Center for Design Research, University of California. Lane, J. 1995. “Non-governmental Organizations and Participatory Development: The Concept in Theory versus the Concept in Practice.” In Power and Participatory Development: Theory and Practice, edited by N. Nelson and S. Wright, 181–191. London, UK: Intermediate Technology. Midgley, J. 1987. “Popular Participation, Statism and Development.” Journal of Social Development in Africa 2: 5–15. Pearson, J. 2002. University-Community Design Partnership: Innovations in Practice New York: Princeton Architectural Press. Pretty, J. N. 1995 “Participatory Learning for Sustainable Agriculture.” World Development 23 (8): 1247–1263. doi:10.1016/0305-750X(95)00046-F Rusk, D. 1993. Cities Without Suburbs. Washington: Woodrow Wilson Center Press. Rusk, D. 1996. Baltimore Unbound. A Strategy for Regional Renewal. Baltimore: Abell Foundation. Sachner, P. M. 1983. “Still Planning with the Poor: Community Design Centers Keep Up the Good Works.” Architectural Record 171 (7): 126–131. Sanoff, H. 2000 Community Participation Methods in Design and Planning New York: Wiley. Slotterback, C. S. 2010 “Public Involvement in Transportation Project Planning and Design.” Journal of Architectural and Planning Research 27 (2): 412–431. U.S. Census Bureau; 1950. “Census Records; Generated by Gonzalo Lopez; Using Data.census.gov.” October 20 2021 https://data.census.gov/cedsci/ White, S. 1996. “Depoliticising Development: The Uses and Abuses of Participation.” Development in Practice 6 (1): 6–15. doi:10.1080/0961452961000157564. Young, W. M. 1968 Full Remarks of Whitney M. Young Jr. AIA Annual Convention in Portland, Oregon. June 1968. FulLSpeech.pdfhttp://content.aia.org/sites/default/files/2018-04/WhitneyYoungJr_1968AIAContention_

92 [b. Material Research]

93 Earthbag System Research & Design //NICARAGUA// Collaborative Construction Methods //NICARAGUA// Building Activation //NICARAGUA// Design with Earth: PRATT PAVILION //PRATT INSTITUTE// [C]ommons . Building together with Earth COMDINGBUILTransdisciplinary Research This project aims to address architectures of commonality through a procedural perspective. That is, by highlighting the labor practices, legal frameworks, and participatory techniques that articulate an architectural project. So in that sense we see the commons not as a stable thing, that is singled-authored and economically supported by the state, but as a practice that has to be negotiated between multiple agencies and actors. //inPROGRESS// //knitknot//Pratt Institute//USC//Bartlett//GSAPP// Akademie der Kunste// //2018 - current// [R]esearch Presentations [P]articipatory Workshops Learning IN&FROM //TedX TALK// Plenum Seminar //AKADEMIE DER KUNSTE// Winter Demo Day at NewINC //NEW MUSEUM// EDIFY Symposium //NYU// Alone, Together & Somewhere In-Between //CENTER FOR ARCHITECURE// Practice Presentations //PRATT INSTITUTE SCHOOL OF ARCHITECURE//

Knitknot architecture’s current applied research project (in collaboration with Pratt Insititute, Columbia GSAPP, The University of Southern California and the Bartlett School of Architecture UCL): “Commons: Building together with Earth” is an exploration of earth-bag systems for collaborative design. This project emerges out of Kniknot’s latest building— El Jicarito School—an educational prototype built in a small rural community in Nicaragua. Unlike prefabricated construction methods—which require highly technical expertise and expensive power tools—earth-bag construction systems demand great collective effort but once on site non-specific technical knowledge is required. Taking into account these technical specificities, we are looking into (1) potential strategies for implementation that could enhance these qualities—such as playgrounds, landscape infrastructures, emergency structures, and educational facilities; (2) systematic forms of improving the technical specificities of the system—from increasing earthquake resistance to testing its performance as a biological habitat (by growing plants, fungi and small organisms); (3) an exploration of its esthetic potential. We believe that a combination of these strategies could lead towards a distinctive form of design that enhances collaborative social processes of production, collective subjectivities, and heterogeneous forms of being-in-common.

[C]ommons . Building together with Earth Transdisciplinary Research

COMMONS ARCHITECTURE AS COMMONS 15-M Movement, at “Puerta del Sol,” Madrid “Puerta del Sol,” Madrid Étienne-Louis Boullée, Bibliothèque du Roi (1785) El Jicarito School, Knitknot architecture.

Our practice believes that an architecture of the commons is indeed possible, but that in order to engage with it we need to understand buildings not only as physical objects that may or may not invite to collective actions, but also as labor practices, legal frameworks, and participatory techniques that seek direct engagement with their users. So in that sense we see an important distinction between the idea of the commons and the traditional notion of a public building. To us, the commons is not a stable thing that represents and is administered by the state, but a practice that has to be negotiated between social groups and their physical environments.

Based on this understanding, we propose to move beyond the exhausted clear-cut dichotomies of public-private in favor of the emancipating potentialities of the COMMONS as a notion that “does not refer to traditional notions of either the community or the public; it is based on the communication among singularities and emerges through collaborative social processes of production”

(Hardt and Negri, Multitude: War and Democracy in the Age of Empire) earth-bag system

ConventionalSchooluses

The Research Project begins by asking a question that has concerned knitknot’s practice for a long time, which is: Can architecture be a common good? Can it encourage forms of sharing space and collective actions that build a common benefit over time, or does it have to be relegated to being a commodity that maximises profit?

El Jicarito

ARCHITECTURE AS OBJECT ARCHITECTURE AS PRACTICE

The earth-bag system is a construction technique that until recently has been mostly used for emergency infrastructures and Itself-built.actually originated as a technique to build protective barriers for flood control, and in the 1970s began to be used by the United Nations in some of their developing programs. However, its organizational, aesthetic, technical, and environmental potential have not been developed yet.

How to transform a bag of dirt into a collective building process? A question emerged through our explorations: how to transform a bag of dirt into form of building that has collective interest?

In the school that we built in Nicaragua we responded to some of these questions. We collaborated with engineers to improve the structural integrity of the system, and conducted tests concerning the material’s ability to resist loads. At the same time, we organized regular design workshops with the community where they were included as active decision-makers in the process.

SMALL SCALE STRUCTURES that host educational programs for cultural institutions, and that can be quickly built and dismantled. In fact, now we have managed to reduce the construction time of a room the size we are in, to less than two weeks.

STRUCTURES OF FOOD PRODUCTION where the earth bag also performs as a biological habitat. In such cases, plants, funghi and small organisms can grow around the earth bags, and become a skin that transforms and changes with the environment.

Some of the next steps of the Research Project are to design and build a series of prototypes to test the earth-bag system as a catalyst for the commons. In order to do that we have envisioned four different types of institutional collaborations; all of which are designed to emphasize a different aspect of the material prototype and its impact on a community

LANDSCAPE+WATER INFRASTRUCTURES that take advantage of the solidity of the material to create topographic operations for gathering places and cultural events.

PLAYGROUNDS that take advantage of the material’s plasticity, creating geometries and spaces that would be impossible to achieve with prefabricated materials.

esearch

TedX University of Macedonia, Noesis Thessaloniki, Greece 2016 [R] Presentations

knitknot architecture was invited to give a TedX talk at the event "Gravity of Thoughts" organized by knitknotTEDxUniversityofMacedonia.memberTaniaOramas Dorta presented "Learning In & Learning From: Ideas on the move" on November 5th, explaining the process that brough El Jicarito School project to life and started the associated Research Project ‘COMMONS . Building together with Earth’. Tania during the TEDx presentation “Learning IN&FROM . Ideas on the move” (Available in youtube.com)

November

knitknot architecure was selected as a business incuba tor member at the NEW INC during 2018/2019, to develop practice & research within Columbia GSAPP’s architecture incubator program, an anchor tenant of the New Museum’s art incubator. The NEW MUSEUM selected a limited amount of incubator members to present at NEW INC’s Demo Day, a half-day showcase that puts members in front of a large audience of funders, creative directors, curators and industry leaders. Demo Day presenters participate in a rigorous program to craft a clear, direct and engaging pitch through workshops, writing training and stage knitknotpresence.presented the research ‘COMMONS . Build ing together with Earth’ on February 26th at the New Museum Theater & Sky Room. Karen Wong, Deputy Director of the New Museum.

TedX Learning IN&FROM . Ideas on the move

Talk:

Winter Demo Day at NewINC New Museum, New York, USA February 2019 [R]esearch Presentations

Office knitknotSnøhettaCollective-LOKPARAWeShouldDoItAllIIIProjectarchitecture

Gonzalo Lopez and Hamza Hamdeh in the booth presenting the Research Project ‘COMMONS . Building together with Earth’

August

Organized by the AIANY New Practices Committee, “Alone Together & Somewhere In-Between: Modes of Practice in Contemporary Architecture” is a panel discussion delving into the way we work, collaborate, and shape practices in contemporary architecture.

Moderators

Alone, Together & Somewhere In-Between Center for Architecture, New York, USA 2019 [R]esearch Presentations

99 EDIFY Symposium NYU New York University, New York, USA April 2019 [R]esearch Presentations

Invitation to participate and present the research ‘COMMONS . Building together with Earth’ in the ‘EDIFY Exhibition: A 21st Century Education, Technology & Design Conference’ at the New York University Eisner and Lubin Auditorium, part of the EDIFY Symposium: “The goal of the Edify Symposium is to expose high school and undergraduate students to new ways of thinking, and to elevate the students’ work through engagement with professionals in the field.” (www.edifysymposium.com)

Panelists

Benjamin Cadena, AIA, Founder, Studio Cadena. Ryan Brooke Thomas, Assoc. AIA, Principal, Kalos Eidos.

The Third Workshop involved the NGO’s technical crew, in an effort to understand and incorporate their construction techniques into the project.

Gonzalo Lopez presented the ongoing practice as part of knitknot architecture, showcasing several projects that conform their approach to an Architecture of the COMMONS.

The First Workshop took place with the community, where we discussed the spatial and programmatic needs of every family involved.

100 Practice Presentations Pratt Institute School of Architecture, New York, USA November 2019 EarthBag System Research & Design knitknot architecture//Seeds of Learning//El Jicarito community Nicaragua, September 2016 [R]esearch Presentations [P]articipatory Workshops

Nicaragua to meet the community members and the feedback from all of them into the spacial and programmatic needs of every imagine your school?) involved the kids who how they imagined the spaces of their future and non-standard educational elements of their imagined educational space. This were working with. understand and incorporate their construction construction. With all these groups already directly collaboratively.

Workshop 02_How do you imagine your school? With kids from 4 to 10 years.

The Second Workshop, entitled ‘How do you imaginw your school?’ involved the kids who would become the main users of the building in the discussion of how they imagine the spaces of their future school.

In 2016, after a successful fundraising campaign, knitknot travelled to Nicaraga to meet community members and the NGO staff, and created a series of participatory workshops to incorporate feedback from all of them into the design of the school.

Workshop 02: How do you imagine your school?Poster of the Event.

Organized by the PRATT INSTITUTE, “Practice Presentations” is the inaugural Pratt Institute School of Architecture Faculty PRACTICE Presentations, where members of the faculty will discuss their latest professional practice accomplishments in a short, seven-minute presentation.

In March 6th, 2019 we organized a design workshop at Pratt Institute where members of the community, students, faculty, staff and local community organizations were invited to to share their ideas, propositions, worries and help towards the design of an EarthBag Pavilion in Campus.

In December 2018, the school was awarded the INTBAU Excellence Award in the category COMMUNITY ENGAGEMENT: ‘knitknot managed to get the ‘global community’ to invest in a project that benefited and enabled a ‘local community’ to create a school where it was desperately needed. They really managed to bring together different scales (and types) of community. The need for engagement, the crowd-funding process, the design and the overall legacy for the community all contributed to an outstanding project.’

El Jicarito School Building Activation

101

-INTBAU judge Karl SingporewalaMoments of the workshop at Pratt InstituteINTBAU Excellence Award for Community Engagement 175 Classroom used for town assembly INTBAU 2018 Excellence Award . COMMUNITY ENGAGEMENT

Design with Earth: PRATT PAVILION knitknot architecture//Pratt Institute// Brooklyn, March 2019 [P]articipatory Workshops

Since its inauguration, the building has served as the gathering space for the community, having classes for kids and adults, celebrating town assemblies and hosting community celebrations.

The workshop counted with representation from Pratt Institute’s schools, the Society for Clinton Hill, Virtual Education Life Skills Mentoring & the neighbors. The aim was to explore collaborative design through earth-bag construction, part of the ongoing research ‘COMMONS . Building together with Earth’. We were looking for ideas in both the design and program of a pavilion to be built in the Clinton Hill Neighborhood with EarthBag construction.

knitknot architecture//Seeds of Learning//El Jicarito community Nicaragua, 2017/2018 [P]articipatory Workshops

102 [PART 3: JURY MEMBER IN INTERNATIONAL ARCHITECTURE COMPETITIONS]

103 JURYARCH FLAG/Bastien Aubry, Dimitri Broquard, Zurich. No Title. Graphics, [V]ale de Moses Meditation Cabins Organized by BEE BREEDERS 2020 [B]erlin OrganizedTechnoBoothbyBEEBREEDERS 2021 [T]he Dream of Century Organized by ARCHUE 2020 [H]otel Zen Lighthouse 2019 Organized by CONCURSOSAG360 2019 [E]mergency Housing Mexico Organized by ARCHSTORMING 2019 INTL

104 //July 2020// 150 international entries 3 Prizes . 6 Honorific Mentions //February 2022// 45 categories 900 projects //Oct 2021// 120 international entries 3 Prizes . 6 Honorific Mentions [V]ale de Moses Meditation Cabins Organized by BEE BREEDERS [R]ethinking the Future Architecture Awards Organized by RETHINKING THE FUTURE [B]erlin OrganizedTechnoBoothbyBEEBREEDERS

105 [H]otel Zen Lighthouse 2019 Organized by AG360 //Sept 2019// 82 international entries 2 Prizes . 4 Honorific Mentions [S]now Art Pavilion Organized by AG360 //October 2021// 3 Prizes . 2 Honorific Mentions [E]mergency Housing Mexico Organized by ARCHSTORMING //July 2019// 280 international entries 3 Prizes . 10 Honorific Mentions

106

107 [002] Portfolio of PedagogicalMaterial //Gonzalo J. Lopez// //ASISTANT PROFESSOR OF ARCHITECTURE - SUSTAINABILITY// //KU School of Architecture and Design//

108 a. Pratt Institute SoA [PRATT] Adjunct Associate Professor [2016-2020] Arch 461 - Urban Genealogies 18/SP-ARCH-461-02 18/FA-ARCH-461-03 19/SP-ARCH-461-02 19/FA-ARCH-461-02 20/SP-ARCH-461-02 20/FA-ARCH-461-02 21/SP-ARCH-461-02 I. [Assignment] Arch 463 - Research Topics (R) 17/SP-ARCH-563A-01 19/SP-ARCH-563A-01 I. [Syllabus SP’17] II. [Syllabus SP’19] Arch 401/402/403Advanced Design I, II & III 18/SU-ARCH-401-402-402 21/SU-ARCH-401-402-403 I. [Syllabus SU’18] II. [Syllabus SU’21] Index of Work b.[2017]Mason School of the Arts [RUTGERS U] Part-Time Lecturer Seminar in Design B: Issues Spring‘17 I. [Syllabus SP’17] [PART 1: WRITTEN SYLLABI] [p.110] Arch 501 - Degree Project 21/FA-ARCH-501-13-14 22/SP-ARCH-503-13-14 I. [Syllabus FA’21] I. [Syllabus SP’22] II. [Assignment FA’21]

109 c. New York Institute of Technology [NYIT] Full-Time Visiting Professor b.[2019-2020]TheBernard and Anne SPITZER SoA [CCNY] Adjunct Associate Professor Advanced DesignThe SuperBlock Studio - SU’19/SU’20 Arch 93103-C (11890) Arch 51000-C (7536) ARCH 85101-C (11390) I. [Syllabus SU’19] II. [Syllabus SU’20] Topics in Design Methods - Elective New York Urban Expedition - SP’20 ARCH 51550-A (58580) ARCH 61550-A (58635) UD 62000-B (59850) I. [Syllabus SP’20] Site Technology / Design - FA’22 ARCH 35302 ARCH 73500 I. [Syllabus FA’22] Topics in Design Methods - Elective Urban Expeditions - SP’21 - SP’22 ARCH 51550-A (58580) ARCH 61550-A (58635) UD 62000-B (59850) I. [Syllabus SP’21 + SP’22] a. Pratt Institute SoA [PRATT] Adjunct Associate Professor b. The Bernard and Anne SPITZER SoA [CCNY] Adjunct Associate Professor [PART 2: LECTURES // list// ] [p.174]

The studio takes this case study and speculates with the idea of applying it to two areas in Manhattan: the East Village and Hells Kitchen, liberating the space from the cars and giving it back to the residents, and proposes a series of programmatic interventions to address collective live in the city. Once the SuperBlock area is established, the studio will speculate with new traffic distribution patterns, analyze and design a series of architectural typologies and their relationship with the city (cultural, shelter, commercial, playgrounds…), to develop a Community Center + for the area.

110 [E]xercises: - BCN-NYC Superblock. Analyses & Speculation//1.5 -wk//PairsManhattan Superblock. Public Enactments// 2.5 wk//Individual - Community Center(s) (Architectural Devices)// 6 wk//Individual [T]he SuperBlock Studio takes as a case study Barcelona's Superilla, an urban experiment that the city implemented in 2016 that proposes the reduce of car traffic from the interior streets of a group of nine city blocks, reclaiming the space initially occupied by the car to give it back to the citizens, and explores way of using that space that enhances citizens rights to public space through three scales: [City Scale] [SuperBlock Scale] & [Architectural Scale].

a. Pratt Institute SoA [PRATT] Adjunct Associate Professor

[PART 1: WRITTEN SYLLABI]

111 Arch 401/402/403Advanced Design I, II & III HELLS KITCHEN/EAST VILLAGE EDITION BROOKLYN CB02 EDTITION 21/SU-ARCH-401-402-40318/SU-ARCH-401-402-403 18/ARCH21401/3Pratt Institute School of Architecture// Adjunct Associate Professor// I. [SYLLABUS SU’18] II. [SYLLABUS SU’21]

112 4 Students, working in pairs, will analyze the superblock implemented in Poblenou and look for potential applications in two areas in Manhattan they will be assigned to: Hell’s Kitchen in Midtown Manhattan, and the Lower East Side Students will establish potential traffic patterns, limits, pedestrian areas, bike paths, in order to propose the configuration, number of blocks and functioning of the Superblock. In the process, students will establish connections with the areas community boards, the theoretical stakeholders of the projects, and will look for a collective definition of the term ‘Public’, in Public Space. After the first analytical and speculative exercise, the class will develop a proposal for a NYC Superblock, working on a project through three scales: City scale: The situation of the superblock within Manhattan, proposal for a traffic redistribution around it. Work in pairs Superblock scale: Exterior and interior spaces within the Superblock. Individual work Architectural scale: Each student will identify a potential architectural device that addresses the opportunities offered by the superblock structure and proposes a permanent structure on the site. Individual work Once established the Superblock site, the studio will speculate within the newly created car free boundaries, taking as a subject of design every urban and architectural element (roads / sidewalks / facades / buildings…) The students will develop their proposals both collectively and individually. Each Manhattan area will generate a big format drawing of the chosen site in which all the projects will be represented, and two additional panels to explain their proposals separately. In addition to that, two site models will be made by the class, where all the projects will be represented. The deliverables are set with the intention of generating a collective discussion on the future of the cities, encouraging students to challenge what design can do in different scales and with different implications, within the frame of New York City, a familiar environment in their education. I. [SYLLABUS SU’18]

113 5 GRADING Partial grade table: partial grade % Final grade table: final grade % Design Exercises 1 15% Deliverables 90% Design Exercises 2 20% Participation 5% Midterm 25% Improvement 5% Final Project 40% EXERCISES //01//Barcelona NYC Superblock//Trans Media Speculative Collages//1.5 wk//Pairs (optional) Students, working in pairs, will analyze Barcelona’s Superblock in PobleNou and identify its characteristics towards a potential application in New York City through the creation of a speculative trans media collage, surveying the Superblock characteristics and imaging its potential uses After the collage, two different Manhattan areas will be distributed by the professor to the different pairs: Lower Manhattan LES community board 03: http://www.nyc.gov/html/mancb3/html/home/home.shtml Midtown Manhattan Hell’s Kitchen community board 04: http://www.nyc.gov/html/mancb4/html/district/about_district.shtml Implemented Superblock (in red) and planned superblocks for phase 1 (in green). Barcelona Areas of study in New York. Each pair will identify the area within their site that they want to define as Superblock, proposing number of blocks, adjustments to traffic (car / bike / pedestrian), and liberated 6 public space, re creating the speculative trans media collage in their Manhattan site, and working on a series of small sketch analytical models. The exercise will conclude with a collective pin up showing the results and a group discussion. Each student will continue working in the area they have analyzed for the next stages of the semester. Each area’s group will conduct an interview with the community board of their area (CB03 & CB04), potential stakeholders of the project. The interview will be written and perform by the whole group. Deliverables: Case Study 01 / Barcelona 24” x 24” Panel with the Poblenou Superblock analyses. 24” x 24” Panel with speculative trans media collage for BCN In Pairs Case Study 02 / New York City 24”x 24” Panel with the assigned Manhattan area analyses and the delimitation of the potential New York City Superblock. 24” x 24” Panel with speculative trans media collage for New York In Pairs Abstract sketch model(s) of the Superblock boundaries and its way of operating. Street Void Street envelope Street Objects (…) In Pairs Proposed Layout: 2 Pratt Institute School of Architecture Undergraduate Architecture Program 18/SU ARCH 400 08 Course Syllabus Summer 2018 SUPERBLOCK STUDIO Contesting the Cultural Hegemony of the car Instructor: Gonzalo J. Lopez Garrido COURSE DESCRIPTION In September 2016, the city of Barcelona implemented its first Superblock an urban experiment designed to challenge the mobility of the typical urban road network, based in its 100m x 100 m grid where the car, as in most metropolis around the world, is ubiquitous. Through the modification of the basic road network and the establishment of differentiated routes for each mode of transport, the Superblock aims to return the public space to the citizen and pedestrian life, while reducing the environmental impacts of vehicles. The first Superblock covers an area of 40 acres in El Poblenou neighborhood, gathering 9 blocks of the city grid into a 400m x 400m area with both interior and exterior components. The interior (intervia) is closed to motorized vehicles and above ground parking; and the perimeter is where motorized traffic circulates, making up the basic roads.

This simple operation, that doesn’t require the implementation of major changes in urban planning, opens up a discussion, both current and necessary, about the future of the urban environment, that the studio will take as its starting point, to speculate with architectural scenarios that can be implemented within the superblock background in order to actively engage in the social role of architecture and its impact in modern cities.

The first set of operations implemented in Barcelona’s first Superblock are based in tactical actions on the newly liberated public space: reversible temporary measures of quick execution in order to visualize the activities that could be carried out. The studio will analyze such actions and their impact in current neighbors, and question ideas of use of public space, temporality, and the potential of architecture to generate long term impact structures envisioning the future of the superblock model.

Tactical interventions in El Poblenou Superblock LEARNING OBJECTIVES

The semester starts with an analysis of the superblock proposal and its suitability for a city like New York, where experiments and speculation are already populating newspapers and gathering attention from the architecture community.

114 11 Redesigning the Grid: Barcelona’s Experiment with Superblocks:RESOURCES https://urbanland.uli.org/planning design/barcelonas experiment superblocks/ Ecology, Urban Planning and Mobility: http://ajuntament.barcelona.cat/ecologiaurbana/en/what we do and why/quality public space/superblocks Barcelona’s Car Taming ‘Superblocks’ meet resistence: https://www.citylab.com/transportation/2017/01/barcelonas car taming superblocks meet resistance/513911/ The Barcelona Superblock of Poblenou: https://bicycledutch.wordpress.com/2017/11/07/the barcelona superblock of poblenou/ Redesigning the Grid: Barcelona’s experiment with Superblocks: https://urbanland.uli.org/planning design/barcelonas experiment superblocks/ Superblocks: Barcelona’s war on cars (BBC video): http://www.bbc.com/news/video_and_audio/features/magazine 38895435/38895435 What New York can learn from Barcelona’s ‘Superblocks’: https://www.nytimes.com/2016/10/02/nyregion/what new york can learn from barcelonas superblocks.html 12 Design document 03: 48” x 48” Panel composite drawing of the Community Center + Individual Design document 04: 24” x 24” Panel with Community Center + Plans Individual Design document 04: 24” x 24” Panel with Community Center + Sections Individual Project model of the SuperBlock Individual Project model of the Community Center Individual Proposed Layout: 7 //02//Manhattan Superblock. Public Enactments . An Urban Manifesto//2.5 wk//Individual Students, working individually, will define the urban rules of the selected superblock area in Manhattan, through the identification of the potential for the urban impact of the intervention. Traffic systems for cars, bikes and pedestrians will be designed, as well as uses for the public space. Part of the first stage of the exercise will consist in the creation of a definition for the term ‘Public’, through the research of several standard definitions (code, community boards, residents…) and the speculation of each student. In parallel, each student will analyze a series of architectural typologies and their relationship with the city (cultural, shelter, commercial, playgrounds…), in order to argue for the selection of typologies to be develop in the last exercise through a Community Center (Architectural Devices) For the midterm, each student will present their design for the superblock and its urban impact, and the typological analyses to be develop towards the final. In addition, each student will produce a 10 points urban manifesto on Public Space, exploring the format and encouraging a provocative discussion with their peers and jury members. Before the midterm presentation, each student will work in a Schematic Architectural Proposal for the Superblock’s Public Space, including a general programmatic approach and strategy for a Community Center(s), presenting the first stages of the design together with Exercises 01 & 02 to the jury panel. Deliverables: Design document 01: 24” x 24” Panel with the Design Proposal for the Manhattan Superblock_plan 24” x 24” Panel with the Design Proposal for the NYC Superblock_axon Individual 8 Design document 02: 24” x 24” Panel with the designated site for the project Individual Case Study 03: 24”x 24” Panel with architecture typological studies and their potential application to the Superblock. Individual Urban Manifesto “Manhattan Superblock: Public Space” Individual Study Model of the Superblock functions Additional document (in progress): each group will start working in the collective site model before the midterm presentation, in order to have it ready to be incorporated in the discussions and design process of the final project. Proposed Layout:

115 10 Proposed Layout: //03//Community Center(s) (Architectural Devices)//6 wk//Individual After the midterm presentation, each student will develop the architectural proposal based on their typological study, to be applied in the superblock, taking as a subject of design every urban and architectural element (roads / sidewalks / facades / buildings…). The whole class will work in two big format drawings of the superblocks that will include all the individual projects, with the aim to generate a comprehensive document that shows and explores the inclusion of several architectural typologies and stir the conversation towards the impact of the mixture produced in the traditional city block. Along the drawing, the collective model will be finalized to host each individual project on it. Besides the common documents, each student will develop their proposal (plan, sections, elevations, images…) in individual boards, and a series of detail models to support their projects 9 //MIDTERM PRESENTATION// Deliverables: Case Study 01+02 / Barcelona + NYC 24” x 24” Panel with the BCN+NYC Superblock analyses. 24” x 24” Panel with speculative trans media collage for BCN+NYC In Pairs Design document 01: 24” x 24” Panel with the Design Proposal for the Manhattan Superblock_plan and/or axon Individual Case Study 03: 24”x 24” Panel with architecture typological studies and their potential application to the Superblock. Individual Design document 02: 24” x 24” Panel with the designated site for the project Individual Design document 03: 24” x 24” Panel with images of the superblock Individual Abstract sketch model(s) of the Superblock boundaries and its way of operating. Street Void Street envelope Street Objects (…) In Pairs Study Model of the Superblock functions Individual Additional document: each group will start working in the collective site model before the midterm presentation, in order to have it ready to be incorporated in the discussions and design process of the final project. 13 COURSE SCHEDULE Week Date Assignment 1 M May 14th Intro Syllabus and Superblock lecture Start of Speculative trans media collage of PobleNou W May 16th Start of Manhattan collages / Distribute sites F May 18th Start of Analytical models / Research on community board 2 M May 21st Review of community board research W May 23rd Review Project 01 Speculative trans media collages F May 25th Start of Individual work The Manhattan Superblock 3 M May 28th MEMORIAL DAY NO CLASSES W May 30th The Manhattan Superblock Individual reviews F June 1st Study of typologies Public Enactments 4 M June 4th General Strategy & Program individual reviews W June 6th Urban Manifesto. General Strategy & Program F June 8th Review Project 02 NYC Superblock Public Enactments 5 M June 11th Start of Schematic Design Phase Superblock W June 13th Schematic Design Phase group discussion F June 15th Schematic Design Phase individual reviews 6 M June 18th MIDTERM REVIEW W June 20th Design Development start Community Center F June 22nd Design Development Community Center 7 M June 25th Group discussion collective material W June 27th Studio deskcrits F June 29th Studio deskcrits 8 M July 2nd Studio deskcrits W July 4th INDEPENDENT DAY NO CLASSES F July 6th 3/4 REVIEW 9 M July 9th Studio deskcrits W July 11th Studio deskcrits F July 13th Studio deskcrits 10 M July 16th Final review preparation group discussion W July 18th Final review preparation F July 20th FINAL REVIEW 14 RESOURCES Redesigning the Grid: Barcelona’s Experiment with Superblocks: https://urbanland.uli.org/planning design/barcelonas experiment superblocks/ Ecology, Urban Planning and Mobility: http://ajuntament.barcelona.cat/ecologiaurbana/en/what we do and why/quality public space/superblocks Barcelona’s Car Taming ‘Superblocks’ meet resistence: https://www.citylab.com/transportation/2017/01/barcelonas car taming superblocks meet resistance/513911/ The Barcelona Superblock of Poblenou: https://bicycledutch.wordpress.com/2017/11/07/the barcelona superblock of poblenou/ Redesigning the Grid: Barcelona’s experiment with Superblocks: https://urbanland.uli.org/planning design/barcelonas experiment superblocks/ Superblocks: Barcelona’s war on cars (BBC video): http://www.bbc.com/news/video_and_audio/features/magazine 38895435/38895435 What New York can learn from Barcelona’s ‘Superblocks’: https://www.nytimes.com/2016/10/02/nyregion/what new york can learn from barcelonas superblocks.html Rethinking Manhattan’s Grid: https://www.citylab.com/perspective/2018/08/rethinking manhattans grid/568486/

Students, working in groups, will analyze the superblocks implemented in Barcelona and look for potential applications in a defined area in Brooklyn Students will establish potential traffic patterns, limits, pedestrian areas, bike paths, etc.; in order to propose the configuration, number of blocks and functioning of their Superblocks. In the process, students will study the area’s community board [Community Board 02 Downtown Brooklyn, Boerum Hill, Brooklyn Heights, Clinton Hill, DUMBO, Fort Greene, Fulton Ferry, Navy Yard, and Vinegar Hill], the theoretical stakeholders of the projects, and will look for a collective definition of the term ‘Public’, in Public Space

The semester starts with research and analysis of the superblock proposal WHO recommendations, and their suitability for a city like New York, where experiments and speculation are already populating newspapers and gathering attention from the architecture community.

Benedetto Bufalino . The wooden deck over the cars . Logroño 2019 Adding to the local precedent study, the studio will look into global conditions too. In 2020, the raise and rapid expansion of the COVID19 pandemic has brought to the forefront with urgency the discussion on the public space of the city. How can we adapt to the changes that a city as dense as New York will face? following similar strategies to the SuperBlock initiatives, the SuperBlock studio will investigate, following the recommendations of the WHO and other Public Health Organizations, possibilities of adaptation of the space of the street.

116 II. [SYLLABUS SU’21]

Transformation of the Minniti square in Isola [Left] PARIS EN COMMON [Right]. 2020

The initial plan has been further expanded in the area of Sant Antoni, where a second SuperBlock was opened surrounding a Market Building. Recently [over 2020 and 2021] the city unveiled a new stage in the process that involves the transformation of several of the city’s main roads into green axis, turning the intersections of these new green axis into public squares. A competition announced its winners for 4 of these streets and 4 of these squares in March 2021.

The studio will analyze the multiple existing proposals, investigate their impact in current neighborhoods, and question ideas of use of public space, temporality, and the potential of architecture to generate long term impact structures envisioning the future of the superblock model.

Collective Deliverable CD Brooklyn Community Board 02 SuperBlocks Oblique Map [All Class]

NYC Superblock Media Urban Urgencies Groups

Citywide Plan of Green Axis and Green Squares

Superblock scale: Exterior and interior spaces within the Superblock. [Work in Pairs]

Architectural scale: Each student will identify a potential architectural device that addresses the opportunities offered by the superblock structure and proposes a permanent structure on the site, incorporating the program Community Center +” to it. [Individual Work] Once students establish the Superblock site, the studio will speculate within the newly created car free boundaries, taking as a subject of design every urban and architectural element (roads / sidewalks / facades / buildings…) The students will develop their proposals both collectively and individually.

Implemented Superblocks (red) and planned superblocks for phase 1 (green) CB02 Area (green) & suggested areas of intervention (red) Barcelona Brooklyn

Gonzalo J. Lopez. Adjunct Assistant Professor glopez@pratt.edu Location: https://pratt.zoom.us/j/93806761444MeetingID:9380761444 // Course Description & Learning Objectives

Deliverables: Deliverable A Case Study 01 / Barcelona 36” x 36” Document with the Barcelona Superblock analyses. [In Groups]

. Barcelona’s City Hall

Deliverable D Abstract sketch model(s) of the Superblock boundaries and its way of operating. [36”x36”] Street Void Street envelope Street Objects (…) [In Groups]

Speculative Collages//2 wk//

40% // Exercises//EX01//Barcelona

Each group will identify the area they want to define as Superblock, proposing number of blocks, adjustments to traffic (car / bike / pedestrian), and liberated public space, re creating the speculative trans media collage in their Brooklyn site, and working on a series of small sketch analytical models (digital and/or physical, depending on availability). The exercise will conclude with a collective pin up showing the results and a group discussion. Each student will then continue working in pairs in the area they have analyzed for the next stage of the semester.

The deliverables, adapted to remote learning, are set with the intention of generating a collective discussion on the future of the cities, encouraging students to challenge what design can do in different scales and with different implications, within the frame of New York City, a familiar environment in their education.

After the analyses collage of Barcelona’s case, the students will start working in a designated area in Brooklyn: Brooklyn Community board 02:

Students, working in groups, will analyze Barcelona’s Superblocks and WHO’s recommendations for cities during the pandemic and identify its characteristics towards a potential application in New York City through the creation of a speculative trans media collage, surveying the Superblock characteristics and imaging its potential uses and identifying an Urban Urgency they want to address in their analyses

//Trans

PRATT / UA 401/402/403 ADV STUDIO SYLLABUS ARCH 401 / 402 / 403 SuperBlock Studio. Contesting the cultural hegemony of the car Type of Course: Advanced Studio Class Meetings: M/W/TH: 9:30AM 1:20PM Instructor:

117

https://communityprofiles.planning.nyc.gov/brooklyn/2https://www1.nyc.gov/site/brooklyncb2/index.page

Tactical interventions in El Poblenou Superblock. Barcelona 2016

5% Final

After the first analytical and speculative exercise, the class will develop a proposal for a NYC Superblock, working on a project through three scales: City scale: The situation of the superblock within Brooklyn, proposal for a traffic redistribution around it. [Work in Groups]

SUMMER 2021

Deliverable B Case Study 02 / Brooklyn Community Board 02 36”x 36” Document with the assigned Brooklyn area analyses and the delimitation of the potential New York City ResearchSuperblock.support on Health Recommendations for NY [In Groups]

Diagrams of the Superblock Model . Barcelona’s City Hall

// Grading

Deliverable C Speculative Collage / Brooklyn 36” x 36” Document with speculative trans media collage for Brooklyn. [In Groups]

5% Midterm

Partial grade table: partial grade % Final grade table: final grade % Design Exercises 01 15% Deliverables 90% Design Exercises 02 20% Participation 25% Improvement Project

This simple operation, that does not require the implementation of major changes in the urban fabric, opens up a discussion both urgent and necessary about the future of the urban environment that the studio will take as its starting point, to speculate with architectural scenarios that can be implemented within the superblock background in order to actively engage in the social role of architecture and its impact in contemporary cities.

Each student will develop their proposal (plan, sections, elevations, images…) in individual boards, and a series of detail [digital] models to support their projects.

covid

After the midterm presentation, each student will develop the architectural proposal following the programmatic approach determined in the previous exercise and will apply it to the selected site through the design of a Community Center + (the + will be based on the typological study)

]

Deliverable K Urban Design document 06: 36”x36” Panel with images of the superblock with Project Narrative. [In Pairs

/ Barcelona + Case

01 &

[In Pairs]

CDC’s

Barcelona’s radical plan to take back streets from cars (five parts report): https://www.vox.com/energy and environment/2019/4/9/18300797/barcelona spain superblocks urban plan essential reading Report for the city’s short term Plan (2020): https://ajuntament.barcelona.cat/premsa/wp content/uploads/2020/11/201111 DOSSIER Superilla Barcelona EN.pdf SuperBlock Competition Winners (2021): https://ajuntament.barcelona.cat/superilles/en/content/en resoluci dels concursos d idees de superilla barcelona

HEALTHStreetsRECOMMENDATIONSforPandemicResponse and Recovery https://nacto.org/wp content/uploads/2020/05/NACTO_Streets for Pandemic Response and Recovery_2020 05 21.pdf?utm_medium=website&utm_source=archdaily.com Post lockdown urban policies as an opportunity for radical transformations https://www.domusweb.it/en/architecture/gallery/2020/05/14/post lockdown urban policies an opportunity for radical transformations tactical urbanism mobility xENGNcTV6394PtJMo#Echobox=1589472579bicycles.html?utm_medium=Social&utm_source=Facebook&fbclid=IwAR0V5mcsOwKsqeaTfPqFpLBj4D90ZFZ48JCs62aml Reopening Main Street post COVID 19 quarantine: https://www.bdcnetwork.com/reopening main street post covid 19 quarantine Shift Architecture Urbanism Creates Hyperlocal Micro Markets that Operate During COVID 19 Shutdowns: https://www.archdaily.com/936856/shift

All

Lectures: Along the semester there will be 3 / 4 lectures on a range of topics relevant to the studio [Urban Scale Representation, Community Board Organizations, etc] that will be streamed live using presentation features and recorded and uploaded to a common folder, using Google Drive, Dropbox or similar.

STAKEHOLDERS DRAWING, specifying what

118 // Reading list:

Students will define the programmatic approach to their SuperBlock area, by proposing the traffic systems for cars, bikes and pedestrians, and envision potential uses for the public space. Each student will analyze a series of architectural typologies and their relationship with the city (cultural, shelter, commercial, playgrounds…), in order to argue for the selection of typologies to be develop in the last exercise through a Community Center + [Architectural Devices]

jury panel. Each pair will

Barcelona’s Car Taming ‘Superblocks’ meet resistance: https://www.citylab.com/transportation/2017/01/barcelonas car taming superblocks meet resistance/513911/ The Barcelona Superblock of Poblenou: https://bicycledutch.wordpress.com/2017/11/07/the barcelona superblock of poblenou/ Superblocks: Barcelona’s war on cars (BBC video): http://www.bbc.com/news/video_and_audio/features/magazine 38895435/38895435 essential reading

Deliverable F Urban Design document 02: 36” x 36” Panel with the Design Proposal for the Manhattan Superblock_axon [In Pairs]

Deliverable I Urban Design document 04: 36”x36” Panel with architecture typological studies for the proposed Superblock [In Pairs

02 / Brooklyn Community Board 02 36” x 36” Document

]

SuprBlock Urban Scale (i.e. Education / Food Security / Shelter / Communal Activities / etc…) Deliverables: Deliverable

Deliverable G Urban Design document 03: 36 x 36” With Study digital models of the SuperBlock functions. [In Pairs]

Collective Deliverable CD Brooklyn Community Board 02 SuperBlocks Oblique Map [All Class] REVIEW// Before the midterm presentation, each student will work in a Schematic Architectural Proposal for the Superblock’s Public Space, including a general programmatic approach and strategy for a Community Center, the first stages of the together with Exercises 02 to a work on a is the typological to the A+B Case Study 01 Study with the on Brooklyn 36” x 36” Document with speculative trans media collage for Brooklyn.

Health Recommendations for NY. [In Groups] Deliverable C Speculative Collage

that

Rethinking Manhattan’s Grid: https://www.citylab.com/perspective/2018/08/rethinking manhattans grid/568486/ essential reading I’ve Seen a Future Without Cars, and it’s Amazing: https://www.nytimes.com/2020/07/09/opinion/sunday/ban cars manhattan cities.html

For the midterm, each student partnership will present their design for the SuperBlock and its urban impact, and the typological analyses to be developed towards the final. The entire class will participate in a collective axonometric view of the Brooklyn Community Board 02 map with their SuperBlocks in it.

Deliverable J Urban Design document 05: 36”x36” Stakeholders Drawing. [In Pairs

covid

The Studio will be offered via online platforms, in which reviews, deskcrits, lectures and submissions of work will happen virtually: Deskcrits: Will be carried via zoom and features as BreakOut Rooms, where students will be able to share this work in small groups, discuss it, and receive feedback via features as annotation or remote screen control.

[In Groups]

]

//MIDTERM

// Remote Learning Environment

Deliverable E + F + G Urban Design document 01, 02 & 03: 36” x 36” Panel with the Design Proposal for the Brooklyn Superblock_plan and/or axon. [GIF] Study digital models of the SuperBlock functions.

Deliverables: Deliverable E Urban Design document 01: 36” x 36” Panel with the Design Proposal for the Brooklyn Superblock_plan [In Pairs]

Submission: Clearly defined deliverables will be uploaded in miro, and submitted via Google Drive, Dropbox or similar.

COMMUNITY BOARD AREAS (Basic Program) . Meeting Rooms (x2) 500 s.f. each . Auditorium (100 px aprox.) 1,200 s.f. . Office Space 600 to 750 s.f. . Private offices (x2) 150 s.f. each . Counseling Units (x5) 150 s.f. each . Cafeteria 500 to 750 s.f. . Common Areas 1,000 s.f . Restrooms 500s.f. . Archive + Storage 500 s.f. . Mechanical 1,000 s.f. . Circulation (15% of program area) . Total 10,000s.f. aprox. “PLUS” AREAS (Added Program) . To be developed by the student, aprox 1.5 to 2 times the basic program . Total 20,000 to 30.000 s.f. aprox. TOTAL 30,000 s.f. aprox

Barcelona Will Supersize its Car Free ‘SuperBlocks’: https://www.bloomberg.com/news/articles/2020 11 11/barcelona s new car free superblock will be big Two way street: how Barcelona is democratizing public space: https://www.theguardian.com/world/2020/dec/23/two way street how barcelona is democratising public space

Barcelona and Brooklyn curated analyses. Research support

Reviews: Group reviews will be performed using zoom and miro where students and guest crits (in case of midterm and final) will be able to provide feedback by participating in the session, sharing thoughts through chat and annotating on the student’s work.

approach

[In Pairs]

The final presentation will focus on the impact of the Architectural Device on the city scale, and a discussion on the superblock as an urban strategy to face the future of our big metropolis.

presenting

Deliverable H Case Study 03: 36” x 36” Research Panel with architecture taxonomy of types and their potential application to the Superblock [In Pairs]

Proposed Programmatic Distribution:

//FINAL EXERCISE// Community Center + //5 wk// Individual

THEORETICAL BACKGROUND essential reading SuperBlock Alan Colquhoun (PDF on Miro)

micro

Collective Deliverable CD Brooklyn Community Board 02 SuperBlocks Oblique Map [ Class]

Spanish)

Así

//EX02// Manhattan Superblock. Public Enactments. Program definition//3 wk//Pairs

What New York can learn from Barcelona’s ‘Superblocks’: https://www.nytimes.com/2016/10/02/nyregion/what new york can learn from barcelonas superblocks.html

Deliverable H Case Study 03: 36”x36” Research panel with architecture typological studies and their potential application to the Superblock

SUPERBLOCKSuperBlock website: https://ajuntament.barcelona.cat/superilles/en essential reading

Sant Antoni’s SuperBlock (video): https://www.youtube.com/watch?v=ZKgFM0ZVSDs&t=1s architecture urbanism creates hyperlocal markets operate during 19 shutdowns sería la ciudad ideal para luchar contra pandemias como el 19 (in https://www.elconfidencial.com/alma corazon vida/2020 05 11/ciudad ideal coronavirus 19 urbanismo_2589508/ WHO’s Recommendations: https://www.who.int/health topics/coronavirus#tab=tab_1 Recommendations: https://www.cdc.gov/coronavirus/2019 nCoV/index.html

Office Hours / Extra hours: The faculty member understands the extraordinary situation and will be available to make the schedule flexible to accommodate students that might have difficulties to join in the established hours.

design

covid

119 // Course Schedule Week Date Assignment 1 M May 24th Intro Syllabus and Superblock lecture Form Analyses Groups . Start Analyses of Barcelona SuperBlock W May 26th Start of Brooklyn Speculative collages / Define sites F May 28th Start of Analytical models / Research on community board and WHO 2 M May 31st MEMORIAL DAY NO CLASSES W June 2nd Review of Analyses / Speculative Collage / Superblock Sites F June 4th Review EX01 Speculative trans media collages 3 M June 7th Start of Partnership work The Brooklyn Superblock W June 9th The Brooklyn Superblock Breakout Rooms [Potential Interview with Brooklyn CB02] F June 11th Study of typologies Public Enactments 4 M June 14th General Strategy & Program Breakout Rooms W June 16th Urban Manifesto. General Strategy & Program F June 18th Review EX02 NYC Superblock Public Enactments 5 M June 21th Start of Schematic Design Phase Superblock W June 23th Schematic Design Phase Group Discussion F June 25th Schematic Design Phase Breakout Rooms 6 M June 28th MIDTERM REVIEW W June 30th Design Development start Community Center + F July 2nd Design Development Community Center + 7 M July 5th INDEPENDENCE DAY NO CLASSES W June 7th Design Development Community Center + F June 9th Design Development Community Center + 8 M July 12th Design Development Community Center + W July 14th F July 16th 3/4 REVIEW 9 M July 19th Design Development Community Center + W July 21th Design Development Community Center + F July 23th Design Development Community Center + 10 M July 26th Final review preparation group discussion W July 28th Final review preparation F July 30th FINAL REVIEW //FINAL REVIEW// Deliverables: Deliverable A+B Case Study 01 / Barcelona + Case Study 02 / Brooklyn Community Board 02 36” x 36” Document with the Barcelona and Brooklyn curated analyses. Research support on Health Recommendations for NY. [In Groups] Deliverable C Speculative Collage / Brooklyn 36” x 36” Document with speculative trans media collage for Brooklyn. [In Groups] Deliverable E + F + G Urban Design document 01, 02 & 03: 36” x 36” Panel with the Design Proposal for the Brooklyn Superblock_plan and/or axon. [GIF] Study digital models of the SuperBlock functions. [In Pairs] Deliverable I Urban Design document 04: 36”x36” Panel with architecture typological studies for the proposed Superblock [In Pairs] Deliverable [X]L Architectural Design document 01: 72”x72” Panel composite drawing of the Community Center + [Individual] Deliverable M Architectural Design document 02: 36”x36” Panel with Community Center + Plans [Individual] Deliverable N Architectural Design document 01: 36”x36” Panel with Community Center + Sections [Individual] Deliverable O Architectural Design document 01: 36”x36” Panel with Community Center + Diagrams and Models [Individual] Deliverable P Architectural Design document 01: 36”x36” Panel with Project Narrative [Individual] Brooklyn Community Board 02 COMMON MAP

4. How can care become the driver of large-scale infrastructural, mid-scale urban, and small-scale community building?

The Covid-19 pandemic has made the need to acknowledge our mutual interdependence and vulnerabilities more urgent than ever. In our current social environments, great attention is paid to the legal and productive body of the citizen, but little protection is provided for the physical body and the psyche. We believe care needs to be valued and shared; this needs to be done at multiple scales, and challenged through multiple platforms. How can we identify and address institutional and structural trauma, and spatialize places of healing?

Our group worked with overlapping notions of time - the longue durée of human habitation and cultures, the relatively short history of European expansion and modernization, and the slow violence of environmental toxicity and multigenerational human trauma. What sort of temporal response does the possibility of reparations require?

2. What are the temporal scales of repair at which design can operate?

5. How do we address the cumulative effect of crises?

Mary Annaise Heglar recently wrote that we live in an age of “crisis conglomeration.” It is no longer acceptable to look at any crisis (whether health, climate, or migration) through a single lens. We explored ways to represent how crises overlap, and investigated their roots in order to actively propose responses.

120

3. How do we identify instances of slow violence and actively address them?

Environmental damage is often not perceivable. Rob Nixon uses the term “slow violence” to describe the invisible, incremental damage that disproportionately affects disadvantaged populations, not just in space but also over time. This includes the erasure of cultures through gradual uninhabitability and toxicity. We examined ways to identify and represent this violence, create accountability, and resist the idea that it is “inevitable.”

6. Are we prepared to embrace degrowth as designers?

1. How can we understand socio-economic reparations in spatial terms? Sites for spatial reparations are those characterized by multiple forms and scales of violence that have affected human societies and the environments shared with other species. Addressing these sites requires a long and critical view of history, and an understanding of what sustains or damages life in the complex relationships between all animate beings.

As Heather Davis and Zoe Todd remind us, human-induced environmental damage is not a recent event, but a continuation of colonialism and its “practices of dispossession and genocide, coupled with a literal transformation of the environment, that have been at work for the last five hundred years.” Building, land use, and urbanization have been instruments of this global expansion of colonialism, modernization and capitalism, contributing to the loss of diverse human cultures and their traditions, as well as the diversity of the earth’s ecologies that had been home to those societies. As the geographer Kathryn Yusoff writes: “The Anthropocene as a new rendering of time, subjectivity and agency announces both a break in and consolidation of modernity’s temporal arc.” Could this turning point also be a potential moment of reckoning?

[S]OCIO-ECOLOGICAL URGENCIES: [Time in the Anthropocene]

In the 2021-22 academic year, we encouraged a group of undergraduate thesis students to imagine what this kind of reckoning could look like. Together we investigated a different role for design through a series of overlapping inquiries:

Degrowth is an idea that critiques a global capitalist system that pursues growth at all costs. The concept of degrowth strives for a self-determined life in dignity for all, as well as an economy and a society that sustains the natural basis of life. This entails a reduction of production and consumption in the global North, and liberation from the one-sided Western paradigm of development.

121 Arch 501DEGREE Socio-EcologicalPROJECT URGENCIES 22/SP-ARCH-503-13+1421/FA-ARCH-501-13+14 URGENCIES503Pratt Institute School of Architecture// Adjunct Associate Professor// I. [SYLLABUS FA’21] II. [ASSIGNMENT FA’21] III. [SYLLABUS SP’22]

122 I. [SYLLABUS FA’21] HMS: Draft research question due. Research Essay assigned. WK5 - SEPT 28th Topic: Crisis Conglomeration ● Seth J. Prism, Brett Story . American Journal of Public Health Editorial . Connecting the Dots Between Mass Incarceration, Health Inequity, and Climate Change ● Tod Miller, Ch.1; “On the front lines of Climate and Borders” in Storming the Wall: Climate Change, Migration, and Homeland Security ● Mary Annaïse Heglar 2020: The Year of the Converging Crisis. Read online andemic-election-climate-crisis-1069907/https://wwwhere:.rollingstone.com/politics/political-commentary/2020-crises-wildfires-p ● Christian Parenti, If We Fail. Read online here: https://www.jacobinmag.com/2017/08/if-we-fail ● Andres Jaque, Ivan Munuera & The Office for Political Innovation: The Transscalar Architecture of COVID-19, MOVIE. Watch here: https://www.youtube.com/watch?v=AD6khyFbBcQ HMS: Draft Preliminary Proposals Due WK6 - OCT 5th Start of ‘S03.Cartographic Scales’ Topic: Radical Cartography ● Laura Kurgan, “INTRODUCTION” in Close up at a distance. Mapping, Technology and Politics ● Denis Wood, Ch. 6; “Talking back to the map” in Rethinking the Power of Maps ● Gwendolyn Warren, “About the work in Detroit” in Field Notes III: The Geography of Children ● For alternative models of time mapping, please look at: Anthony Grafton and Daniel Rosenberg, Cartographies of Time Available here: ?direct=true&db=cat05952a&AN=ebrhttps://login.ezproxy.pratt.edu/login?url=https://search.ebscohost.com/login.aspx.EBC3387475&site=eds-live&scope=site In class: Sensory Maps - https://sensorymaps.com/[createoneoftheclassroom in 15/20 mins] Recommended: 5 nization/https://www.e-flux.com/architecture/at-the-border/325762/at-the-border-of-decolo ● Claudio Saunt, “The Invasion of America” (January 7, https://aeon.co/essays/how-were-1-5-billion-acres-of-land-so-rapidly-stolen2015). ● Claudio Saunt, “Indian Removal” (April 23, -soilhttps://aeon.co/essays/the-worlds-first-mass-deportation-took-place-on-american2020) ● Leah Douglas, “African Americans Have Lost Untold Acres of Land Over the Last Century,” Nation, June 26, 2017. Recommended:https://www.thenation.com/article/archive/african-americans-have-lost-acres/ ● Claudio Saunt, Unworthy Republic: The Dispossession of Native Americans and the Road to Indian Territory (2020), excerpts. In class: ● Digital resource: Claudio Saunt, “Invasion of America.” https://www.youtube.com/watch?v=pJxrTzfG2bo ● Conscience Point, dir Treva Wurmfeld WK4 - SEPT 21st Review of ‘S01.Definition of Area of Interest’ Start of ‘S02.Cartographic Timelines’

Are we prepared to embrace Degrowth with our current set of tools as 1

is the question of the century’: will tech solve the climate crisis or make it worse?” The Guardian UK (March 6, 2021) ● T.J. Demos, “Introduction,” Decolonizing Nature: Contemporary Art and

Today s urgent discussions on the Anthropocene and cl mate change are shifting human perspect ves on our status as a spec es and our role in inf icting vast and damaging changes on Earth Remarkably these changes have taken place in as itt e as 500 years by most estimates Th s marks the time per od when European colonization and industrial zation objectified and instrumenta ized nature and fellow human beings at an unprecedented scale result ng in the loss of diverse cultures and the r trad t ons as well as the divers ty of the earth s ecolog es that had been home to those soc eties Building land use and urban zation have been instruments of this g oba expansion of modernization and capitalism producing a Crisis Conglomerat on that brings together a ser es of urgent issues that we cannot afford to look at in iso ation We propose to address these urgenc es by exam n ng over app ng and entang ed systems (social, economic, po itical, ecological, geolog ca , terr tor a , infrastructural) at d fferent scales

• How can the concept of soc o ecologica Reparations be understood n spatial terms?

●

4 ARCH 501 13+14 Degree Project Research FALL 2021 Credits: 3 Type of Course: Required Sem nar (Prerequ site to ARCH 503) Class Meetings: Tuesday 10:00 AM 1:00 PM Instructors: Dan ela Fabricius dfabric @pratt edu Gonzalo J Lopez glopez@pratt edu [HMS] Mon ca Datta mdatta@pratt edu Location: [Room TBD] Zoom link: https://pratt zoom us/ /93482161362 Google Classroom: https://classroom.google.com/u/0/c/MzE5ODM2OTIyMjMy Miro: https://miro com/app/board/o9J l0rPzZM /

URGENCIES: [Time

SOCIO-ECOLOGICAL in the Anthropocene]

Spikes and Dubious Origins,” in A Billion Black Anthropocenes or None (2018). Read online /section/ae14049a-4ac3-4c72-b2d9-afc8e1dea124#ch02https://manifold.umn.edu/read/untitled-5f0c83c1-5748-4091-8d8e-72bebca5b94bhere: ● Heath Davis and Zoe Todd, “On the Importance of a Date, Or, Decolonizing the Anthropocene,” (2017) ACME: An International Journal for Critical Geographies 16 (4): 761–80. In class: ● Jennifer Baichwal, Nick de Pencier, and Edward Burtynsky, Anthropocene: The Human Epoch (2018) Recommended:

We wil also emphasize the study of multiple scales of time, der ved from geological, h storical, biolog ca , and pol t ca spans Mapping the past will be intimately connected to mapping an alternative future, n which design can participate in multiple tempora and spatial scales of Wrepairewil address the implicat ons of these urgencies and the possibil t es of repair through a number of lines of inquiry that wi l form the basis of construct ng arguments and potentially generating spatial outcomes:

●

• How do we identify instances of Slow Violence and actively address them?

• Can we think of Care as the pr mary purpose of our large scale infrastructural mid scale urban and sma l sca e community bui ding thinking?

Topic: Anthropocene Positions Jonathan Watts, “‘It the Kathryn Yusoff, “Golden ● Elizabeth Kolbert, Under a White Sky: The Nature of the Future (2021), and The Sixth Extinction: An Unnatural History (2014) Robert Smithson, “A Tour of the Monuments of Passaic” (1969)

Politics of Ecology (2016) ●

Topic: Slow Violence ● Rob Nixon, “Introduction,” Slow Violence and the Environmentalism of the Poor Recommended resources on environmental justice and environmental racism: ● Gordon Walker, “Understanding Environmental Justice,” in Environmental Justice : Concepts, Evidence and Politics (2012) ● Luke W. Cole and Sheila R. Foster, “A History of the Environmental Justice Movement,” in From the Ground Up: Environmental Racism and the Environmental Justice Movement (2001). (see also the case studies in chapters Two and Six) In class: Forensic Architecture’s studies of Ecocide

123 ● William Bunge, Ch. 5; “Slums move closer” in Fitzgerald, Geography of a Revolution ● Cindy Katz and Gwendolyn Warren in conversation: https://vimeo.com/111159306 WK7 - OCT 12th NO CLASS - MIDTERM BREAK HMS: Individual conferences Oct 13-16 WK8 - OCT 19th Review of ‘S02.Cartographic Timelines’ Topic: Degrowth ● Brent D. Ryan, Ch. 5; “Toward Social Urbanism for Shrinking Cities” in Design after Decline: How America rebuilds shrinking cities ● Giacomo D’Alisa, Federico Demaria, Giorgos Kallis, Degrowth: A Vocabulary for a New Era HMS: Research Essay draft-in-progress due WK9 - OCT 26th Topic: Care, Mutual Aid, and Participation ● The Care Collective, The Care Manifesto ● Markus Miessen, The Nightmare of Participation Recommended further reading on Participation and Care: ● Markus Miessen in conversation with Chantal Mouffe, The Space of Agonism ● Alan A. Altshuler, Community control. The Black Demand for Participation in Large American Cities HMS: Draft Project Proposals Due WK10 - NOV 2nd MIDTERM PRESENTATIONS To present: ‘S01.Definition of Area of Interest’ ‘S02.Cartographic Timelines’ ‘S03.Cartographic Scales’ HMS: Please submit a brief paragraph explaining your work to date, including work in progress, evolution of your design and research process as well as a sense of where it might go and so on. 6 WK11 - NOV 9th Start of ‘S04.Radical Cartography - A Site Argument’ Start of ‘P01.Taxonomy of Types’ Topic: Reparations ● Ta Nehisi-Coates, “The Case for Reparations,” The Atlantic (June 2014) ● Susan Neiman, Learning from the Germans: Race and the Memory of Evil (2019), Recommended:excerpts ● William A. Darity and A. Kirsten Mullen, From Here to Equality: Reparations for Black Americans in the Twenty-First Century (2021), excerpts WK12 - NOV 16th Topic: Trauma ● Jos Boys, Doing Disability Different HMS: Draft Context Statement and Draft Design Methodology Statement due WK13 - NOV 23rd HMS: Draft of full booklet due WK14 - NOV 30th HMS: No class: individual conferences by appointment WK15 - DEC 7th NO CLASS - FINAL REVIEW STUDIO WEEK WK16 - DEC 14th FINAL PRESENTATIONS WK17 - DEC 21st FINAL/REVISED BOOKLETS DUE 7 designers?Whatare the different Temporal Scales of Repair at wh ch des gn can operate? Methodology:[Site]TheAMERICAS: this vast geographic area, which spans from nearly one of the earth’s poles to the other, was cal ed “The New World” by European colon zers The great cu tural and ecolog ca divers ty of this part of the world, w th large cont nuous landmasses and small island nations, megac t es and areas with ittle human habitat on, and its shared h story of European co onization and slavery, make t a rich and relevant site for consideration [Disciplines] Students wi l engage in research that inev tably draws from Western discipl nes estab ished n the modern era ike geology anthropology biology and ecology etc We wi l explore ways to learn and unlearn these realms of knowledge as well as potentia ly produce new forms of nqu ry [Cartography] Site investigations w ll draw from analyses of Histor cal Cartography and borrow techn ques from experimental Radical Cartography to ultimately articulate an argument through the use of the medium for each student’s site Course Materials: Google Classroom wil serve as the porta to al course materia s and assignments, as wel as announcements and resources A l wr tten assignments should be subm tted on Google Classroom Miro wi l be used for submitting sharing and discussing all other weekly assignments for DP which will consist of mostly visua mater al Note: The Pratt Writing and Tutorial Center (WTC) is available for tutoring in var ous areas; make an appointment ear y on for later n the semester They also offer recurring regu ar appointments!

ASSIGNMENTS:1Youarerequired read weekly assigned texts, and be prepared to discuss them in class Weekly reading response assignments will be posted on Classroom and should be submitted other assignments will be outlined in a separate document that can be found

WK3 - SEPT 14th

there 2 All

here PLEASE REFER TO THE ARCH501 FALL 2021 SYLLABUS FOR FURTHER INFORMATION ON THE COURSE AS WELL AS COURSE POLICIES 2 WK1SCHEDULE-AUG

WK2 - SEPT 7th

31st FIRST CLASS - START OF CARTOGRAPHIC INQUIRIES Start of ‘S01.Definition of Area of Interest’ Joint session with HMS Course introduction

Topic: Settler Colonialism, Dispossession ● Andrew Herscher and Ana María León, “At the Border of Decolonization,” e-flux (May 6, 2020). 3

● Paulo Tavares, “In the Forest Ruins,” Superhumanity, e-flux (2016) https://www.e-flux.com/architecture/superhumanity/68688/in-the-forest-ruins/

Bring: Please submit a portfolio of your design work as well as your best 2-3 writing samples from past classes. Please bring an example of a work/project that you are proud of and would like to share.

Topic: Colonized Ecologies ● William Cronon, Ch. 1-3, Changes in the Land: Indians, Colonists, and the Ecology of New England (1983)

●

you

to represent it? These definitions can change

its history? How

interest highlighting the most prominent features or the ones you are most interested in. [WEEK03]

series

The third assignment will allow you to establish InterScalar connections, between local communities and larger systems/ecologies. How does scale affect the understanding of your area of interest? We will also discuss how representation is intricately linked to scale and how to use it to create an argument.

its limits, extensions and connections? What

interest through cartography. What

your area

[WEEK06] [DUE] Tuesday Oct 5th

as a background: ● 2x Diagram sketches of your area

them, so you

DESCRIPTION: Define of are is has it been is the scale need during the but can start including spaces that relate to specific experiences, necessities and urgencies.TO PRODUCE: An “Area of Interest” mini- booklet with the information you have gathered so far: ● Written Site Argument - 200-300 words [this will serve as a preliminary draft for your booklet ’s ‘Context Statement’] Photographs of your ‘area of interest ’ Archive images 2x Diagram sketches of your area of interest highlighting the most prominent features or the ones you are most interested in. A minimum of 4x Initial cartographies (historical, geological, contemporary,

S03. Cartographic [Scales] WK08+WK09+WK10

DESCRIPTION: Continue formatting your information and developing your Timeline.TO PRODUCE: Cartographic TIMELINE [WEEK08] [DUE] Tuesday Oct 5th REVIEW ‘S02. Cartographic [Timelines]’

DESCRIPTION: Consider a minimum of THREE Scales of Investigation: Architectural / Communal / Urban / Regional / Territorial / Ecological and start outlining what are the most of can start working on a of Using your existing material of [DUE] Tuesday Sept 14th

relevant issues for each

you

DESCRIPTION: Define the time spans you are interested in exploring, and how they are relevant to your area of interest. This week will be dedicated to gathering resources: map databases, drawing files, archival materials, written sources, etc.

maps. TO PRODUCE:

●

Start formatting the information in the shape of a visual Timeline, deciding on how each cartographic material will be incorporated based on the extend of the span, the impact on the territory, the information displayed, etc TO PRODUCE: First draft of your Cartographic TIMELINE

diagrammed ) [WEEK04] [DUE] Tuesday Sept 21st REVIEW ‘S01. Definition of an [Area of Interest]’ S02. Cartographic [Timelines] WK04+WK05+WK06 During the second assignment we will explore your potential site through a series of time spans: 10,000 years / 1,000 years / 100 years / 10 years / 1 year to reveal competing notions of time - from the longue duree of human habitation and cultures to the relatively short history of European expansion and modernization, from the ‘slow ’ violence of environmental toxicity and multi-generational human violence to the impacts of the current global pandemic. This exercise will expand the work you started on the definition of your area of interest and will be formatted as a visual atlas that gathers all the information you have gathered until this moment. Pratt Ins i ute Schoo of Arch tec ure Undergraduate Arch tec ure Course Ass gnmen s Socio Ecological Urgencies [Fabricius] [Lopez] [Dat a] // DP 21+22 Aby Warburg B derat as Mnemosyne The Original 2020 ns a lation v ew at Haus der Ku turen der We t Ber in SOCIO ECOLOGICAL URGENCIES - ASSIGNMENTS Fall 2021 ARCH 501 13+14 DEGREE PROJECT RESEARCH

[WEEK08] [DUE] Tuesday Oct 19th

124 II. [ASSIGNMENT FA’21]

semester,

●

[WEEK05] [DUE] Tuesday Sept 28th

mapped? What

While the site investigations will span over the entire semester, after the midterm presentation we will also study a series of precedents that are programmatically related to your topics of interest, cataloging them under several categories to compile an ‘Atlas of Programmatic Precedents’ [P05] Methodology

S01. Definition of an [Area of Interest] WK01+WK02+WK03

[WEEK09] [DUE] Tuesday Oct 26th DESCRIPTION: Start formatting the information through a series of maps that tackle each of your decided scales. Question: Which are the best MODES OF REPRESENTATION for each of these scales?

[WEEK16]

TO PRODUCE: A ‘Relational Board’ that connects the material you have produced so far with the examples you picked to study ● Written Radical Maps Argument - 200-300 words [this will serve as a preliminary draft for your booklet s ‘Design Methodology Statement’]

site and

[WEEK11] [DUE] Tuesday Nov 9th DESCRIPTION: Pick three to five examples of Radical Cartography Counter-Cartography, PPGIS, etc and describe in 200 words why you are interested in them, what critical and representational tools they use, and how they might be relevant to your own Atlas research.

[WEEK13] [DUE] Tuesday Nov 23rd

The massive landmass that was renamed ‘ The Americas’ by European colonizers spans from nearly one of the earth’s poles to the other. The great cultural and ecological diversity of this vast geographic area, which includes large continuous landmasses and small island nations, and its shared history of European colonization and slavery, make it a rich and relevant site for consideration.

Haro F Maps o the M ssiss ppi R 1944

●

TO PRODUCE: First Draft of your Argumentative Maps [WEEK14] [DUE] Tuesday Nov 30th

DESCRIPTION: We will compile the work into your first draft of the ‘Atlas of Site Conditions’ that you will present during the final review

[WEEK10] [DUE] Tuesday Nov 2nd MIDTERM REVIEW REVIEW ‘S02. Cartographic [Timelines]’ REVIEW ‘S03. Cartographic [Scales]’ S04. Radical Cartographies - [A SITE Argument] WK14+WK15+WK16WK11+WK12+WK13

[WEEK12] [DUE] Tuesday Nov 16th

CONDITIONS //:[S01]+[S02]+[S03]+[S04]:// + TAXONOMY OF

You will compile the information gathered in a Report format, including notes, articles, books, etc that are relevant to the area you are studying. This information will be formatted as a mini-booklet called ‘Area of Interest ’ [WEEK02] [DUE] Tuesday Sept 7th

●

DESCRIPTION: Define your interests. Write a short argument (200-300 words) about which area within The Americas would you consider to be your ‘area of interest Describe the reasons, your connections to it, and support the text with a series of images.TO PRODUCE: A “Site Report” with a short written argument and a series of visual material: Written Site Argument - 200-300 words [this will serve as a preliminary draft for your booklet s ‘Context Statement’] Photographs of your ‘area of interest ’ ● Archive images

[SOCIO ECOLOGICAL URGENCIES ASSIGNMENTS] CARTOGRAPHIC INQUIRIES AN ATLAS

TO PRODUCE: A series of FOUR to SIX SKETCHES and DIAGRAMS that show how you are planning to reinterpret existing maps and information into an argument of your own. Speculative Desired Future of your site.

your Degree

TO PRODUCE: Work on a minimum of THREE MAPS that derive from your initial area of interest.

Development in the Spring ‘22.

DESCRIPTION: We will start turning your sketches and diagrams into your own site argumentative maps. Think about the argument, the representation and the format you want to use for each map, and how they connect to the exercise on programmatic types, as well as your written work, both in Arch501 and HMS497B.

After the Midterm Review, we will start working on a series of argumentative maps, following examples set by the Radical Geographers of the 1970s and practices like Forensic Architecture. You will produce a series of documents to create an argument around your selected site, connecting it to your topics of interest through visual material. All four assignments will come together as your ‘Atlas of Site Conditions’ and will be part of your Fall’21 DP Booklet.

TO PRODUCE: AN ATLAS OF SITE CONDITIONS [WEEK15] NO CLASS - FINAL REVIEW STUDIO WEEK Tuesday Dec 7th Tuesday Dec 14th FINAL PRESENTATIONS Tuesday Dec 21st FINAL BOOKLETS DUE OF SITE TYPES will guide in the research for a program for Project

DESCRIPTION: After studying your precedents, you will work on your own set of argumentative site maps, connecting your topics of interest with your cartographic research work. We will start with a series of sketches and diagrams of the material from the three previous assignments that you are interested in developing into argumentative maps. Within the set, you will start outlining a speculative map for a projected desired future of your site.

125 Delineate the area of interest for each of the 3+ scales you have decided to investigate.Create a list of elements / topics that you consider most important at each scale.

[WEEK17]

AN ATLAS OF PROGRAMMATIC PRECEDENTS //:[P05]:// These assignments

ver

[SITE ASSIGNMENT] CARTOGRAPHIC INQUIRIES – AN ATLAS OF SITE CONDITIONS [WEEKLY ASSIGNMENT] S00. [The Americas]

This first assignment on site conditions asks you to start thinking about an area within the extension of The Americas that you are particularly interested in exploring. The interest might come from a personal connection, a research curiosity, specific knowledge of the area, connections to previous work, etc.

We will gather initial cartographic documentation: Historical maps, Geological surveys, Political boundaries, Districts, Demographic distribution, etc. in order to begin understanding how the area you selected has been represented through maps in history

We will investigate our potential site selection by performing a series of exercises on Cartography, starting from analyses of historical maps of colonization and settlement, land appropriation and division, and related economies/ecologies, etc [S01]. We will then format that material in order to construct both a Cartographic Timeline [S02] and an overlap of Cartographic Scales [S03] in order to unveil the impact that different time spans and scales of inquiry have on the site. Then, borrowing techniques from Radical Cartography, we will ask you to work on a series of argumentative maps [S04] of your site, to ultimately compile an ‘Atlas of Site Conditions’ and construct an argument around your potential project site.

The assignment will be reviewed weekly as per the tasks explained in this document. You will be asked to bring material to each session, as well as to produce a curated ‘visual atlas board’ in miro relating the different assignments, readings and topics in ARCH501 and HMS497B.

you

sk Meander

126 [PROGRAM ASSIGNMENT] TAXONOMY OF TYPES – AN ATLAS OF PROGRAMMATIC PRECEDENTS [WEEKLY ASSIGNMENT] P05. [Taxonomy of types] WK14+WK15+WK16WK11+WK12+WK13 [WEEK11] [DUE] Tuesday Nov 9th

[WEEK15] NO CLASS - FINAL REVIEW STUDIO WEEK Tuesday Dec 7th [WEEK16] Tuesday Dec 14th FINAL PRESENTATIONS [WEEK17] Tuesday Dec 21st FINAL BOOKLETS DUE

DESCRIPTION: Based on your topics of interest, you will start drafting a list of types by establishing organizational categories (scalar, temporal, formal, etc) and search for precedents to construct a taxonomy matrix.

DESCRIPTION: While working on refining your taxonomy, we will discuss the ways the different programmatic precedents intersect with your Cartographic work, both in relationship to the timeline and to the multiscalar organization of your site exercises.

[WEEK12] [DUE] Tuesday Nov 16th

TO PRODUCE: TAXONOMY OF TYPES [WEEK14] [DUE] Tuesday Nov 30th

TO PRODUCE: First Draft of your TAXONOMY OF TYPES [WEEK13] [DUE] Tuesday Nov 23rd

DESCRIPTION: We will compile the work into your first draft of the ‘Atlas of Programmatic Precedents’ that you will present during the final review

TO PRODUCE: An Initial List of programmatic precedents that are related to your topics of interest, and a series of categories you can use to organize them.

TO PRODUCE: AN ATLAS OF PROGRAMMATIC PRECEDENTS

DESCRIPTION: After studying your precedents, we will start creating your programmatic taxonomy, based on the organizational categories you chose, connecting your topics of interest with your programmatic research. We will discuss representation techniques; since representation of the precedents is key to the way you communicate them and, ultimately, generate design outcomes from them.

127 WK1[CALENDAR]-AUG 31st FIRST CLASS - START OF CARTOGRAPHIC INQUIRIES Start of ‘S01.Definition of Area of Interest ’ WK2 - SEPT 7th WK3 - SEPT 14th WK4 - SEPT 21st Review of ‘S01.Definition of Area of Interest ’ Start of ‘S02.Cartographic Timelines’ WK5 - SEPT 28th WK6 - OCT 5th Start of ‘S03.Cartographic Scales’ WK7 - OCT 12th NO CLASS - MIDTERM BREAK WK8 - OCT 19th Review of ‘S02.Cartographic Timelines’ WK9 - OCT 26th WK10 - NOV 2nd MIDTERM PRESENTATIONS To present: ‘S01.Definition of Area of Interest ’ ‘S02.Cartographic Timelines’ ‘S03.Cartographic Scales’ WK11 - NOV 9th Start of ‘S04.Radical Cartography - A Site Argument ’ Start of ‘P05.Taxonomy of Types’ WK12 - NOV 16th WK13 - NOV 23rd WK14 - NOV 30th WK15 - DEC 7th NO CLASS - FINAL REVIEW STUDIO WEEK WK16 - DEC 14th FINAL PRESENTATIONS WK17 - DEC 21st FINAL BOOKLETS DUE [RESOURCES] Aby Warburg “Bilderatlas Mnemosyne - The Original” Avery Gordon, Heather Rogers et al. “An Atlas of Radical Cartography ” “http://www.an-atlas.com/” Feifei Zhou, Amy Lien and Enzo Camacho Feral Atlas “https://feralatlas.org /” [TO BE COMPLETED]

your Design Narrative Statement (as developed in HMS). Deliverables:Synthesiscuration of deliverables A through N [36 x36 + concept mode ] Work on 6 drawings and one conceptual model that synthesizes your first three exercises Deliverable O Project Narrative (See HMS syllabus for deta ls) Pratt Schoo o Arch tecture Undergraduate Arch tecture Degree Pro ect Spr ng 22 ARCH 503 13+14 DP Design Studio. SOCIO-ECOLOGICAL URGENCIES SPR NG 2022 Credits: 6 Type of Course: Design Studio Class Meetings: MON/THU 9:30 AM 1:20 PM Instructors: Dan ela Fabricius dfabric @pratt edu Gonzalo J Lopez glopez@pratt edu [HMS] Mon ca Datta mdatta@pratt edu Location: [Room TBD] Zoom link: https://pratt.zoom.us/j/99953864913 Google Classroom: https://classroom.google.com/u/1/c/NDU1OTMyMTgxNTg3 Miro: ht ps:/ m ro com app/board/uX VOVrw3xA=/? nvi e l nk id=499309081528

your

Historica Arch tectural Precedents [36” x 36”] Document with an analysis of historica architectural precedents relevant to your project What aspect of it do you find important to your project? How have questions of site, mater als and program changed, and how might they still be relevant?

Deliverables [TBD] // b. PROJECT DEVELOPMENT AND DOCUMENTATION PHASE // // EX-M05 // PROJECT VISUAL MANIFESTO and LIST OF DELIVERABLES //5wk//

the general ARCH 503 syllabus.

definition through the three paths established by the first set of exercises, you will curate the material developed in order to present a comprehensive view of your project. This should include site, program, architectural scale, and materiality decide what are the most relevant deliverables you have

far and revise / curate / layout the materials in

the

Deliverables:DeliverableJ

(Deliverables:Note:youcan combine aspects of the site, program, and architecture in these drawings as you wish, but make sure that there is a clear focus on one in each case )

you

Deliverable K Aesthetic Sources [36” x 36”] Document with an analysis of one or more aesthetic sources you cons der relevant to your project (artwork, music, design f lm, literature, etc) How is the aesthetic related to your project? What is its conceptual ground, relationship to the time when it was created, and what were its intentions?Deliverable L Materia Sources [36 x 36 ] Document with a series of material sources that are relevant to your project Deliverable M Aesthetic nvent ons [36 x 36 ] Document with a series of aesthetic propositions for your project How are you moving from your source to your nvent on ? What have you earned from your source that can be translated into a generative process of form making for your project? How might this aesthetic suggest forms of architectural representation?

Deliverable P Future Speculation 001 Site [FREE FORMAT] What do you imagine your site will be like n 50, 100, and 500 years? You can use timelines videos, draw ngs, maps, models, collages, and/or fictional narratives to speculate what the possible future(s) of your site will be Deliverable Q Future Specu at on 002 Program [FREE FORMAT] How do you magine your programs evolving in 50, 100, and 500 years? You can use timel nes, videos, drawings, maps, mode s, collages, and/or fictional narratives to speculate what the possible future(s) of your program(s) will be

128 III. [SYLLABUS SP’22]

// MIDTERM

EX-S04 // FUTURE SPECULATIONS // 3 wk //

Having looked into the longer histories of your site in the Fall how can you now begin to imag ne and envision t in the future? What are your predictions hopes fears and specu ations? What might an “archaeology” of th s future reveal? How might your project be part of this future and be a catalyst for change? F nd ways to represent your site and its conditions and by extens on the potential futures of the arger context of the Amer cas in 50, 100, and 500 years Examp es of forms of representation might include t melines, videos, drawings, maps, models, co lages, and fictional narratives

[FREE

your

After several weeks working on your project ’s worked so alignment with

Deliverable R Future Speculation 001 Architectural Artifacts FORMAT] What architectura artifacts will be found on your site n 50, 100, and 500 years? You can use time ines, videos, drawings, maps models, collages, and/or fictional narratives to speculate what the possible future(s) of yourarch tectural artifacts w ll be REVIEW SITE + PROGRAM + FORM + MATERIAL + FUTURE

// PINUP 01 //

SPECULATION

your

description of this course and its policies please

SOCIO-ECOLOGICAL URGENCIES: [Time in the Anthropocene] Today s urgent discussions on the Anthropocene and cl mate change are shifting human perspect ves on our status as a species and our ro e in inf icting vast and damaging changes on Earth Remarkably these changes have taken place in as itt e as 500 years by most estimates Th s marks the time per od when European colon zation and industr a izat on objectified and instrumenta ized nature and fellow human beings at an unprecedented sca e result ng in the loss of diverse cultures and their trad t ons as wel as the d versity of the earth s ecolog es that had been home to those soc eties Building land use and urban zation have been instruments of this g oba expansion of modernization and capitalism producing a Cris s Conglomerat on that brings together a ser es of urgent issues that we cannot afford to look at in iso ation We propose to address these urgencies by examining overlapping and entangled systems (socia economic po itical ecological geolog cal terr tor al infrastructural) at d fferent sca es We w ll a so emphasize the study of multiple scales of time derived from geolog ca histor cal, biological, and political spans Mapping the past wi l be int mately connected to mapping an alternative future, in which design can participate in mu t p e temporal and spatial sca es of repa r

Following the narrative established by your project definition and future speculations, will produce a presentation that ties together relevant aspects of research from the and project different temporal scenarios (past, present, and future) in order to start articulating an argument to be developed into a visual manifesto, and setting the foundation for project documentation.

syllabus is for our section only.

Deliverable N Material Inventions [A ser es of sketch models] with material tests for your project How are you moving from your ‘source to your ‘invention’? What have you learned from your source that can be translated into a generative process of form mak ng for your project? A CARTOGRAPHY OF LIFE+PROGRAMMATIC SUBVERSION+ARCHITECTURAL STUDIES

If choose to start your project w th th s exercise think about the site cond t ons and its programmatic elements and their relationship to your architectural studies

Note: this For full see

you

Fall,

Deliverables:DeliverableF

Deliverable H Arch tectural definition of the Taxonomy of [proposed] types x 36”] Document with an architectural definition of the proposed programs for your project: What would the aesthetic, material formal and functional characteristics be? Relationship to site ser es of exper men al mode Establishing the relationship between the programmatic proposals and the site choose to develop project

If choose to start your project with this exerc se, th nk about the site cond tions and arch tectural in relation to your programmatic choice

you

[36 x

Taxonomy of [existing] types x 36 Document with programmatic types and their definition: relationship to site, topic description of characteristics ownership function etc Deliverable G Taxonomy of [proposed] types 36 Document with your proposed programmatic types and their definit on: relationship to site, topic description of characteristics, ownership, funct on,

Deliverable E Site Definition 05 : XS / Drawing to Scale 1:5/10 series o sketch mode Exploring one or more materials on your s te that would like to study as potentially relevant to

]

Deliverable D Site Definition 04 : S / Drawing to Scale 1:1000/2000 [36 x 36 ] Document w th a drawing of your proposed project s te defining its ocal scope and the relationship of the local scale to the applicable elements listed on the assignment s descr ption

If you choose to start your project w th th s exercise, th nk about how it might influence the programmatic and architectural e ements of your s te Deliverables: [Suggested scales]

]

you

etc

Deliverable C Site Definition 03 : M / Drawing to Scale 1:5000 [36” x 36”] Document with a drawing of your proposed pro ect site defining its district scope and the relationship of the district/neighborhood to the applicable elements listed on the assignment’s description

[36”

your

Deliverable A Site Definition 01 : XL / Draw ng to Scale 1:25000 50000 [36 x 36 ] Document with a drawing of your proposed pro ect site defining its territorial scope and the relationship of the terr tory to the appl cable e ements listed on the assignment s descript on Deliverable B Site Definition 02 : L / Draw ng to Scale 1:10000 [36” x 36”] Document with a drawing of your proposed pro ect site defining its urban scope and the relationship of the urban scale to the applicable elements listed on the assignment s description

Deliverable I

you

e ements

129 1 Visua Manifesto: In conjunction with your writing work in HMS assemb e a v sual document drawing from your prev ous work (both Fa l and Spring) which helps establish an argument and pos t on for your project Use both language and images to assert your project s man festo This wil be integrated into your final Project Statement as well as your presentat on and booklet 2 Create a ist of final de iverables specific to your project Deliverables [TBD by each project] // EX-D06 // PROJECT DOCUMENTATION //5wk// This stage will begin with you/your team establishing the specific set of deliverables that you think your project needs in order to be understood and engaged with. Questions of representation and narrative will be crucial to develop your project into the last stages of the semester-How is the representation reinforcing the project ’s claims? What kind of conventions/inventions do you need to convey your ideas? - How is the structure of your narrative helping you and your audience understand the project? Deliverables [TBD by each project] // EX-D07 // ARTIFACTS OF THE FUTURE - MASTER DRAWING - //2wk// “Artifacts of the Future” will document the project ’s main goals, intentions, and arguments through a single master drawing. It should show how the specific architectural artifacts that you have developed relate to the larger context of your site and its conditions. You can choose the drawing conventions/inventions to use, and how elements from your research, manifesto, or studies fold into it. The drawing needs to present a strong internal logic that aligns with the project s ambitions. Deliverables:DeliverableS Artifacts of the Future [72 x 72 ] Master drawing of your pro ect to be added to the l st of final project deliverables // FINAL REVIEW // Deliverables [TBD by each project] // FINAL BOOKLET // 1. Spring Research Essay 2. Design Narrative/Statement (400-500 words, 1 per student) 3. Final Project Statement (500-750 Words, 1 per project) 4. Fall Final Project Statement 5. Updated and Complete Bibliography from Fall 2021 and Spring 2022 // Grading PRELIM. RESEARCH PRESENTATION 15% of grade Due on 2/17 MIDTERM PRESENTATION 25% of grade Due on 3/21 FINAL PRESENTATION 25% of grade Due on 4/25-27 DEGREE PROJECT BOOKLET 35% of grade Due on 5/10 // Course Schedule Week Date Assignment 1 Th Jan 20th Introduction [CHOICE] a. START OF CARTOGRAPHY OF LIFE // EX-S01 // b. START OF PROGRAMMATIC SUBVERSION // EX-P02 // c. START OF ARCHITECTURAL PRECEDENTS+AESTHETIC STUDIES+MATERIAL STUDIES // EX-A03 // 2 M Jan 24th [Informal Pinup] Th Jan 27th [Informal Pinup] 3 M Jan 31st [Individual deskcrits] Th Feb 03rd [Informal Pinup] 4 M Feb 07th Expand your initial exercise into the other two exercises [Individual deskcrits] Th Feb 10th [Informal Pinup] 5 M Feb 14th [Individual deskcrits] Th Feb 17th // PINUP 01 // // EX-S01 //+// EX-P02 //+// EX-A03 // 6 M Feb 21st START OF FUTURE SPECULATIONS // EX-S04 // // Exercises// a. PROJECT STUDIES AND DEFINITION PHASE // We w ll begin the semester with a series of THREE exercises addressing site, program, and architectural design You will have the option to choose the order in which you comp ete these exercises These f rst weeks are focused on integrating research and design and your research wi l be a igned w th the work you do in HMS You should also integrate your f e d research here and/or in your booklets conversat ons with experts s te visits material experiments, etc All three exercises must be completed by PINUP 1 // EX-S01 // [OPTION 1] A CARTOGRAPHY OF LIFE . Site Definition 01 // 4 wks // Produce a cartographic representat on of your project site at different scales (Note: the site can be different from the one you studied in the Fa l) The purpose is to document an extens ve inter related ecology and economy of how life s being supported or harmed in this p ace Th s might include the earth itse f at a geological and subterranean evel water humans and non human species (both large and sma l) p ants bacteria air composition but also infrastructures dr lling and min ng pollution tox c soi air and water viruses etc You can document how the site is now or how t might be in the future (or both) Above a l you should map how these elements interact and support or harm one another How can human inhab tants be supported by th s environment while a so supporting it? Work on a m nimum of FOUR different scales, and incorporate all the elements of the site, from geolog ca nformation to the mo ecular compos tion of materials, that are potentially relevant to your project

Start ng from the taxonomy of types you deve oped during the Fall continue to investigate programs associated with your identified site How can you crit cal y engage these programs order to transform or subvert them towards your programmatic goals? How might they suggest novel programs or hybrids that can be ntroduced to the site?

// EX-A03 // [OPTION 3] ARCHITECTURAL STUDIES: Precedents, Aesthetics, and Materials //4wks// We w ll address the arch tectura sca e through a tri fold exercise: 1) working with arch tecture precedents 2) aesthetic research and development and 3) material research and experimentat on Starting from your se ection of histor c aesthet c and material sources references and precedents you wil work on estab ishing the arch tectural definition of your pro ect

[36

your project // EX-P02 // [OPTION 2] PROGRAMMATIC SUBVERSION . Program Definition // 4 wks //

In addition to lectures on selected case studies the history of cities, city planning and urban design, the course will focus on New York as a laboratory for studying urban history and theory. The students will be asked to study selected examples of urban projects from New York and relate them to the texts and case studies discussed in class.

One of the main goals of the course is to consider “urbanism” as both a theory and a practice. The dictionary gives two definitions for urbanism. The first one states that urbanism pertains to the lifestyle of city dwellers; the second one states that urbanism relates to urbanization, or the process by which settlements and land change and turn into urban zones.

130 [T]his course presents an overview of city planning and urban design by focusing on history and theory of urban form and analysis of selected urban projects. Throughout the semester, we will consider what the word “urban” signifies—something found, or something imagined, an idea or a reality, or both. We will question how “urban form” may or may not create qualities of social life.

[C]ourse Organization: Lecture (10,00 to 11,30 am, Friday) Lab (11,30 to 1,00 pm, Friday)

131 Arch 461 - Urban Genealogies 21/SP-ARCH-461-0220/FA-ARCH-461-0220/SP-ARCH-461-0219/FA-ARCH-461-0219/SP-ARCH-461-0218/FA-ARCH-461-0318/SP-ARCH-461-02 URBNGENE461-2Pratt Institute School of Architecture// Adjunct Associate Professor// I. [ASSIGNMENT SP’18 / FA’18 / SP’19 / FA’19 / SP’20] II. [ASSIGNMENT FA’20 / SP’21] [R]ole

During Sp’18, Arch461 was taught by David Grahame Shane, Federica Vannucchi, and myself.

PART 2:

During Fa’18, Sp’19 and Fa’19, Arch461 was taught by Tulay Atak, Federica Vannucchi, and myself.

document),

During Sp’20, Fa’20 and Sp’21 Arch461 was taught by Tulay Atak, Federica Vannucchi, Ashraf Abdalla, and Besidesmyself. giving several lectures of the series (see LECTURES of this I structured and wrote the class assignment, for which students were divided into labs, and worked in a series of weekly tasks, that included layered analyses, short video and final drawing.

Deadline Assignment 01 Issue Assignment 02. Recording the City [A]ssignmentTheAssignment is divided in three tasks, associated to the Lecture Modules: Lecture Module 01. Ancient World Assignment 01: LAYERING THE CITY Between Lecture Module 01 and Lecture Module 02 Assignment 02. RECORDING THE CITY Lecture Module 02. Modern and Contemporary City Assignment 03. DRAWING THE CITY The assignment provides a critical and practical frame for the application of the ideas presented in lectures, exploring present methods of urban representation as means to understand and analyze the city and, ultimately, to develop generative tools that will allow students to address and incorporate the urban scale of their design projects. Many of these techniques, in fact, are timeless and universal, but oftentimes they are specific to the time when they were popularized, and relate to the building production and ideas that they Weeklyrepresent.assignments consist of the step-by-step completion of three assignments: Layering the City / Recording the City / Drawing the City / The work will be presented weekly to each Section Professor. Students will work on a series of layered drawings at 1:5000 scale, in groups, a 2-minutes video of their site, and a free format Composite Drawing, individually. 14 I. [ASSIGNMENT SP’18 / FA’18 / SP’19 / FA’19 / SP’20 -WRITTEN-]

Using Manhattan as a Laboratory, students will produce a series of analytical documents, working first in groups with a large area (Cluster) of Manhattan, moving then to individual work analyzing a specific site within their assigned area.

Overview The assignment provides a critical and practical frame for the application of the ideas presented in lectures. We will explore present methods of urban representation as means to understand and analyze the city and, ultimately, to develop generative tools that will allow you to address and incorporatethe urban scale of your design projects. We will put these methods of representation into perspective. Many of these techniques, in fact, are timeless and universal, but oftentimes they are specific to the time when they were popularized, and relate to the building production and ideas that they represent.

group Wk

Methodology/Schedule:Week 07: Collect audiovisual material Week 08: Review of audiovisual material. Discuss the video Hypothesis Questions Week 09: SPRING BREAK Week 10: ASSIGNMENT 02 SUBMISSION Issue of third assignment Deliverable(s): 2 minutes video Due date: 03.27.20 ASSOCIATED REP CLASS ASSIGNMENT 02: • RECORDING THE CITY. VIDEO AS A TOOL FOR URBAN ANALYSES • TOPICS:a. Social b. Infrastructural c. Architectural

sites within

132

report Establish ‘area of interest’ Wk

11: Discuss Composite Drawing approach Week 12: Review of hypothesis statements for the drawing Week 13: Composite Drawing review Week 14/15: Last review of Composite Drawing Curate final work Week 16: ASSIGNMENT 03 SUBMISSION FINAL REVIEW Weekly Schedule and Detailed Description Assignments

Review

The work will be presented weekly to your Section Professor. Students will work on a series of layered drawings at 1:5000 scale, in groups, a 2 minutes video of their site, and a free format Composite Drawing, individually.

layers Students to

layers. Discuss final Map Determine

01. Layering the

FIELD TRIP

interest per group Distribute first round of layers Wk 3

Weekly assignments consist of the step by step completion of three assignments: Layering the City / Recording the City / Drawing the City.

INTRODUCTION Issue

WkCalendar:1(01/24): Assignment City Groups Distribution of Clusters/ Site visit 2 (01/31): of (02/07): of first of determine second set of Wk 4 (02/14): Review of full overlay of the individual each 5 (02/21): Wk 6(02/28): THE CITY

From

overlay

The Assignment will be supported by three rep lectures, to be held at the beginning of each of the three assignments, with content that will give students guidance and examples to work on their assignments.

layers.

Methodology/Schedule:sessions.Week

Each student will work on a video up to 2 minutes reflecting on the learnings from the Layering Assignment, editing the audiovisual material based on a series of questions / hypothesis on the site that will determine the student’s interests.

REP LECTURE 02_RECORDING

REP LECTURE 01_LAYERING THE CITY Review reports and area

Assignment 03. DRAWING THE CITY Individual work . Issue: 03/27 Students will work individually.Each student will perform a series of analytical and speculative drawings of their assigned sites as per the material shown in the representation lectures. Following the guidance of your section instructor, you will produce ONE COMPOSITE SYNTHETIC drawing (36”x36”). In the drawing, students will prioritize certain aspects of their analyses according to their understanding of the site and the feedbacks obtained in the review

133 Wk 7 (03/06): Collect Audiovisual Material Wk 8 (03/13): Review of audiovisual material. Discuss the video Hypothesis Questions Wk 9 (03/20): SPRING BREAK Wk 10 (03/27): REP LECTURE 03_DRAWING THE CITY Deadline Assignment 02 Issue Assignment 03. Drawing the City Wk 11 (04/03): Discuss Composite Drawing approach Wk 12 (04/10): Review of hypothesis statements for the drawing Wk 13 (04/17): Review of Composite Drawing Wk 14 (04/24): Last review of Composite Drawing Issue: Curate Final Work Wk 15 (05/01):FINAL REVIEWS WEEK NO CLASS Wk 16 (05/08): FINAL REVIEW Submission Guidelines: The assignments will be submitted electronically through a Google Drive folder, as specified by your section professor. Each week, the students will send/upload the assignments in pdf format.You may also be required to print the assignments for review in the class. Detailed Description of Assignments ●OverviewAssignment 01. Group. LAYERING THE CITY ● Assignment 02. Individual. RECORDING THE CITY ● Assignment 03. Individual. DRAWING THE CITY ● FINAL PRESENTATION: 05.08.20 Assignment 01. LAYERING THE CITY Group work . Issue: 01/24 Students will work in groups, defined by your section’ instructor in class. Each group will get assigned and area in Manhattan (we will refer to it as ‘Cluster’) and will work on a series of analytical layers at a scale 1:5000. Each group will be assigned a SET of Layers by the professor, and a SET of Layers of their choice. Initial set of Layers: • Public/Private • Morphology • Zoning • Means of Transportation • The layers will be printed in ACETATE (or other transparent material) so we can overlay them in the section. Each group will have a total of8 LAYERS (four given, four by choice) Methodology/Schedule:Week 01: From Groups / Distribution of Clusters/ Site visit report Establish ‘area of interest’ Week 02: Review reports and area of interest per group Distribute first round of layers Week 03: Review of first overlay of layers Students to determine second set of layers. Week 04: Review of full overlay of layers. Discuss final map. Determine the individual sites within each group Week 05: FIELD TRIP Week 06: ASSIGNMENT 01 SUBMISSION Issue of assignment 02 Deliverable(s): Set of 8 Layers analyzing the group’s cluster Digital version of the layers (scanned / photographed) Final Group Map PDF with findings report Due date: 02.21.20 ASSOCIATED REP CLASS ASSIGNMENT 01: • LAYERING THE CITY. UNDERSTANDING GIS SYSTEMS • TOPICS:a. Public/Private b. Zoning c. Morphology d. Means of Transportation Assignment 02. RECORDING THE CITY Individual work . Issue: 02/21 Students will work individually. Within the group’s cluster, each student will choose an individual site, after discussing it with your section’ instructor. Deliverable(s): 36”x36” Composite Drawing Due date: 05.08.20 ASSOCIATED REP CLASS ASSIGNMENT 03: • DRAWING THE CITY. ANALYTICAL TO GENERATIVE TOOLS • TOPICS:a. Organizational Patterns b. The Informal c. Mapping the Informational d. Speculative 06. List of CLUSTERS52 36

As part of a collective attempt to unpack and understand the implications of these changes and the questions stated above, we will complete three assignments throughout the semester, each with a specific intent and leading to constructing an argument on the state of the contemporary city. Starting with your domestic unit and progressing towards your immediate urban environment, the assignments focus on your understanding and experience of the city and explore ways to translate them into a series of documents, including drawings, diagrams, maps, photographs and texts, that will help develop an agenda for the city you inhabit.

CADRESOURCES:MAPPER: www.cadmapper.com [mostly global] 3d WAREHOUSE: https://3dwarehouse.sketchup.com/ [global] NYC GOV 3d MODEL SITE: [for NYC] https://www1.nyc.gov/site/planning/data maps/open data/dwn nyc 3d model download.page

The assignment aims at addressing some of the most debated and urgent questions of today’s urbanism: What is a just city? What makes a city healthy? What are the boundaries of the city? Whose city is the contemporary city? Who has the right to the city today and in what way? Is the city a desirable unit of human settlement today and why?

During this time, there has also been a renewed understanding of community and support: mutual aid groups have flourished in the neighborhoods of New York to help distribute food and provide services such as child care; people have applauded front line workers from their windows every day at 7PM; many have rallied on the streets in support of Black Lives Matter in cities across the US. A renewed sense of attachment to neighborhood life and community has sparked. The events of the last months have changed deeply our understanding of the everyday and the urban spaces that we collectively inhabit. While it is impossible to say that our cities will never be the same, it is equally impossible to say that they will return to the way they were. An abrupt halt of our daily routine has opened up time for reflection. Following Kant’s remarks on the French Revolution, what may be changing is our way of thinking about the city as a unit of human settlement. The work of our class, Urban Genealogies, actively contributes to this discussion.

WEEK 07 Friday Oct WeDESCRIPTION:9aregoingto look at your area of interest through a series of Analytical Categories Investigate the

How have urban spaces transformed physically and in our collective imagination? In the second assignment, you will transform your observations into analytical documents. Based on the observations in your first assignment, identify an urban element that has changed, physically, in terms of use or in other ways. This can be a part of a street, a sidewalk, a corner, a park that was closed, an open space where people came together, a place where signs were placed, a place where stores were shut down, a place where a mobile clinic or a provisions stand was set up.

(Please refer to the miro section board for any updates to the assignment)

134 II. [ASSIGNMENT FA’20 / SP’21 -WRITTEN-]

Since the beginning of the year, our experience of space from domestic to urban has inevitably changed. In response to the COVID 19 pandemic, a growing number of countries have issued restrictions on people’s mobility in the effort to prevent the spread of the disease. These “shelter in place” orders have forced us to look at cities as spaces with infinite limitations and vulnerabilities. Restrictions have been implemented, limiting our movements and sociability, ultimately confining us to contained areas. As cities have contracted, our domestic spaces have expanded. Our apartments are, in many ways, new urban landscapes while our social interactions have been increasingly dependent on technology. There is a new geography of the everyday comprising interiors, whether physical domestic spaces, or virtual cloud spaces.

TO PRODUCE: A visual representation of the 3d of your area of interest. Guidelines: 1. Work in AXONOMETRIC 2. You can be specific about the elements to represent, what are the ones most relevant to the agent’s interest in the area of interest?

Pratt Institute / Arch 461: Urban Genealogies / Fall 2020 / ASSIGNMENT

following categories: 1/ Public/Private 2/ Morphology 3/ Zoning 4/ Means of Transportation in relation to your area of interest. How do each of those affect your experience and the urban environment? How do they intersect with your daily routine? TO WorkPRODUCE:on FOUR DRAWINGS that derive from your initial map: WhatMeansZoningMorphologyPublic/PrivateofTransportationarethebestMODES OF REPRESENTATION for each? Think of codes, charts, legal descriptions, Public transportation maps, etc… Gather PHOTOGRAPHIC EVIDENCE of your investigation, and add the photos to your analytical drawings. Photos can be done by camera/phone or using Street view RESOURCES:ZOLAZONING MAPS: https://zola.planning.nyc.gov [for NYC] MORPHOCODE: http://io.morphocode.com/urban layers/ [for NYC] OPEN STREET MAP: https://www.openstreetmap.org/ [crowd sourced, global] . WEEK 08 Friday Oct ReviseDESCRIPTION:16yourdrawings focusing on the modes and media of representation TO PRODUCE: 1x Board that brings together your analytical drawings and photographs. . WEEK 09 Friday Oct 23 REVIEW ASSIGNMENT 02 Assignment 03: URBAN CHALLENGES What are the urgent issues in your urban environment? In the third assignment, we will address this question in teams of three. Based on your observations and analyses in the previous assignments, develop a critique, provocation or speculation. Modes of representation are open. 1 45 [A] Followingssignmentthethree main topics debated in the lectures [1.Exchanges / 2. Planned and Built / 3.Urban Challenges], there will be three assignments: 1.MAPPING YOUR URBAN ENVIRONMENT 2.[Personal/Experiential] ANALYTICAL TOOLS [Info/Data Driven Collection of evidence] 3.URBAN CHALLENGES [ Synthesizing/Comparing similarities and differences] The assignment aims at addressing some of the most debated and urgent questions of today’s urbanism: What is a just city? What makes a city healthy? What are the boundaries of the city? Whose city is the contemporary city? Who has the right to the city today and in what way? Is the city a desirable unit of human settlement today and why?

WEEK 06 Friday Oct MakeDESCRIPTION:2a3Ddrawing of your area or interest. This will open up a new way of seeing your area of interest, and will act in support of your map. What are the elements within your area of interest that are more relevant when you represent them in 3D?

. 05 Friday Sept 25 REVIEW ASSIGNMENT 01 Assignment 02: ANALYTICAL TOOLS

WEEK

The pandemic has also exposed the systemic socioeconomic inequality that is affecting our cities. Parts of cities have recorded a sudden impoverishment with loss of business and homelessness on the streets, while others have become empty places with their residents fleeing out of the city. The inadequacy of the healthcare system for certain communities and groups has been revealed. The pandemic has made clear the precariousness of the system of social interactions, norms of conduct, economic exchanges, and environmental conditions on which our cities depend.

WEEK 03 Friday Sept DefineDESCRIPTION:113Scales

Assignment

] . WEEK

WEEK 10 Friday Oct OpenDESCRIPTION:30discussion in class to establish relationships between the work produced and form groups based on interests (Similarities / Differences) TO RevisitPRODUCE:allthemaps, drawings and documents you have produced individually and evaluate them as a team. Select 5 7 diagrams, drawings, ideas presented in the lectures throughout the semester in relation to your maps and drawings. Present your evaluation and your selected examples along with a short statement on what you would like to discuss. WEEK 11 Friday Nov TogetherDESCRIPTION:6thwithyour teammates, we are going to hybridize them with a topic of your choice, that might relate them with aspects of life in the city: Social behaviour / Personal Experience / Distribution of wealth / Materiality / Accessibility, etc Base Categories: Public/Private [+] Morphology [+] Zoning [+] Means of Transportation [+] Possible themes of hybrid investigation [+] Forms of gathering and association noise vs GovernmentalWealthWasteSunGreenFreshsocialemptinesssilencevsdensitydistancingvsproximityairvspollutionvsasphaltvsshadowvspovertysupportvscommunity’s assistance Physical and non physical boundaries Social interaction vs isolation TOProvisionsCareSmellPRODUCE: Gather MULTI VISUAL EVIDENCE of your investigation (articles, photos, diagrams, charts...), and add the photos to your analytical drawings. GOOGLERESOURCES:EARTH: https://www.google.com/earth/ [Global] SpaceEXAMPLE:ODT’s Opening up by Closing Streets can be a good example for an argument based on an analysis of urban form during the https://www.spaceodt.com/post/openingpandemic:upbyclosing streets 1 WEEK 12 Friday Nov WhereDESCRIPTION:13thhaveyou found points of connection between your inquiries into your own urban environment and those of your team mates? How can you think of a particular way of representing it? TO MakePRODUCE: two new drawings / visual statements that relate your previous work with that of your team mates. WEEK 13 Friday Nov DESCRIPTION:20thReworkthedrawings, iterate and change as needed. WEEK 16 FINAL REVIEW 2 6 3 7

5. [ You can revise your Plan Map at the same time you work on these drawings ]

Write a short paragraph about what you consider to be your ‘urban environment’. Describe the spaces you interact with daily, the scale of those and their relationship to the city you are in.

2. Planned and Built / 3.Urban

1. Start by Working IN PLAN 2. Define the LIMITS AND EXTENSIONS, why are you choosing them?

you

This first assignment asks to map the domestic unit (apartment, house), its immediate vicinity that connects it to the city (the building, driveway, porch) and the urban elements (streets, block, etc.) together with the trace of your daily destinations. These spaces and their relations to each other make up an Urban Environment. Within this Urban Environment, you’ll define an ‘Area of Interest.’ WEEKLY TASKS . WEEK 01 Friday Aug DESCRIPTION28:Defineyourinterests.

TO WorkPRODUCE:onTHREE DRAWINGS that derive from your initial map 1. Drawing of the Scale of the domestic unit, what are the aspects of the urban environment that are prominent?

TO PRODUCE: A “SITE REPORT” with a short description paragraph (100/150 words) and a series of visual material: • Photographs of your ‘urban environment’ • Archive images • Spaces elsewhere that remind you of your own space • 2x Diagram sketches of your urban environment highlighting the most prominent features or the ones are most interested in. 02 Friday DESCRIPTION04:Defineyourarea of interest. What are its limits, extensions and connections? While these definitions can change during the semester, you can start by thinking of them as encompassing the urban space where one moves daily extending from the domestic unit and its immediate vicinity to the urban elements such as adjacent streets and the neighborhood. You can include spaces that relate to specific experiences, necessities and emergencies. You can also think of someone other than yourself and map their spaces. of your ‘Urban Environment’, following these guidelines:

Set

of Investigation: domestic unit (individual / family); urban element (shared); neighborhood (communal)

TO WorkPRODUCE:onaMap

Following the three main topics debated in the lectures [1.Exchanges / Challenges], there will be three assignments: MAPPING YOUR URBAN ENVIRONMENT [Personal/Experiential] ANALYTICAL TOOLS [Info/Data Driven Collection of evidence] URBAN CHALLENGES [Synthesizing/Comparing similarities and differences] 01: MAPPING YOUR URBAN ENVIRONMENT

3. Specify the AGENT, who is drawing this map? 4. Use the Agent’s INTEREST as a tool for drawing, what are the aspects of the built environment that are more relevant? What is the best way to represent them?

2. Drawing of the Scale of the urban element, what are the aspects of your area of interest that are shared and how? Drawing of the Scale of the neighborhood, how is your area of interest related to its surrounding areas? What are the best MODES OF REPRESENTATION for each of these scales? You can expand your drawing techniques into SECTION, ELEVATIONS, PERSPECTIVES [ You can revise your Plan Map and your Scales Map at the same time you work on these drawings. 04 Friday Sept DESCRIPTION:18Reviseyourdrawings on the modes of representation TO PRODUCE: 1x Board that brings together your maps and drawings.

. WEEK

RESOURCES:CADMAPPER: www.cadmapper.com [Global] NYPL MAP COLLECTION: https://digitalcollections.nypl.org/ [NYC]

focusing

135

136 [T]he investigation will take a look at COLLABORATIVE PRACTICES at large. knitknot architecture has been invited to the architecture festival ‘Concentrico’ in the north of Spain, which will take place at the beginning of May 2019. The event provides an opportunity to design a temporary intervention connected to the research made in El Jicarito school and test out practices that engage local communities with international collective structures such as knitknot architecture.

[S] HamzaDavidtudents:Huh(SP’17)Hamdeh(SP’19)

The research title ‘From prototype to type: Collaborative Practices’ encapsulates this idea. The project will find new potentials in the subversive translation from Prototype to type. Type, understood as ‘a representation of an element which ought to serve as a rule for the model’ should precede the materialization of the prototype. However, the present scope of the project is, instead, based on looking at the prototype in order to derive new types, using EarthBag Construction as the base technique to catalize the commons.

137 APPLI // Gonzalo J. Lopez// RESEARCH Arch 463 - Research Topics (R) 17/SP-ARCH-563A-01 (with student David Huh) 19/SP-ARCH-563A-01 (with student Hamza Hamdeh) I. [SYLLABUS SP’17] II. [SYLLABUS SP’19] Pratt Institute School of Architecture// Adjunct Associate Professor//

To understand some of the mechanism, strategies and tools underpinning current practices of participatory design. As a way to approach this issue, a series of case studies of architectural collectives working in different countries will be selected, categorized, examined and documented. Examples of these collectives include Assemble (UK), Paisaje Transversal, Lacol, Recetas Urbanas (Spain), etc. Furthermore, the student will have the opportunity to actively engage with some of the collaborative projects currently developed by knitknot architecture, namely ‘El Jicarito school’ and the City of Dreams Pavilion in Governors Island, NY3 b. To create a graphic catalogue of potential urban interventions for the community of el Jicarito in Nicaragua. Understand how a ‘built prototype’ (i.e. El Jicarito school) could trigger the creation of innovative types (i.e. housing, kitchen, storage, etc.) by pushing the boundaries of the knowledge of a specific material and techniques involved in the production process (i.e. earth

a.2. Research Objectives

To learn more about El Jicarito school project, visit: http://www.knitknotarchitecture.com/El Jicarito School kn seeds of learning Nicaragua in progress 100 and https://www.indiegogo.com/projects/el jicarito school community architecture Quatremere de Quincy (Dictionnaire d'architecture, 1825) knitknot’s proposal for the AIANY FIGMENT/ENYA/SEAoNY City of Dreams Pavilion Competition has been shortlisted for second round resubmission If won, the pavilion will be built during the Sumer of 2017 and will serve as a stage for citizen intervention and participation, as well as a further experimentation with the proposed construction technique to be explored in the present research

To sum up, the research will propose ways to engage the community in the future planning and construction of new urban types to be built and eventually, replicated by the users, taking the school prototype as a departure point.

In conclusion, “LEARNING IN and LEARNING FROM BY MAKING” is understood as a way to empower people to self initiate and implement their own projects in the future, by applying the knowledge they have acquired during the construction of the school. The research title ‘From prototype to type’ encapsulates this idea. The project will find new potentials in the subversive translation from Prototype to type. Type, understood as “a representation of an element which ought to serve as a rule for the model “2should precede the materialization of the prototype. However, the present scope of the project is, instead, based on looking at the prototype in order to derive new types.

41 I. [SYLLABUS SP’17]

In recent years, the proliferation of the “design collective” as a format for architectural association and practice has challenged the notion of the architect as “a thinker” and brought it closer to that of “a maker”. Groups of young architects have coalesced, often triggered by a context of deep economic and social crisis, to create a more open, inclusive, and flexible city, based on architectural projects that are ad hoc, handmade, built (and even financed) by users/volunteers, and fundamentally based in participatory design processes. Moving away from architecture's traditional focus on the look and construction of “capital A” architecture, the project will explore ways to redress the balance of power between the architect and the user in the making of performative learning spaces. The proposed research will be a continuation to a two year project started by the collaboration between knitknot architecture, the community of El Jicarito in Nicaragua and the NGO Seeds of Learning, which has materialized in the design of a school, currently undergoing construction1 The project in proposes a shif from a passive learning experience to an active and creative learning process, through the idea of LEARNING IN and LEARNING FROM BY MAKING . This means involving the community in the learning of different constructive techniques and building processes by actively engaging with the activity of building their own school via collaborative work. By working with otherwise valueless materials (earth, agriculture bags, demolition waste) and engaging the community in all stages of design (program, site, decision making, construction) we aim to create a performative learning space. This is a design approach that is less about creating a finished object than it is about the series of actions by which a space is designed, built and inhabited.

138 04. WEEK 05_FEB 20th / FEB 26th EXPERIMENTAL DESIGN PHASE [01]: Once a specific “challenge” has been discussed and agreed among the team, the students will start experimenting with proposals based on the outcome of their research, in applying the “learning from” line of research into the specifics of the EarthBag Construction through digital tools (Rhino, 3d max…). There will be weekly presentations/check ins to share the work in progress with the research advisors / general meetings with the components of knitknot architecture will be scheduled in order to discuss the progress and potential outcomes. 05. WEEK 06_FEB 27th / MARCH 5th EXPERIMENTAL DESIGN PHASE [02]: Continuation of the exploration through digital tools (Rhino, 3d max…). There will be weekly presentations/check ins to share the work in progress with the research advisors / general meetings with the components of knitknot architecture will be scheduled in order to discuss the progress and potential outcomes. 06. WEEK 07_MARCH 6th / MARCH 12th EXPERIMENTAL DESIGN PHASE [03]: Continuation of the exploration through digital tools (Rhino, 3d max…). There will be weekly presentations/check ins to share the work in progress with the research advisors / general meetings with the components of knitknot architecture will be scheduled in order to discuss the progress and potential outcomes. 07. WEEK 08_MARCH 13th / MARCH 19th SPRING BREAK 08. WEEK 09_MARCH 20th / MARCH 26th EXPERIMENTAL DESIGN PHASE [04]: Continuation of the exploration through digital tools (Rhino, 3d max…). There will be weekly presentations/check ins to share the work in progress with the research advisors / general meetings with the components of knitknot architecture will be scheduled in order to discuss the progress and potential outcomes 17/SP ARCH 563A 01 Research Topics_Spring 2017 Faculty: Gonzalo J Lopez: glopez@pratt.edu Visiting Assistant Professor Co founder/partner, knitknot Architecture [www.knitknotarchitecture.com] PhD Candidate, ETSA Madrid From prototype to type: a building manual for collaborative design 1. Background to the project

c. To request the inclusion of the earthbag technique in the NTON (Norma Técnica Obligatoria Nicaraguense), Nicaragua’s housing laws and building code that sets of regulations governing the design, construction, alteration and maintenance of structures in the region.

a.5. Deliverables Construction Manual for the earthbag technique: The student will be involved in the construction of the Jicarito School and the pavilion in Governors Island in order to get acquainted with the techniques and the formal capacities of the earthbag. The study will materialize in a visual catalogue to propose new formal and organizational layouts with the technique as well as the development of a visual vocabulary to engage users not familiarized with the architectural language. Consultants: Calearth Institute. CA/ Precision Structural Engineering. OR/ Seeds of Learning. Nicaragua b. Case study and research of participatory projects. This will be a support document and archive for the latter manual. Case studies: Assemble. UK. Ant Farm. USA. Ecosistema Urbano Spain. Metxea. Spain Fake Industries. Australia lacol. Spain. Office for Political Innovation USA. Recetas Urbanas Spain [the present list will be expanded/refined during research].

Skills required: Strong graphic and visual skills (3D modeling software: Rhino, Autocad, Revit (preferably) / Adobe Creative Suite); Energy and self initiative to get involve in the decision making and generation of ideas as one active member of a collective; compromise and engageme with the architectural practice understood as an agent for social change.

d. Inventing means of translation between architect user: The student will be exposed to innovative ways of thinking about representation and its capacity to engage diverse audiences. We will test our abilities to challenge what we do best, drawing, and use it as a tool for communication with the community.

139 09. WEEK 10_MARCH 27th / APRIL 2nd HANDS ON PHASE [01]: The students will work in the creation of prototypes that are a result of the Experimental Design Phase, using various techniques that might include 3d printing, cnc milling, laser cut, cutting, sewing… There will be weekly presentations/check ins to share the work in progress with the research advisors / general meetings with the components of knitknot architecture will be scheduled in order to discuss the progress and potential outcomes. 10. WEEK 11_APRIL 3rd / APRIL 9th HANDS ON PHASE [02]: Continuation with prototype creation. There will be weekly presentations/check ins to share the work in progress with the research advisors / general meetings with the components of knitknot architecture will be scheduled in order to discuss the progress and potential outcomes. 11. WEEK 12_APRIL 10th / APRIL 16th HANDS ON PHASE [03]: Continuation with prototype creation. There will be weekly presentations/check ins to share the work in progress with the research advisors / general meetings with the components of knitknot architecture will be scheduled in order to discuss the progress and potential outcomes. 12. WEEK 13_APRIL 17th / APRIL 23rd HANDS ON PHASE [04]: Continuation with prototype creation. There will be weekly presentations/check ins to share the work in progress with the research advisors / general meetings with the components of knitknot architecture will be scheduled in order to discuss the progress and potential outcomes. 13. WEEK 14_APRIL 24th / APRIL 30th PRESENTATION OF RESULTS: A session will be organized in order to present the results of the project, with the two advisors (prof. Esnaola and prof. Lopez) and the rest of knitknot architecture collective. The students will have to format the work into a presentation, with the purpose of being presented to faculty at both Pratt and USC, and for its potential applications to become part of a summer long project of prototype construction as well as the upcoming summer exhibition in Madrid that will feature knitknot architecture’s work bags). This will be addressed through collaborative design process, workshops, consultations and incremental plans for urban development. The catalogue will be formulated under the following principles: Learning in and from by making: self build as a form of participatory design as well as pedagogical technique. From prototype to type: as a move towards flexible layouts that could adapt to users needs, including methods to involve future users in the design process, using workshops, consultations and through growth plans: urban/typological.

b. Learning collaborative methods of research: This particular research project will be developed parallel by two components of knitknot architecture (Maria Esnaola and myself, Gonzalo Lopez), involving Pratt Institute and the University of Southern California, creating a collaborative research frame between the student from Pratt and the student from USC.

c. Learning collaborative methods of production: Technical (working with engineers), economical (getting involved in crowd funding campaigns), communal (working in close proximity with the people in the community of El Jicarito), institutional (planning with the NGO, Seeds of Learning), and design oriented (working not only with your main advisor, Gonzalo J. Lopez, weekly; but also with the larger team of architects, researchers and academics that comprise knitknot).

3. Mentoring and opportunity

a. Getting your “hands dirty”: The study of the earthbag system will oscillate between the physical prototyping and the representation of the constructive technique. The student will be encouraged to physically participate in the construction of the above mentioned projects (El Jicarito School and the City of Dreams Pavilion in Governors Island) to better understand the materiality and opportunities of the technique.

52 l From prototype to type: a building manual for collaborative design l 17/SP ARCH 563A 01 Research Topics_Spring 2017 Faculty: Gonzalo J Lopez: glopez@pratt.edu Visiting Assistant Professor Co founder/partner, knitknot Architecture [www.knitknotarchitecture.com] PhD Candidate, ETSA Madrid RESEARCH OUTLINE WEEKLY SCHEDULE: This Schedule is intended to work as a reference for the research team. Phases and specifics are subject to change as the work progresses. 01. WEEK 02_JAN 30th / FEB 5th RESEARCH on CASE STUDIES [01]: The Research will follow two parallel paths, one studying the ‘EarthBag vernacular’, that will look into application of EarthBag construction throughout history, and the other directed to ‘Learn from’, focusing on materials, techniques, geometries… that can be potentially borrowed to be applied to EarthBag Systems. EarthBag vernacular: The students will research the history and applications of the EarthBag construction in history, from its use in trenches, agricultural / landscape devices, shelters, buildings… Learning from: The students will focus their research in materials, geometries, systems that could potentially be applied to EarthBag construction, as inflatables, fabrics, plastics, modular systems, parametric generated geometries… 02. WEEK 03_FEB 6th / FEB 12th RESEARCH on CASE STUDIES [02]: Continuation of the Research started the previous week, with a presentation on the work in progress to the advisor. 03. WEEK 04_FEB 13th / FEB 19th RESEARCH RESULTS: The students will format and present the results of the two paths of research, hinting at possible connections that will serve as a base for moving into experimental phase, as well as potential “challenges” to be solved and that could become the focus of the design outcome. 3

c. Making things happen: The project will find continuity in designing, financing and ultimately, building some of the proposed typologies (starting in the pavilion in Governors Island, proposal that implements the same experimental construction techniques as those being tested in Nicaragua at the moment). The project poses an opportunity to engage the field from a more active and participatory perspective.

From prototype to type (part 2): collaborative practices

To sum up, the research will work on a temporary installation proposal for concentrico festival that tests out ways to engage the community in the future of planning and construction of new urban types to be built and eventually, replicated by the users, taking the El Jicarito school prototype as a departure point.

To understand some of the mechanism, strategies and tools underpinning current practices of participatory design. As a way to approach this issue, a series of case studies of architectural collectives working in different countries will be selected, categorized, examined and documented. Examples of these collectives include Assemble (UK), Paisaje Transversal, Lacol, Recetas Urbanas (Spain), etc. Furthermore, the student will have the opportunity to actively engage with some of the collaborative projects currently developed by knitknot architecture, namely ‘El Jicarito school’ and the City of Dreams Pavilion in Governors Island NY2 b. To create a graphic catalogue of potential urban interventions of collaborative practices. Understand how a ‘built prototype’

The proposed research continues the work initiated during Spring 17 in the context of the Research Topics class, in which Research Assistant David Huh explored the potentials of the EarthBag system as a construction method able to become a collaborative practice that involves communities and professionals in the act of building.

1 To learn more about El Jicarito school project, visit: https://knitknotarchitecture.com/El Jicarito School Construction 2017 2 knitknot’s proposal for the AIANY FIGMENT/ENYA/SEAoNY City of Dreams Pavilion Competition has been shortlisted for second round resubmission. If won, the pavilion will be built during the Sumer of 2017 and will serve as a stage for citizen intervention and participation, as well as a further experimentation with the proposed construction technique to be explored in the present research

140 1 19/SP ARCH 563A 01 Research Topics_Spring 2019 Faculty: Gonzalo J Lopez:CoVisiting Assistant Professorglopez@pratt.edufounder/partner, knitknot Architecture [www.knitknotarchitecture.com] PhD Candidate, ETSA Madrid

1. Background to the project

4 the future of EartBag construction to a series of personalities related with the world of Culture, Public Institutions and Private Investors. The student will, as his second task, help in the production of the material of the presentation, as this material will be incorporated in the future of the research project. 04. WEEK 04_FEB 17th / FEB 23rd 2019 EarthBag Presentation at The New Museum: Professor Lopez has been invited together with his practice, knitknot architecture, to participate in a presentation session at the New Museum incubator, in order to pitch ideas on the future of EartBag construction to a series of personalities related with the world of Culture, Public Institutions and Private Investors. The student will, as his second task, help in the production of the material of the presentation, as this material will be incorporated in the future of the research project. The student will format the material produced so far so it gets incorporated to the research, hinting at possible connections that will serve as a base for moving into experimental phase, as well as potential “challenges” to be solved and that could become the focus of the design outcome. 05. WEEK 05_FEB 24th / MARCH 2nd 2019 EarthBag Presentation at The New Museum: This week’s task will be the attendance to the New Museum Presentation, that will happen on February 25th, and get a chance to be involved in discussions and conversations generated from it. This weed will mark the beginning of the collaborative design phase, aiming to coordinate and propose the design of a structure made with EarthBags to be constructed at the Campus in the near future. 06. WEEK 06_MARCH 3rd / MARCH 9th 2019 EXPERIMENTAL DESIGN PHASE [01]: Project Schedule The student will start experimenting with proposals based on the outcome of their research, in applying the “learning from” line of research into the specifics of the EarthBag Construction through digital tools (Rhino, 3d max…). He will have to consider aspects of form, aesthetics & program of a structure to be deployed at Pratt Institute’s Brooklyn Campus. II. [SYLLABUS SP’19]

a.2. Research Objectives

The research title ‘From prototype to type (part 2): Collaborative Practices’ encapsulates this idea. The project will find new potentials in the subversive translation from Prototype to type. Type, understood as “a representation of an element which ought to serve as a rule for the model “should precede the materialization of the prototype. However, the present scope of the project is, instead, based on looking at the prototype in order to derive new types.

One part of the investigation will be a continuation to a four year project started by the collaboration between knitknot architecture, the community of El Jicarito in Nicaragua and the NGO Seeds of Learning, which has materialized in the design of a school, which was completed at the beginning of 20181 The project in proposed a shift from a passive learning experience to an active and creative learning process, through the idea of “LEARNING IN and LEARNING FROM BY MAKING”. This means involving the community in the learning of different constructive techniques and building processes by actively engaging with the activity of building their own school via collaborative work. The second part of the investigation will take a look at COLLABORATIVE PRACTICES at large. knitknot architecture has been invited to the architecture festival ‘Concentrico’ in the north of Spain, which will take place at the beginning of May 2019. The event provides an opportunity to design a temporary intervention connected to the research made in El Jicarito school and test out practices that engage local communities with international collective structures such as knitknot architecture.

141 5 6 2 (i.e. El Jicarito school) could trigger the creation of innovative types (i.e. housing, kitchen, storage, temporary structures, pavilions etc.) by pushing the boundaries of the knowledge of a specific material and techniques involved in the production process (i.e. earth bags). This will be addressed through collaborative design process, workshops, consultations and incremental plans for urban development. The catalogue will be formulated under the following principles: Learning in and from by making: self build as a form of participatory design as well as pedagogical technique. From prototype to type: as a move towards flexible layouts that could adapt to users needs, including methods to involve future users in the design process, using workshops, consultations and through growth plans: urban/typological.

a.5. Deliverables Visual catalogue of Prototypes. The study will materialize in a visual catalogue to propose new formal and organizational layouts with potential collaborative techniques as well as the development of a visual vocabulary to engage users not familiarized with the architectural language.

The student will have to be part of the generation of a project schedule for the design of the structure, that will challenge standard design practice techniques with the goals of exploring collaborative methods of design. There will be weekly presentations/check ins to share the work in progress with the research advisors / general meetings with the components of knitknot architecture will be scheduled in order to discuss the progress and potential outcomes. 07. WEEK 07_MARCH 10th / MARCH 16th 2019 SPRING BREAK 08. WEEK 09_MARCH 17th / MARCH 23th 2019 EXPERIMENTAL DESIGN PHASE [02]: Design potential Continuation of the exploration through digital tools (Rhino, 3d max…). The student will work on gathering potential for design and organize a schedule for a collaborative workshop to happen at Higgins Hall during the following week. 09. WEEK 09_MARCH 24th / MARCH 30th 2019 EXPERIMENTAL DESIGN PHASE [03]: Collaborative workshop Organization of a workshop with other members of Pratt s community [arch. Students and faculty / other school s students / community members] to discuss the design potential of the structure to be built in campus. The student will present a frame of work for participants to share their ideas on the matter. 10. WEEK 10 MARCH 31st / APRIL 6th 2019 EXPERIMENTAL DESIGN PHASE [04]: Conclusions and Design After the workshop, results will be gathered, analyzed and used to create a proposal for an EarthBag structure to be built on Campus over the summer (funding and permits to be determined) This phase will be added to the initial research into a publication format, to be presented at the end of the semester. 11. WEEK 11_APRIL 7th / APRIL 13 h 2019 HANDS ON PHASE [01]: Prototype models The student will work in the creation of prototypes that are a result of the Experimental Design Phase, using various techniques that might include 3d printing, cnc milling, laser cut, cutting, sewing… to test ideas in model format. 12. WEEK 12_APRIL 14th / APRIL 20th 2019 HANDS ON PHASE [02]: Prototype models Continuation with prototype creation. 13. WEEK 13_APRIL 21st / APRIL 27th 2019 [preparation] PRESENTATION OF RESULTS: The student will start working on the finalization of the material gathered over the semester, in the format of a booklet that will show the various stages of the research, from the feedback generated by institutions, organization of collaborative design, prototype design & making, and coordination of potential construction. 14. WEEK 14_APRIL 28th / MAY 4th 2019 PRESENTATION OF RESULTS: A session will be organized in order to present the results of the project, with prof. Lopez and the rest of knitknot architecture collective. The student will have to format the work into a presentation, with the purpose of being presented to the course’ coordinators at Pratt, and for its potential applications to become part of a summer long project of prototype construction 3 l From prototype to type (part 2): collaborative practices l 19/SP ARCH 563A 01 Research Topics_Spring 2019 Faculty: Gonzalo J Lopez: glopez@pratt.edu Visiting Assistant Professor Co founder/partner, knitknot Architecture [www.knitknotarchitecture.com] PhD Candidate, ETSA Madrid RESEARCH OUTLINE WEEKLY SCHEDULE: This Schedule is intended to work as a reference Phases and specifics are subject to change as the work progresses. 01. WEEK 01_JAN 24th / FEB 2nd 2019 The first meeting will be used to establish the collaboration s guidelines, discuss the schedule and set up the weekly meetings. As an approach to the topic at matter, the student will be asked as a first week task to start gathering relevant information on the research’s topic. This task will require the studying of the ‘EarthBag vernacular’, that will look into application of EarthBag construction throughout history, and a look at alternative formal systems that could potentially be incorporated to the EarthBag logic. EarthBag vernacular: The student will research the history and applications of the EarthBag construction in history, from its use in trenches, agricultural / landscape devices, shelters, buildings… Alternative formal systems: The student will focus their in materials, geometries and formal systems that could potentially be applied to EarthBag construction, as inflatables, fabrics, plastics, modular systems, parametric generated geometries… 02 WEEK 02_FEB 3rd / FEB 9th 2019 EarthBag Presentation at The New Museum: Professor Lopez has been invited together with his practice, knitknot architecture, to participate in a presentation session at the New Museum incubator, in order to pitch ideas on the future of EartBag construction to a series of personalities related with the world of Culture, Public Institutions and Private Investors. The student will, as his second task, help in the production of the material of the presentation, as this material will be incorporated in the future of the research project. 03. WEEK 03_FEB 10th / FEB 16th 2019 EarthBag Presentation at The New Museum: Professor Lopez has been invited together with his practice, knitknot architecture, to participate in a presentation session at the New Museum incubator, in order to pitch ideas on

c. Making things happen: The project will find continuity in designing, financing and ultimately, building some of the proposed typologies in the context of ‘Concentrico’ festival in Spain

Skills required: Strong graphic and visual skills (3D modeling software: Rhino, Autocad, Revit (preferably) Adobe Creative Suite); Energy and self initiative to get involve in the decision making and generation of ideas as one active member of a collective; compromise and engagement with the architectural practice understood as an agent for social change.

b. Design and plan of action for the temporary intervention in concentrico festival. (Pending of funding, the student will be invited to the installation and the festival celebration in May) c Case study and research of participatory projects. This will be a support document and archive for the latter manual. Case studies: Assemble UK. Ant Farm USA. Ecosistema Urbano. Spain. Metxea. Spain Fake Industries. Australia lacol Spain. Office for Political Innovation. USA. Recetas Urbanas. Spain [the present list will be expanded/refined during research].

a Learning collaborative methods of research: The student will get a chance to be part of a collective practice, and be involved in methods of research, design, communication and logistics of such practices.

b. Learning collaborative methods of production: Technical (working with engineers), economical (getting involved in crowd funding campaigns), communal (working in close proximity with the people in the community of El Jicarito), institutional (planning with the NGO, Seeds of Learning), and design oriented (working not only with your main advisor, Gonzalo J. Lopez, weekly; but also with the larger team of architects, researchers and academics that comprise knitknot).

3. Mentoring and opportunity

142 b. Mason School of the Arts [RUTGERS U] Part-Time Lecturer

143 [S]eminar in Design B: Issues Rutgers . Mason School of the Arts// Part-Time Lecturer// ASONERSMRUTG I. [SYLLABUS SP’17] [R]ole I was in charge of writing the syllabus, set up the general structure of the class (4:30 to 6:30 readings discussion / 6:30 to 7:30 workshop), selecting the weekly readings, prepare the weekly question for students, and prepare and conduct the Beingworkshops.partof the Mason School of the Arts allowed me to gain experience in setting up and coordinate a discussion seminar format, based on readings and critical writing.

144 [T]he goal of this course to introduce students to ways of critically thinking about design. It will expose then to topics and issues that will help in defining themselves as designers and as users of design. It will challenge them to develop a personal philosophy of design and a sense of how to confront practice as a designer: The classes are structured along the following topics, having required readings every week, and four to six questions to answer in which to develop a critical position to the texts. After reading and discussion, each week there will be a workshop based on the topic: [W]ords and reading [R]eading and typography [D]igital reading [P]rinted images. The power of the copy [M]apping [M]edia & Modernity [S]pectacle & Subject [I]nformation Design [G]ender & Design [D]esign Ethics [D]esigner as author [S]ustainability & Participation in Design [D]esign & Politics //WK13////WK12////WK11////WK10////WK09////WK08////WK07////WK06////WK05////WK04////WK03////WK02////WK01// 1 RUTGERS SPRING 2017 Course SyllabusVisual Arts Program Mason Gross School Seminar in Design B: Issues l MATERIALS, PRACTICE AND PRAGMATICS OF DESIGN l Course Instructor: GONZALO JOSE LOPEZ GARRIDO Credits: 3 Type of Course: Seminar Class Meetings: TUESDAYS 4:30 to 7:30pm 01. Course Outline The goal of this course to introduce students to ways of thinking about design. It will expose you to topics and issues that will help you define yourself as designers and as user of design. It will help you develop a personal philosophy of design and a sense of how you will practice as a designer. 02. Course structure The course is organized in three major themes: A. Theories relating to the materials of design; words and images B. Theories relating to practice of design; the designer and their audiences C. Theories relating to the pragmatics of design, what design can and should do (the role of the designer as a social agent // participation and design // design and politics) 03. Class structure Each class will consist of presentations and discussions of given readings: 16.30 to 17.30 Presentation and debate The professor will distribute the topics among the students during the first class and each week a student/students will prepare a short presentation on the topic. In the week of his/her presentation, it won t be compulsory for the student to complete the post/responses assignment. Each day, one student will prepare a short presentation on the topic of the class, with a clear focus, position and the support of visual content. Each student will have to prepare at least one presentation during the semester. 4 Class 4 Subject: Printed images and the power of the copy Readings: Benjamin, Walter “The work of art in the age of its mechanical reproducibility.” in Illuminations, Houghton Mifflin Harcourt, 1968 Barthes, Roland “Toys” and “Myth Today” from Mythologies, Hill and Wang, 2013 Carpo, Mario “The Alphabet and the Algorithm”, The MIT Press, 2011 ReadingsClass 5 Subject: Mapping : Kurgan, Laura, Close up at a distance, MIT Press, 2013 Bunge, William, Fitzgerald, Geography of a Revolution, University of Georgia Press, 1971 (2011 edition) Wood, Denis, Rethinking the power of maps, The Guilford Press, 2010 Readings:Class 6 Subject: Media and Modernity Siegert, Bernhard, Cultural Techniques: Grids, Filters, Doors, and Other Articulations of the Real, Fordham University Press, 2014. McLuhan, Marshall, Understanding Media: The Extensions of Man, Signet Books, 1964 McLuhan, Marshall and Quentin Fiore, The Medium is the Massage: An Inventory of Effects, Bantam Books, 1967 Bolter, Jay David and Richard Grusin, Remediation: Understanding New Media, MIT Press, 1999 Readings:Class 7 Subject: Spectacle and subject Debord, Guy, Society of the Spectacle Zone Books, 1994 Readings:Class 8 Subject: Information design Neurath, Otto, From hieroglyphics to Isotype : a visual autobiography, Chapter 5, Hyphen Press, 2010 Borgmann, Albert, Holding on to Reality: The Nature of Information at the Turn of the Millennium, University of Chicago Press, 1999 Drucker, Johanna Graphesis: Visual Forms of Knowledge Production, Harvard University Press 2014 I. [SYLLABUS SP’17]

145 3 The course grading system is: A Outstanding performance throughout the course B Exceeding basic expectations for all projects C Satisfactory, the completion of all assignments on time and at an acceptable level D Less than satisfactory performance F Failure 06. Topic Outline and Readings Each week there will be specified readings and extracts. The list below is not exhaustive, and is subject to modification in the light of discussions and class progress. ReadingsClass 1 Subject: Words and reading : Manguel, Alberto, A History of Reading, Viking 1996 . Scott, Felicity D. Disorientation: Bernard Rudofsky in the Empire of Signs. Sternberg press 2016 Drucker, Johanna. The Alphabetic Labyrinth. The Letters in History and Imagination. Thames and Hudson, 1995 Cavallo, Guglielmo and Roger Chartier, eds. A History of Reading in the West. University of Massachusetts Press, 1999 ReadingsClass 2 Subject: Reading and typography : Einstein, Elizabeth, The Printing Revolution in Early Modern Europe, 2012 McLuhan, Marshall, The Gutenberg Galaxy, University of Toronto Press, 2011 Readings:Class 3 Subject: Digital reading Blauvelt, Andrew, “Reading, Scanning and Design” in I read where I am: Exploring New Information Cultures, ed. Mieke Gerritzen, Geert Lovink, Minke Kampman, Graphic Museum, Breda and Valiz, 2011 Birkerts, Sven. The Gutenberg Elegies: The Fate of Reading in an Electronic Age. Faber and Faber, 1994 Bolter, Jay David. Writing Space: Computers, Hypertext and the Remediation of Print. Lawrence Erlbaum Associates, 2001 2 17.30 to 18.30 Open Dialogue Every Wednesday, the professor will post a question or questions based on the materials to be examined in class in an online forum (Sakai) Students will prepare short posts (300 500 words) responding to the question(s) to be posted every Friday before the following seminar meets. Posts must cite relevant passages from the readings in support of an informed response to the question posed. Students will also respond to two to three posts by fellow class members (100 150 words) before every Sunday These posts and responses will form to starting points for discussions of the readings during the next class meeting. 18.30 to 19.30 A Design Proposal Working in small groups, the professor will formulate a theoretical design challenge based on the discussion, and the students will elaborate an argument on how a designer can face and solve said challenge This part of the class will be complemented, in special occasions, with audiovisuals, guests, presentations by the professor… 04. Learning Outcomes Upon completion of this course, you will be able to: 1 Describe the major issues and theories that have shaped contemporary design practice, including theories of communication, authorship, and audience 2 Evaluate the designer’s social, ethical, and ecological responsibilities 3 Engage actively in debates about these issues, communicating their opinions clearly and responding to further questions and discussion. 05. Grading Each week’s posts (including the presentation assignment) account for 5% of the overall grade. The maximum total is 70% of the overall grade. Contribution to class discussion and other in class exercises account for 20% of the overall grade Professional attitude to studies, being on time, being present, reading the handouts, handing in assignments on time. 10% of the overall grade All work must be presented on the announced date. The project grade will be lowered one level for each class meeting an assignment is late (eg., from 5 to 4). 5 Readings:Class 9, Subject: Gender and design Friedman, Alice. Women and the Making of the Modern House. (excerpt) New York: Abrams, 1998. Butler, Judith, Gender Trouble, Routledge, 2006 Lavrant de Bretteville, Sheila, “Some aspects of design from the perspective of a woman designer.” in Looking Closer 3: Classic Writings on Graphic Design, edited by Michael Bierut, et al., Allworth Press, 1999 Clark, Hazel, “The Difference of Female Design in Design Studies: A Reader, Berg, 2009 Attfield, Julie, “Form/Female follows Function/Male: Feminist Critiques of Design.” in Design Studies: A Reader, Berg, 2009 Readings:Class 10: Subject: Design Ethics Papanek, Victor, Design for the Real World, Thames and Hudson, 1972 . Garland, Ken et al., First Things First Manifesto (1968) Spencer, Herbert, The Responsibilities of the Design Profession (1964) Ryan, Brent D., Design After Decline (Chapter 5: Social Urbanism), MIT Press, 2012 Class 11: Subject: Designer as author Amateur and professional Reagings: Lupton Ellen, and J. Abbott Miller, Design Writing Research, Princeton Architectural Press, 1996 Mau, Bruce “Incomplete Manifesto for Growth,” 1998 http://www.brucemaudesign.com/4817/112450/work/incomplete manifesto for growth. Printable pdf at: http://www.purecaffeine.com/wp content/uploads/2011/05/bruce_mau_manifesto_printable.pdf Beegan, Gerry and Paul Atkinson, “Ghosts of the Profession” in Journal of Design History 21(4), 2008. Class 12: Sustainability and Participation in Design Readings: McDonough, William, and Martin Braungart “A Question of Design” in Design Studies: A Reader Berg, 2009 Miessen, Markus, “The nightmare of Participation”, Sternberg Press, 2010 Miessen, Markus, “The Space of Agonism, Conversations with Chantal Mouffe”, Sternberg Press, 2012 6 Class 13 Subject: Design and Politics Readings: Massumi, Brian, Parables for the Virtual (Chapter 1: The autonomy of affect), Duke University Press, 2002 Martin, Reinhold, The Urban Apparatus. Mediapolitics and the City, University of Minnesota Press, 2016 07. Calendar Jan 17th_First day of Class: Introduction of the students, open dialogue about the syllabus and course description. Distribution of topics for the presentations on the following weeks. Jan 24th Class 1: Words and reading Jan 31st Class 2: Reading and typography Feb 7th Class 3: Digital reading Feb 14th Class 4: Printed images and the power of the copy Feb 21th Class 5: Mapping Feb 28th Class 6: Media and Modernity March 7st Class 7: Spectacle and subject March 21March 14th_NO CLASS_SPRING BREAKth Class 8: Information design March 28th Class 9: Gender and design April 4th Class 10: Design Ethics April 11th Class 11: Designer as author Amateur and professional April 18th Class 12: Sustainability and Participation in Design April 25th Class 13: Design and Politics

146

The Bernard and Anne SPITZER SoA [CCNY] Adjunct Associate Professor [A]dvanced Studio - The SuperBlock Studio - CENTRAL HARLEM EDITION - Full Semester Remote Learning

The SuperBlock Studio takes as a case study Barcelona’s Superilla, an urban experiment that the city implemented in 2016 that proposes the reduce of car traffic from the interior streets of a group of nine city blocks, reclaiming the space initially occupied by the car to give it back to the citizens, and explores way of using that space that enhances citizens rights to public space through three scales: [City Scale] [SuperBlock Scale] & [Architectural Scale]. The studio takes this case study and speculates with the idea of applying it to two Central Harlem in Manhattan, liberating the space from the cars and giving it back to the residents, and proposes a series of programmatic interventions to address collective live in the city.

In 2020, the raise and rapid expansion of the COVID19 pandemic has brought to the forefront with urgency the discussion on the public space of the city. How can we adapt to the changes that a city as dense as New York will face following similar strategies to the SuperBlock initiatives, the SuperBlock studio will investigate, following the recommendations of the WHO and other Public Health Organizations, possibilities of adaptation of the space of the street.The deliverables, adapted to remote learning, are set with the intention of generating a collective discussion on the future of the cities, encouraging students to challenge what design can do in different scales and with different implications, within the frame of New York City, a familiar environment in their education.

147 CCNY//Bernard and Anne Spritzer School of Arch. Adjunct Associate Professor// ADVNCCNYSUPB I. [SYLLABUS SU’19] II. [SYLLABUS SU’20] Advanced Design - The SuperBlock 19/SU - EAST VILLAGE EDITION 20/SU - CENTRAL HARLEM EDITION Arch 93103-C (11890) Arch 51000-C (7536) ARCH 85101-C (11390)

Superblock scale: Exterior and interior spaces within the Superblock. Individual work.

The students will develop their proposals both collectively and individually. Each pair will generate a big format drawing of the chosen site in which both individual projects will be represented, and two additional panels to explain their proposals separately.

148

After the first analytical and speculative exercise, the class will develop a proposal for a NYC Superblock, working on a project through three scales: City scale The situation of the superblock within Manhattan, proposal for a traffic redistribution around it. Work in pairs

Once established the Superblock site, the studio will speculate within the newly created car free boundaries, taking as a subject of design every urban and architectura element (roads sidewalks / facades / buildings…)

The deliverables are set with the intention of generating a collective discussion on the future of the cities, encouraging students to challenge what design can do in different scales and with different implications, within the frame of New York City, a familiar environment in their education.

I. [SYLLABUS SU’19] 1 4

// Exercises//01//Barcelona

Benedetto Bufalino . The wooden deck over the cars Logroño 2019 The semester starts with an analysis of the superblock proposal and its suitability for a city like New York, where experiments and speculation are already populating newspapers and gathering attention from the architecture

Students, working in pairs, will analyze Barcelona’s Superblock in PobleNou and identify its characteristics towards a potential application in New York City through the creation of a speculative trans media collage, surveying the Superblock characteristics and imaging its potential uses.

The first Superblock covers an area of 40 acres in El Poblenou neighborhood, gathering 9 blocks of the city grid into a 400m x 400m area with both interior and exterior components. The interior (intervia) is closed to motorized vehicles and above ground parking; and the perimeter is where motorized traffic circulates, making up the basic roads.Thissimple

Abstract sketch model(s) of the Superblock boundaries and its way of operating. Street Void Street envelope Street Objects (…) In Pairs

After the analyses + collage of Barcelona’s case, the students will start working in a designated area in Manhattan’s East Village: Lower Manhattan East Village community board http://www.nyc.gov/html/mancb3/html/home/home.shtml03:

Proposed Layout: //02// Manhattan Superblock. Public Enactments. Program definition//1.5 wk//Individual Students, working individually, will define the programmatic approach to their SuperBlock area, by proposing the traffic systems for cars, bikes and pedestrians, and envision potential uses for the public space.

Case Study 02 / East Village 24”x 24” Panel with the assigned Manhattan area analyses and the delimitation of the potential New York City Superblock. 24” x 24” Panel with speculative trans media collage for East Village In Pairs

Students,community.working in pairs, will analyze the superblock implemented in Poblenou and look for potential applications in a defined area in the East Village in Manhattan. Students will establish potential traffic patterns, limits, pedestrian areas, bike paths, in order to propose the configuration, number of blocks and functioning of the Superblock. In the process, students will study the area’s community board (East Village community board 03), the theoretical stakeholders of the projects, and will look for a collective definition of the term ‘Public’, in Public Space

Each student will analyze a series of architectural typologies and their relationship with the city (cultural, shelter, commercial, playgrounds…), in order to argue for the selection of typologies to be develop in the last exercise through a Community Center + (Architectural Devices)

149 Type of Course: Advanced Studio ARCH 86101 / 51000 / 91102 Class Meetings: M/T/TH: 3:00PM 7:10PM Instructor: Gonzalo J. Lopez Location: Room TBD Semester/Year: Summer 2019 SuperBlock Studio: Contesting the cultural hegemony of the car // Course Description & Learning Objectives

2 5 3 6

operation, that doesn’t require the implementation of major changes in urban planning opens up a discussion both current and necessary about the future of the urban environment that the studio will take as its starting point, to speculate with architectural scenarios that can be implemented within the superblock background in order to actively engage in the social role of architecture and its impact in modern cities.

Implemented Superblock (in red) and planned superblocks for phase 1 (in green). Barcelona Area of study in New York. Each pair will identify the area within that they want to define as Superblock, proposing number of blocks, adjustments to traffic (car / bike / pedestrian), and liberated public space, re creating the speculative trans media collage in their Manhattan site, and working on a series of small sketch analytical models. The exercise will conclude with a collective pin up showing the results and a group discussion. Each student will continue working in the area they have analyzed for the next stages of the semester.

Deliverables: Case Study 01 / Barcelona 24” x 24” Panel with the Poblenou Superblock analyses. 24” x 24” Panel with speculative trans media collage for BCN In Pairs

NYC Superblock//Trans Media Speculative Collages//1.5 wk//Pairs

For the midterm, each student will present their design for the superblock and its urban impact, and the typological analyses to be developed towards the final. Before the midterm presentation, each student will work in a Schematic Architectural Proposal for the Superblock’s Public Space, including a general programmatic approach and strategy for a Community Center, presenting the first stages of the design together with Exercises 01 & 02 to the jury panel.

Tactical interventions in El Poblenou Superblock

• That students will develop a high level of independent thought and rigor and a willingness to go beyond both basic project requirements and their own perceived limits and abilities.

Deliverables: Design document 01: 24” x 24” Panel with the Design Proposal for the Manhattan Superblock_plan 24” x 24” Panel with the Design Proposal for the Manhattan Superblock_axon Individual Design document 02: 24” x 24” Panel with the designated site for the project Individual Case Study24”x03:24” Panel with architecture typological studies and their potential application to the Superblock. Individual Study Model of the Superblock functions Individual Proposed Layout:

• That students will successfully complete all project requirements. No make up or postponed project submissions will be accepted except in the case of medical emergencies or other extraordinary circumstances. Excused absences and project delays must be officially cleared by professor in advance in order to be considered valid.

Methods of Assessment:

● Clarity of Representation & Mastery of Media Ability to utilize both digital and manual drawing and model making techniques to precisely and creatively represent architectural ideas.

A (+/ ) work meets all requirements and exceeds them. Presentations are virtually flawless, complete, and finely detailed. Work exhibits professional, “museum quality” level of craft. Student has developed an individual design process that shows a high level of independent thought and rigor. Work shows evidence of 8

The final presentation will focus on the impact of the Architectural Device on the city scale, and a discussion on the superblock as an urban strategy to face the future of our big metropolis. & Attendance Policies and Studio Culture Course Expectations:

● Pre Design: Ability to prepare a comprehensive program for an architectural project that includes an assessment of client and user needs; an inventory of spaces and their requirements; an analysis of site conditions (including existing buildings); a review of the relevant building codes and standards, including relevant sustainability requirements, and an assessment of their implications for the project; and a definition of site selection and design assessment criteria.

150

Individual Proposed Layout:

● Integrated Evaluations and Decision Making Design Process: Ability to demonstrate the skills associated with making integrated decisions across multiple systems and variables in the completion of a design project. This demonstration includes problem identification, setting evaluative criteria, analyzing solutions, and predicting the effectiveness of implementation.

● Research: Understanding of the theoretical and applied research methodologies and practices used during the design process.

Key Areas of Grading Assessment:

● Studio Performance & Work Habits Ability to respond to studio criticism & discourse in a consistent & clear manner throughout the course of the semester as demonstrated in the evolution and development of design work.

//MIDTERM REVIEW// Deliverables: Case Study 01+02 / Barcelona + East Village 24” x 24” Panel with the BCN+NYC Superblock analyses. 24” x 24” Panel with speculative trans media collage for BCN+NYC In Pairs Design document 01: 24” x 24” Panel with the Design Proposal for the Manhattan Superblock_plan and/or axon Individual Case Study 03: 24”x 24” Panel with architecture typological studies and their potential application to the Superblock. Individual Design document 02: 24” x 24” Panel with the designated site for the project Individual Design document 03: 24” x 24” Panel with images of the superblock Individual Abstract sketch model(s) of the Superblock boundaries and its way of operating. Street Void Street envelope Street Objects (…) In Pairs Study Model of the Superblock functions

• Attendance Consistent level of preparation and on time presence for each studio class and scheduled evening lectures.

1112 7

Each student will develop their proposal (plan, sections, elevations, images…) in individual boards, and a series of detail models to support their projects.

// Course Schedule Week Date Assignment 1 M June 3rd Intro Syllabus and Superblock lecture Start of Speculative trans media collage of PobleNou T June 4th Start of Manhattan collages / Distribute sites T June 6th Start of Analytical models / Research on community board 2 M June 10th Studio deskcrits T June 11rd Review Project 01 Speculative trans media collages T June 13th Start of Individual work The Manhattan Superblock 3 M June 17th The Manhattan Superblock Individual reviews T June 18 th The Manhattan Superblock Individual reviews T June 20th Review Project 02 NYC Superblock Public Enactments 4 M June 24th General Strategy & Program individual reviews T June 25th MIDTERM REVIEW T June 27th Start of Community Center Design 5 M July 1st Studio deskcrits T July 2nd Studio deskcrits T July 4th INDEPENDENCE DAY NO CLASSES 6 M July 8th Studio deskcrits T July 9th Studio deskcrits T July 11th Group discussion collective material 7 M July 15th Studio deskcrits T July 16th Studio deskcrits T July 18th Group discussion collective material 8 M July 22nd FINAL REVIEW // Grading

Attendance and participation in class discussions: 20% Projects development in response to semester schedule: 50% • Projects presentation, completion and resolution: 30% Note: The Research component of the studio will be weighed more heavily in assessment of graduate student work and class performance.

Grading Criteria: Note: C is the lowest passing grade for M Arch I and M Arch II students.

//FINAL EXERCISE// Community Center + //4 wk//Individual After the midterm presentation, each student will develop the architectural proposal following the programmatic approach determined in the previous exercise and will apply it to the selected site through the design of a Community Center + (the ‘+ will be based on the typological study)

● Portfolio: Completion of portfolio and attendance at all scheduled portfolio related events (as applicable).

nsanchez@ccny.cuny.edu NAAB (National Architectural Accrediting Board): The National Architectural Accrediting Board (NAAB) is the sole agency authorized to accredit US professional degree programs in architecture. Since most state registration boards in the United States require any applicant for licensure to have graduated from a NAAB accredited program, obtaining such a degree is an essential aspect of preparing for the professional practice of architecture. While graduation from a NAAB accredited program does not assure registration, the accrediting process is intended to verify that each accredited program substantially meets those standards that, as a whole, comprise an appropriate education for an architect. More specifically, the NAAB requires an accredited program to produce graduates who: are competent in a range of intellectual, spatial, technical, and interpersonal skills; understand the historical, socio cultural, and environmental context of architecture; are able to solve architectural design problems, including the integration of technical systems and health and safety requirements; and comprehend architects' roles and 9 13 10

Rethinking Manhattan’s Grid: https://www.citylab.com/perspective/2018/08/rethinking manhattans grid/568486/ intense struggle to go beyond expectations, and beyond the student’s own perceived limits of their abilities.

151 Proposed Programmatic Distribution: COMMUNITY BOARD AREAS (Basic Program) . Meeting Rooms (x2) 500 s.f. each . Auditorium (100 px aprox.) 1,200 s.f. . Shared Office Space 600 to 750 s.f. . Private offices (x2) 150 s.f. each . Counseling Units (x5) 150 s.f. each . Cafeteria 500 to 750 s.f. . Common Areas 1,000 s.f . Restrooms 500s.f. . Archive + Storage 500 s.f. . Mechanical 1,000 s.f. . Circulation (15% of program area) . Total 10,000s.f. aprox. “PLUS” AREAS (Added Program) . To be developed by the student, aprox 1.5 to 2 times the basic program . Total 20,000 to 30.000 s.f. aprox. TOTAL 30,000 s.f. aprox //FINAL Deliverables:REVIEW// Case Study 01+02 / Barcelona + East Village 24” x 24” Panel with the BCN+NYC Superblock analyses. 24” x 24” Panel with speculative trans media collage for BCN+NYC In Pairs Design document 01: 24” x 24” Panel with the Design Proposal for the Manhattan Superblock_plan and/or axon Individual Case Study24”x0324” Panel with architecture typological studies and their potential application to the Superblock. Individual Design document 02: 24” x 24” Panel with images of the superblock Individual Design document 03: 48” x 48” Panel composite drawing of the Community Center + Individual Design document 04: 24” x 24” Panel with Community Center + Plans Individual Design document 04: 24” x 24” Panel with Community Center + Sections Individual Project model of the SuperBlock Individual Project model of the Community Center Individual Proposed Layout: // ResourcesRedesigning

B (+/ ) work meets all requirements. Presentations are complete and finely detailed. Work exhibits professional level of craft. Student has developed an individual design process that shows a high level of independent thought and rigor. C (+/ ) work meets minimum requirements. While presentations may be complete, student has struggled to develop an individual design process and/or is lacking in craft or design resolution

NOTES: C is the lowest passing grade for M.Arch and M.Arch II students. No D grades are given to graduate students Working in teams does not guarantee the same grade for each team member; grades are based on a range of criteria for each student. For more information on grading guidelines and other CCNY policies and procedures, consult the current CCNY academic bulletins: https://www.ccny.cuny.edu/registrar/bulletins Office Hours: Office hours are set by appointment. If a student needs to speak in private with a studio critic they must email in advance to request a meeting time. Students may seek office hour appointments to discuss any matters of concern including personal, private matters and general inquiries about course related work, grading, assessment and content.

Probation & Dismissal: For program specific information related to grades, academic standing, probation and dismissal, please see your program academic advisors: B.Arch: Amy Daniel adaniel@ccny.cuny.edu M.Arch: Hannah Borgeson hborgeson@ccny.cuny.edu Studio Culture: Working in the studio is mandatory. Studio culture is an important part of an architectural education. Please see the Spitzer School of Architecture Studio Culture Policy, which can be accessed on the SSA website here https://ssa.ccny.cuny.edu/about/policies/ for more information. Absence & Lateness

Students who will miss any class sessions, exams, presentations, trips, or the like due to a religious observance should notify the instructor at the beginning of the semester so that appropriate adjustments for observance needs can be implemented. This could include an opportunity to make up any examination, study, or work requirement that is missed because of an absence due to a religious observance on any particular day or days.

D (+/ ) work is below minimum requirements. Presentations are incomplete, student has struggled to develop an individual design process and/or is lacking in craft or design resolution. F work is well below minimum requirements. Student does not develop adequate design process, and / or does not finish work on time. INC grades of “incomplete” are not given under any circumstances unless there is evidence of a medical or personal emergency. In such cases, instructor and student develop a contract to complete work by a specified date, as per CCNY policy. Classes / work missed due to illness must be explained with a physician’s note.

The Barcelona Superblock of Poblenou: https://bicycledutch.wordpress.com/2017/11/07/the barcelona superblock of poblenou/ Redesigning the Grid: Barcelona’s experiment with Superblocks: https://urbanland.uli.org/planning design/barcelonas experiment superblocks/ Superblocks: Barcelona’s war on cars (BBC video): http://www.bbc.com/news/video_and_audio/features/magazine 38895435/38895435 What New York can learn from Barcelona’s ‘Superblocks’: https://www.nytimes.com/2016/10/02/nyregion/what new york can learn from barcelonas superblocks.html

For citations, the Chicago Manual of Style is recommended: http://www.chicagomanualofstyle.org/tools_citationguide.html

Readings & Journals: Students are expected to keep a journal or sketchbook throughout the duration of studio to document their thought process & take notes of any texts, books, terms or references that are mentioned by either the studio critic or fellow classmates and to selectively follow up on these and any other assigned readings before the next class.

Arriving more than ten minutes late to class will constitute an absence. Two unexcused absences will result in a whole letter grade deduction from a final grade; four will result in a failing grade. It is expected that all students will participate in all scheduled working, midterm and final reviews and contribute constructively to the discussion.

the Grid: Barcelona’s Experiment with Superblocks: https://urbanland.uli.org/planning design/barcelonas experiment superblocks/ Ecology, Urban Planning and Mobility: http://ajuntament.barcelona.cat/ecologiaurbana/en/what we do and why/quality public space/superblocks

Academic Integrity: As a student you are expected to conduct yourself in a manner that reflects the ethical ideas of the profession of architecture. Any act of academic dishonesty not only raises questions about an individual’s fitness to practice architecture, but also demeans the academic environment in which it occurred. Giving or receiving aid in examinations, and plagiarism are a violation of an assumed trust between the school and the student.Plagiarism, i.e. the presentation as one’s own work of words, drawings, ideas and opinions of someone else, is a serious instance of academic dishonesty in the context as cheating on examinations. The submission of any piece of work (written, drawn, built, or photocopied) is assumed by the school to guarantee that the thoughts and expressions in it are literally the student’s own, executed by the student. All assignments must be the student’s original work. Any copying, even short excerpts, from another book, article, or Internet source, published or unpublished, without proper attribution will result in automatic failure of the entire course.

Noise Policy: The studio environment should be a quiet and respectful place where all students can work and think in peace. At no time may students play music out loud in studio, even at a low volume. If you desire to listen to music, either during class hours or after hours, headphones are a requirement. Conversations must also be kept to a reasonable volume to respect classmates and those students in adjacent studios.

The CCNY Academic Integrity Policy: https://www.ccny.cuny.edu/about/integrity

Barcelona’s Car Taming ‘Superblocks’ meet resistence: https://www.citylab.com/transportation/2017/01/barcelonas car taming superblocks meet resistance/513911/

Absences due to Religious Observances

AccessAbility Center (Student Disability Services): The AccessAbility Center (AAC) facilitates equal access and coordinates reasonable accommodations, academic adjustments, and support services for City College Students with disabilities while preserving the integrity of academic standards. Students who have self identified with AAC to receive accommodations should inform the instructor at the beginning of the semester. (North Academic Center 1/218; 212 650 5913 or 212 650 6910 for TTY/TTD). https://www.ccny.cuny.edu/accessability Library: The school’s library is a shared resource that is necessary supplement to all research and design work. Please direct questions to the library staff or the architecture librarian Nilda Sanchez.

152

Once students establish the Superblock site, the studio will speculate within the newly created car free boundaries, taking as a subject of design every urban and architectural element (roads sidewalks / facades / buildings…)

process, students will study the area’s community board (Central Harlem community board 10), the theoretical stakeholders of the projects, and will look for a collective definition of the term ‘Public’, in Public Space

II. [SYLLABUS SU’20] 1 4

Visualization of a street after COVID19 Quarantine periods Studio one eleven 2020

The students will develop their proposals both collectively and individually.

The first set of operations implemented in Barcelona’s first Superblock were based in tactical actions on the newly liberated public space: reversible temporary measures of quick execution in order to visualize the activities that could be carried out. The studio will analyze such actions and their impact in current neighbors, and question ideas of use of public space, temporality, and the potential of architecture to generate long term impact structures envisioning the future of the superblock model.

Deliverables: Slide 01 Case

Tactical interventions in El Poblenou Superblock

lessons. In Groups Slide 02 Case Study 02 / Central Harlem 24”x 24” Document with the assigned

Recommendations for NY In Groups Slide 03 Speculative Collage / Central Harlem 24” x 24” Document with speculative trans media collage for Central Harlem 16” x 24” Document with zoom ins In Groups Slide 04 Abstract sketch model(s) of the Superblock boundaries and its way of operating. Street Void Street envelope Street Objects (…) In Groups Proposed Digital Layout (guidelines): 2 5 3 6

area analyses and the delimitation of the potential

Students, working in pairs, will analyze the superblock implemented in Poblenou and look for potential applications in a defined area in Central Harlem, in Manhattan. Students will establish potential traffic patterns, limits, pedestrian areas, bike paths, in order to propose the configuration, number of blocks and functioning of the Superblock. In the // Exercises//01//Barcelona

York

NYC Superblock//Trans Media Speculative Collages//1.5 wk//Pairs

01 / Barcelona 24” x 24” Document with the

Superblock. 16” x 24” Document with research support on

Students, working in pairs, will analyze Barcelona’s Superblock in PobleNou and WHO’s recommendations for cities during the pandemic and identify its characteristics towards a potential application in New York City through the creation of a speculative trans media collage, surveying the Superblock characteristics and imaging its potential Afteruses.the analyses + collage of Barcelona’s case, the students will start working in a designated area in Manhattan’s Central Harlem: Central Harlem Community board https://www1.nyc.gov/html/mancb10/html/home/home.shtml10: Implemented Superblocks (red) and planned superblocks for phase 1 (green). CB10 Area (green) preferred area of intervention (red) Barcelona New York Each group will identify the area within that they want to define as Superblock, proposing number of blocks, adjustments to traffic (car / bike / pedestrian), and liberated public space, re creating the speculative trans media collage in their Manhattan site, and working on a series of small sketch analytical models (digital and/or physical, depending on availability). The exercise will conclude with a collective pin up showing the results and a group discussion. Each student will continue working in the area they have analyzed for the next stages of the semester. Study Poblenou Superblock analyses. Superblock Manhattan New City Health

This simple operation, that does not require the implementation of major changes in the urban fabric opens up a discussion both current and necessary about the future of the urban environment that the studio will take as its starting point, to speculate with architectural scenarios that can be implemented within the superblock background in order to actively engage in the social role of architecture and its impact in modern cities.

Benedetto Bufalino . The wooden deck over the cars Logroño 2019 In 2020, the raise and rapid expansion of the COVID19 pandemic has brought to the forefront with urgency the discussion on the public space of the city. How can we adapt to the changes that a city as dense as New York will face? following similar strategies to the SuperBlock initiatives, the SuperBlock studio will investigate, following the recommendations of the WHO and other Public Health Organizations, possibilities of adaptation of the space of the Thestreet.semester starts with research and analysis of the superblock proposal, WHO recommendations, and their suitability for a city like New York, where experiments and speculation are already populating newspapers and gathering attention from the architecture community.

16” x 24” Speculative Images of

153 Type of Course: Advanced Studio ARCH 51000 / ARCH 85101 / ARCH 91102 Class Meetings: M/T/TH: 3:00PM 7:10PM Instructor: Gonzalo J. Lopez glopezgarrido@ccny.cuny.eduphone:6462750860 Location: https://ccny.zoom.us/j/96068021380 Meeting ID: 960 6802 1380 Semester/Year: Summer 2020 (Extended Session) SuperBlock Studio: Contesting the cultural hegemony of the car // Course Description & Learning Objectives

StreetsRECOMMENDATIONSforPandemicResponse

Deliverables: Slide 01 Design document 01 24” x 24” Panel with the Design Proposal for the Manhattan Superblock_plan 16” x 24” Document with zoom ins Slide 02 Design document 02 24” x 24” Panel with the Design Proposal for the Manhattan Superblock_axon 16” x 24” Document with zoom ins Slide 03 Design document 03 24” x 24” Panel with the designated site for the project 16” x 24” With Study digital models of the SuperBlock functions. Slide 04 Case Study 03: Panel with architecture typological studies and their potential application to the Superblock Proposed Digital Layout (guidelines): // Resources SUPERBLOCKBarcelonawants to build 500 superblocks. Here’s what it learned from the first ones. https://www.vox.com/energy and environment/2019/4/9/18273894/barcelona urban planning superblocks poblenou Redesigning the Grid: Barcelona’s Experiment with Superblocks: https://urbanland.uli.org/planning design/barcelonas experiment superblocks/ Ecology, Urban Planning and Mobility: http://ajuntament.barcelona.cat/ecologiaurbana/en/what we do and why/quality public space/superblocks

Rethinking Manhattan’s Grid: https://www.citylab.com/perspective/2018/08/rethinking manhattans grid/568486/ HEALTH and Recovery

Barcelona’s Car Taming ‘Superblocks’ meet resistence: https://www.citylab.com/transportation/2017/01/barcelonas car taming superblocks meet resistance/513911/ The Barcelona Superblock of Poblenou: https://bicycledutch.wordpress.com/2017/11/07/the barcelona superblock of poblenou/ Redesigning the Grid: Barcelona’s experiment with Superblocks: https://urbanland.uli.org/planning design/barcelonas experiment superblocks/ Superblocks: Barcelona’s war on cars (BBC video): http://www.bbc.com/news/video_and_audio/features/magazine 38895435/38895435 What New York can learn from Barcelona’s ‘Superblocks’: https://www.nytimes.com/2016/10/02/nyregion/what new york can learn from barcelonas superblocks.html

//MIDTERM REVIEW// Before the midterm presentation, each student will work in a Schematic Architectural Proposal for the Superblock’s Public Space, including a general programmatic approach and strategy for a Community Center, presenting the first stages of the design together with Exercises 01 & 02 to a jury panel.

Slide 04 Case Study 03: Panel with architecture typological studies and their potential application to the Superblock

Slide 02 Speculative Collage / Central Harlem 24” x 24” Document with speculative trans media collage for Central Harlem 16” x 24” Speculative Images of Superblock lessons. In Groups Slide 03 Design document 01: 24” x 24” Panel with the Design Proposal for the Manhattan Superblock_plan and/or axon 16” x 24” Abstract sketch model(s) of the Superblock boundaries and its way of operating

https://nacto.org/wp content/uploads/2020/05/NACTO_Streets for Pandemic Response and Recovery_2020 05 21.pdf?utm_medium=website&utm_source=archdaily.com Post lockdown urban policies as an opportunity for radical transformations https://www.domusweb.it/en/architecture/gallery/2020/05/14/post lockdown urban policies an opportunity for radical transformations tactical urbanism xENGNcTV6394PtJMo#Echobox=1589472579bicycles.html?utm_medium=Social&utm_source=Facebook&fbclid=IwAR0V5mcsOwKsqeaTfPqFpLBj4D90ZFZ48JCs62amlmobility Reopening Main Street post COVID 19 quarantine: https://www.bdcnetwork.com/reopening main street post covid 19 quarantine Shift Architecture Urbanism Creates Hyperlocal Micro Markets that Operate During COVID 19 Shutdowns: https://www.archdaily.com/936856/shift architecture urbanism creates hyperlocal micro markets that operate during covid 19 shutdowns Así sería la ciudad ideal para luchar contra pandemias como el covid 19 (in Spanish) https://www.elconfidencial.com/alma corazon vida/2020 05 11/ciudad ideal coronavirus covid 19 urbanismo_2589508/ WHO’s Recommendations: https://www.who.int/health topics/coronavirus#tab=tab_1 CDC’s Recommendations: https://www.cdc.gov/coronavirus/2019 nCoV/index.html

Slide 05 Design document 02: 24” x 24” Panel with the designated site for the project 16” x 24” With Study digital models of

154 //02// Manhattan Superblock. Public Enactments. Program definition//1.5 wk//Individual (opt)

Deliverables:

Slide 01 Case Study 01 / Barcelona 24” x 24” Document with the BCN+NYC Superblock analyses. 16” x 24” Document with research support In Groups

the SuperBlock functions. Slide 06 Design document 03: 24” x 24” Panel with images of the superblock 16” x 24” with Project Narrative Proposed Digital Layout (guidelines): // Course Schedule Week Date Assignment 1 Mon June 1st LOTTERY via ZOOM @3pm Intro Syllabus and Superblock lecture Start Analyses and Speculative trans media collage of PobleNou Tu June 2nd Start of Manhattan collages / Distribute sites Th June 4th Start of Analytical models / Research on community board 2 Mon June 8th Studio Zoom deskcrits Tu June 9th Review Project 01 Speculative trans media collages Th June 11th Start of Individual work (optional) The Manhattan Superblock 3 Mon June 15th The Manhattan Superblock Individual Zoom reviews Tu June 16 th The Manhattan Superblock Small Groups Zoom reviews Th June 18th General Strategy & Program Individual Zoom reviews 4 Mon June 22nd Review Project 02 NYC Superblock Public Enactments Tu June 23rd Start of Community Center Design Th June 25th Community Center Design Small Groups Zoom reviews 5 Mon June 29th MIDTERM REVIEW Tu June 30th Studio Zoom deskcrits Th July 2nd Studio Zoom deskcrits Fri July 3rd Withdrawal period ends 6 Mon July 6th Small Groups Zoom reviews Tu July 7th Studio Zoom deskcrits Th July 9th Group discussion collective material 7 Mon July 13th Studio Zoom deskcrits Tu July 14th Group discussion collective material Th July 17th Prep for Final Review 8 Mon July 20th FINAL REVIEW Tu July 21st Final Class Meeting. Exit Interviews. Studio Materials due for: SSA/CCNY Archive, etc. as directed by instructor 8 1112 7

Office Hours: Office hours are set by appointment. If a student needs to speak in private with a studio critic they must email in advance to request a meeting time. Students may seek office hour appointments to discuss any matters of concern including personal, private matters and general inquiries about course related work, grading, assessment and content.

• Attendance: Consistent level of preparation and on time presence for each studio class and scheduled evening lectures.

Grading Criteria: Note: C is the lowest passing grade for M Arch I and M Arch II students.

C (+/ ) work meets minimum requirements. While presentations may be complete, student has struggled to develop an individual design process and/or is lacking in craft or design resolution

155 //FINAL EXERCISE// Community Center + //4 wk//Individual (opt) After the midterm presentation each student will develop the architectural proposal following the programmatic approach determined in the previous exercise and will apply it to the selected site through the design of a Community Center + (the ‘+ will be based on the typological study) Each student will develop their proposal (plan, sections, elevations, images…) in individual boards, and a series of detail [digital] models to support their projects.

Key Areas of Grading Assessment:

Submission: Clearly defined deliverables will be submitted via Google Drive, Dropbox or similar.

NOTES: C is the lowest passing grade for M.Arch I and M.Arch II students. No D grades are given to graduate students Working in teams does not guarantee the same grade for each team member; grades are based on a range of criteria for each student.

9 13 10 14

// Remote Learning Environment

D (+/ ) work is below minimum requirements. Presentations are incomplete, student has struggled to develop an individual design process and/or is lacking in craft or design resolution.

• Attendance and participation in class discussions: 20% Projects development in response to semester schedule: 50% Projects presentation, completion and resolution: 30% Note: The Research component of the studio will be weighed more heavily in assessment of graduate student work and class performance.

Proposed Programmatic Distribution: COMMUNITY BOARD AREAS (Basic Program) . Meeting Rooms (x2) 500 s.f. each . Auditorium (100 px aprox.) 1,200 s.f. . Office Space 600 to 750 s.f. . Private offices (x2) 150 s.f. each . Counseling Units (x5) 150 s.f. each . Cafeteria 500 to 750 s.f. . Common Areas 1,000 s.f . Restrooms 500s.f. . Archive + Storage 500 s.f. . Mechanical 1,000 s.f. . Circulation (15% of program area) . Total 10,000s.f. aprox. “PLUS” AREAS (Added Program) . To be developed by the student, aprox 1.5 to 2 times the basic program . Total 20,000 to 30.000 s.f. aprox. TOTAL 30,000 s.f. aprox //FINAL REVIEW// Deliverables: Slide 01 Case Study 01 / Barcelona 24” x 24” Document with the BCN+NYC Superblock analyses. 16” x 24” Document with research support In Groups Slide 02 Speculative Collage Central Harlem 24” x 24” Document with speculative trans media collage for Central Harlem 16” x 24” Speculative Images of Superblock lessons. In Groups Slide 03 Design document 01: 24” x 24” Panel with the Design Proposal for the Manhattan Superblock_plan and/or axon 16” x 24” Abstract sketch model(s) of the Superblock boundaries and its way of operating Slide 04 Case Study 03: Panel with architecture typological studies and their potential application to the Superblock Slide 05 Design document 02: 24” x 24” Panel with images of the superblock 16” x 24” with Project Narrative Slide 06 Design document 03: 24” x 24” Panel composite drawing of the

For more information on grading guidelines and other CCNY policies and procedures, consult the current CCNY academic bulletins: https://www.ccny.cuny.edu/registrar/bulletins

our

● Research: Understanding of the theoretical and applied research methodologies and practices used during the design process.

The Studio will be offered via online platforms, in which reviews, deskcrits, lectures and submissions of work will happen virtually: Deskcrits: Will be carried via platforms as zoom [or similar] and features as BreakOut Rooms, where students will be able to share this work in small groups, discuss it, and receive feedback via features as annotation or remote screen control.

Methods of Assessment:

INC grades of “incomplete” are not given under any circumstances unless there is evidence of a medical or personal emergency. In such cases, instructor and student develop a contract to complete work by a specified date, as per CCNY policy. Classes / work missed due to illness must be explained with a physician’s note.

// Grading & Attendance Policies and Studio Culture Course Expectations: That students will develop a high level of independent thought and rigor and a willingness to go beyond both basic project requirements and their own perceived limits and abilities. That students will successfully complete all project requirements. No make up or postponed project submissions will be accepted except in the case of medical emergencies or other extraordinary circumstances. Excused absences and project delays must be officially cleared by professor in advance in order to be considered valid.

Reviews: Group reviews will be performed using platforms as zoom [or similar] where students and guest crits (in case of midterm and final) will be able to provide feedback by participating in the session, sharing thoughts through chat and annotating on the student’s work.

The final presentation will focus on the impact of the Architectural Device on the city scale, and a discussion on the superblock as an urban strategy to face the future of big metropolis. Community Center + 16” x 24” Document with zoom ins Slide 07 Design document 04: 24” x 24” Panel with Community Center + Plans 16” x 24” Project Diagrams Slide 08 Design document 05: 24” x 24” Panel with Community Center + Sections 16” x 24” Project Diagrams Slide 09 [Digital] Model Walkthrough Animation of Project model of the Community Center Proposed Digital Layout (guidelines):

F work is well below minimum requirements. Student does not develop adequate design process, and / or does not finish work on time.

• Portfolio Completion of portfolio and attendance at all scheduled portfolio related events (as applicable).

● Clarity of Representation & Mastery of Media Ability to utilize both digital and manual drawing and model making techniques to precisely and creatively represent architectural ideas.

The course is divided into seven modules that introduce appropriate techniques to analyze sites and contexts at multiple scales. Techniques at the Block scale combine tools and methods for visual and experiential observation. Techniques at the City/Metropolitan scale introduce tools and methods for analyzing demographic data as well as the reading of the built form and legacies of varied urban planning influences through urban cartography.

This course introduces students to a reading of the urban site as a composition of environmental, built, and social factors and influences. Through lectures, readings, assignments, and workshops, students will develop a toolkit of analytical techniques and design methods to understand and situate their interventions in the urban realm.

Techniques at the Lot scale combine tools and methods to interpret landform and site hydrology and manipulate terrain to control storm water flow and support the design program, and to interpret the rules and regulations that shape building density and massing. Design strategies for the urban right-of-way will consider storm water management and resiliency measures as well as techniques to enhance pedestrian safety and activate city streets.

The final module asks students to synthesize their work to consider various scales of influence simultaneously.

156 [S]ite Technology

157 SITE TECHNOLOGY / DESIGN ARCH22/FA 35302 ARCH CCNY//Bernard73500 and Anne Spritzer School of Arch. Adjunct Associate Professor// DSGNTECHSITE I. [SYLLABUS FA’22]

Use of Electronic Devices. All students are expected to engage in active learning during class time, including during remote Zoom instruction. The use of mobile phones, texting, and social media can be very distracting for both students and the instructor. Please turn off and put handheld devices away and out of view during class, in order to be fully present. The appropriate use of laptops will be discussed. The instructor will provide periodic breaks; if needed, devices may be used during this time.

Health And Wellness Support: City College’s Office of Health and Wellness Services offers free and confidential counseling Contact: Health and Wellness Services Marshak Science Building room J 15: counseling@ccny.cuny.edu

Academic integrity. All assignments must be your original work, produced for this class and no other. You will fail this course if you: 1) submit work, used for another course; 2) copy material and submit it as your own, without using quotations and citing your source, or in any other way represent the work of another person as your own; 3) submit the same work as another student. Plagiarized work will be reported to the CCNY Academic Integrity Committee, as per the CUNY Policy on Academic Integrity. Academic dishonesty, defined within this Policy, is prohibited at the City University of New York and is punishable by penalties, including failing grades, suspension, and expulsion. CCNY Academic Integrity Policy: https://www.ccny.cuny.edu/about/integrity

Course Description This course introduces students to a reading of the urban site as a composition of environmental, built, and social factors and influences. Through lectures, readings, assignments, and workshops, students will develop a toolkit of analytical techniques and design methods to understand and situate their interventions in the urban realm. The course is divided into seven modules that introduce appropriate techniques to analyze sites and contexts at multiple scales. Techniques at the Block scale combine tools and methods for visual and experiential observation. Techniques at the City/Metropolitan scale introduce tools and methods for analyzing demographic data as well as the reading of the built form and legacies of varied urban planning influences through urban cartography.

I. [SYLLABUS FA’22] 1

No incompletes will be granted except in the case of an extreme medical or family emergency, supported by a doctor’s note or other written proof of the seriousness of the situation at hand. These materials must be processed by your academic advisor and approved by the Chair’s Office of the Spitzer School of Architecture Zoom Classroom Etiquette. Use the video option when possible, and certainly when required by your instructor during active discussion. Dress appropriately. Stay focused and on task. Be aware of when you should or should not mute yourself. Please don’t eat during the class meeting while on video. Your instructor will discuss the use of the public and private chat features; the private chat may be blocked. The lectures for this course will be recorded. Password protection by the instructor of the recorded digital copy is required, and you will be informed if a recorded session will be shared beyond those participating in the course.

CCNY AccessAbility:ResourcesThe AccessAbility center (AAC) facilitates equal access and coordinates reasonable accommodations, academic adjustments, and support services for City College students with disabilities while preserving the integrity of academic standards. Students who have self identified with AAC to receive accommodations should inform the instructor at the beginning of the semester. (North Academic Center 1/218; 212 650 5913 or 212 650 6910 for TTY/TTD). For further information, go to: http://www.ccny.cuny.edu/accessability/ or email disabilityservices@ccny.cuny.edu

158 SITE TECHNOLOGY ARCH 35302 ARCH 73500 FALL 2022 INSTRUCTOR GONZALO J LOPEZ GARRIDO Wed. 5:00 6:20pm lecture SECTIONS KRYSTAL KALER, MEGAN KALINOWSKI 6:30 7:50 pm sections EVAN SHIEH, LAI CHING TSUI Structure Each weekly session will be organized roughly as follows: • 5 6:20 pm: ‘Quote card’ with your name on it followed by instructor presentation of current topic • 6:30 7:50pm: break out sessions with section leaders, to discuss readings and work in detail on current module assignment Contact Primary faculty: Prof. Gonzalo Jose Lopez Garrido glopezgarrido@ccny.cuny.edu [1CE / SSA 107] Section leaders: Lai Ching Tsui ltsui@ccny.cuny.edu [ST1 / SSA 2M11A] Megan Kalinowski mkalinowski1@ccny.cuny.edu [ST2 / SSA 2M11B] Krystal Kaler kkaler000@citymail.cuny.edu [ST3 / SSA 3M11A] Evan Shieh esieh@ccny.cuny.edu [ST4 / SSA 3M11B] Textbook Gary Hack. Site Planning: International Practice. Cambridge, MIT Press, 2018. eBook is available at the Spitzer Library Volume 1 Chapters 1 https://ebookcentral.proquest.com/lib/ccny19 ebooks/detail.action?docID=6246631 Volume 2 Chapters 20 https://ebookcentral.proquest.com/lib/ccny32 ebooks/detail.action?docID=6246576 Volume 3 Chapters 33 https://ebookcentral.proquest.c40om/lib/ccny ebooks/detail.action?docID=6246537 Purchase or rent: https://mitpress.mit.edu/books/site planning 1 CCNY Bookstore link: http://ccny.textbookx.com/institutional/index.php?action=browse#books/2772636/ Technology All students are expected to use Blackboard to access readings and assignments. Weekly lectures will be hosted in person in room SSA107 Discussion sections will be in smaller groups in room SSA107 (Lopez Garrido), room SSA 2M11A (Tsui), room SSA 2M11B (Kalinowski), room SSA 3M11A (Kaler) and room SSA 3M11B (Shieh) Software used in this course: AutoCAD, Rhino, Adobe CS (InDesign, Photoshop, Illustrator), ArcGIS Pro If you need technical support, please reference CCNY’s Distance Learning Resource Directory here and SSA’s IT and Computing resource list here

Classroom Civility. All students are expected to participate in class discussions. Meaningful and constructive dialogue is encouraged; however, discussion should be civilized and respectful to everyone, as well as relevant to the topic being discussed. This requires a willingness to listen, tolerance for different points of view, and mutual respect from all participants. All students will be expected to show respect for individual differences and viewpoints at all times.

Gender Based Violence Resources: I encourage you to share with me concerns or issues that are affecting your schooling. However, please be aware that if you disclose experiences of gender based violence I am required to share that information with our Title IX Coordinator. CCNY has resources to support you if you have experienced sexual violence, intimate partner/domestic violence, gender based discrimination, harassment or stalking. For confidential support, you can contact the Student Psychological Counselor: Confidential Advocate at (212) 650 8905 or the Gender Resources Program at (212) 650 8222. If you would like to report sexual misconduct, you can contact the Chief Diversity Officer and Title IX Coordinator, Diana Cuozzo, at 212 650 7330 or dcuozzo@ccny.cuny.edu If there is an emergency on campus, you can call Public Safety at 212 650 777 and off campus call 911. https://www.ccny.cuny.edu/affirmativeaction

• Understand sites in the broader context of urban morphology and urban planning.

159

The final module asks students to synthesize their work to consider various scales of influence simultaneously Methodology and Class Structure The techniques section provides hands on applications of the topics that are covered in a more conceptual approach in the lecture portion of the course. The techniques section will focus on how to approach the weekly assignments as well as a discussion related to the previous week’s assignment. There will be smaller group discussions allowing the students a greater opportunity to ask questions and master the techniques and skills covered with each project.

Study Area in Central Harlem

tsainvil@ccny.cuny.edu 2014 NAAB Student Performance Criteria addressed in this course B.2 Site Design: Ability to respond to site characteristics, including urban context and developmental patterning, historical fabric, soil, topography, ecology, climate, and building orientation, in the development of a project design. Grading Breakdown: ASSIGNMENT Points Exercise A: Site Documentation 10 Exercise B: Social Explorer 10 Exercise C: Base Map with ArcGIS Pro 10 Exercise D: Site Grading 10 Exercise E: Street Section / Stormwater 10 Exercise F: Zoning / FAR massing 10 Midterm Exam 20 Final Exam 20 Final Project Schematic Design Vignette 20 Attendance & Participation; Reading Responses; In Lecture Quizzes 20 Total 140 Assignments are to be uploaded to Blackboard on the due date assigned before midnight.

assignment is late 0.5 points will be taken off the total.

weekly participation online

https://earth.app.goo.gl/5GJMFwSeveraloftheexerciseswillbecentered in and near a study area comprised of the “street blocks” from West 134th to West 135th Streets and Frederick Douglass Blvd to Malcolm X Blvd. Students will undertake a series of urban context analysis exercises in this Harlem neighborhood using various lenses. Then each will select a specific site at the lot scale a vacant or underdeveloped lot within the study area. As a final assignment, students will edit work from the previous series of exercises and prepare a final schematic Design Vignette for this selected site and context.

• Understand the design relationship between buildings, sites, and urbanized settings.

Taida Sanchez,

Course Policies is required and be taken in section and accounted for in Note CCNY’s policy on “Eachabsences:instructor has the right to establish his/her own attendance policy, which will be announced in class or given in the syllabus. It is your responsibility to become familiar with and follow this policy, and you should find it out on the first day your class meets. In general, you are expected to attend your section and to be on time. An instructor has the right to drop you from a course for excessive absence, and to treat lateness as equivalent to absence. No distinction is made between excused and unexcused absences. Each instructor retains the right to establish his or her own policy.”

5 Course Outline All details will be posted on Blackboard Elements are subject to change over the course of the semester Module A: Site Documentation though Sketching and Photography Week 1 (8/31): Introduction to Understanding Urban Sites and Contexts (GJLG) Lecture Readings References Assignments • Introduction to course • The nature of sites: rural to urban; The urban (architecturalsite sites in an urban context) • Carol J. Burns and Andrea Kahn, “Why Site Matters,” Site Matters (2005) PDF • Lucy R. Lippard, “Around the Corner: A Photo Essay,” Site Matters (2005) PDF • Camillo José Vergara, Tracking Time ra.com/https://www.camilojosevergawebsite: • New York City Municipal http://nycma.lunaimaging.coArchives:m/luna/servlet Ex. assignedA Week 2 (9/7): Documenting Urban Sites (GJLG) Lecture Readings References Assignments • Observing places, through hand and eye • Visual form of the city and mental mapping • Gary Hack, Site Planning Ch. 5 “Context & Surroundings” (p.75 87) • Kevin Lynch, “The City Image and Its Elements,” The Image of the City (1960) PDF • Perfect City Working Group, “What do you Avoid? Where Do You Belong?” Urban Omnibus. https://urbanomnibus.net/2017/07/whatdoyouavoidwheredoyoubelong/ • Gerry Kopelow, Architectural Photography the Digital Way Link to ebook. • Lynda Tutorial: Deke McClelland Photoshop One on One Fundamentals. Link to NYPL to access free tutorials. Direct link to tutorial. • Lynda Tutorial: Julieanne Kost, Photoshop 2020 Essential Training: Design. Direct link to tutorial. Ex. A Dueprogressinatend of module Module B: Demographic Mapping with Social Explorer Week 3 (9/14): Visualizing Data to Understand Site (GJLG) Lecture Readings References Assignments Review of Exercise A • Relationship of built environment and social environment)andjustice;/(Practicesenvironmentofredliningenvironmentalpublichealthbuilt • Sources informationdemographicforand how • Gary Hack, Site Planning, Ch. 11 “Learning About Site Users” (p.130 140) • Toni L. Griffin, Jack Travis, Angela Glover, excerpts from The Just City Essays (2015) PDF • Elgin Cleckley, “Visualizing the Inequities,” Medium https://medium.com/architecturedesigninapostpandemicworld/visualizingtheinequities61ed58405247 • Dona M. Wong, excerpts from Wall Street Journal Guide to Information Graphics PDF • Spatial Information Design Lab/Laura Kurgan, Columbia GSAPP, “Architecture and Justice: Million Dollar Blocks” PDF • (Dis)Location Black Exodus zine by Anti Eviction Mapping https://archive.org/details/disProject Ex. DueassignedBatend of module 6 to visualize them spatially uplocationblackexodus/mode/2 Module C: Making a Base Map with ArcGIS Pro Week 4 (9/21): Reading Context and Urban Patterns: GIS (GJLG) Lecture Readings References Assignments Meet in Sections 5pm: Ex. C assigned SCIAME LECTURE 6pm: Room SSA107 [No Readings this week, attendance to Sciame Lecture instead] • Radical y.net/http://www.radicalcartographwebsite:Cartography Ex. assignedC Week 5 (9/28): Critical Cartography and GIS (GJLG) Lecture Readings References Assignments • Mapping and GIS as political tool representationof • Critical history of mapping and GIS • Politics of mapping • Data sources and citations • James Corner, “Agency of Mapping: Speculation, Critique and Invention” (1999) PDF • Tatiana Bilbao and Ayesha S. Ghosh, “Where is the border?” e flux (2020): https://www.eflux.com/architecture/at the border/325748/where is the border/ • ESRI, The ArcGIS Book, Ch. 1 “GIS Provides a Common Visual rcgishttps://learn.arcgis.com/en/aLanguage”book/chapter1/ Ex. C Dueprogressinatend of module Note:10/5 NO CLASS PER CCNY ACADEMIC CALENDAR Module D: Site grading Week 6 (10/12): Grading the Site (GJLG) Lecture Readings References Assignments Review of Exercise C • Contours and form • Site analysis & grading • Earthwork, grading operations, and soils • Gary Hack, Site Planning, Ch. 3 “Site Form” (p.34 51) and Ch. 4 “Natural Systems (p.52 74) • Mary Warsh, “Exploring Northern Central Park: A History Told Through Rocks and Hills“ Urban Omnibus https://urbanomnibus.net/2015/05/exploringnortherncentralparkahistorytoldthroughrocksandhills/ • Stephen Graham, “City Ground,” Places (Nov 2016) • John Matusik, “Grading and Earthwork” in Land Development Handbook (2014) PDF Ex. assignedD Week 7 (10/19): Midterm

Educational Goals & Objectives

week

Techniques at the Lot scale combine tools and methods to interpret landform and site hydrology and manipulate terrain to control storm water flow and support the design program, and to interpret the rules and regulations that shape building density and massing. Design strategies for the urban right of way will consider storm water management and resiliency measures as well as techniques to enhance pedestrian safety and activate city streets.

• Understand various methods and tools of urban site analysis at many scales.

• Understand the importance of site technology to environmental stewardship and sustainable practice.

• Understand the theoretical basis for site planning and design in terms of cultural context and prototypical solutions.

will

Following CCNY’s policy, you will fail this course if you miss more than two weeks of sessions, including lecture and discussion section. Missing sessions for religious observance or jury duty are exceptions to this rule. Your instructor will monitor your attendance and you are responsible for notifying your section leader prior to the absence whenever possible. In notifying your instructor about an absence or another issue, please append a copy of a doctor’s note or other written proof of the seriousness of the situation at hand.

assistance: Email:Bookhttps://library.ccny.cuny.edu/architecturelibraryaResearchAppointmentNildaSanchezRodriguez,ArchitectureLibrarian:

Attendance

All assignments must be completed in order to pass the class All assignments except the final must be handed in before the last day of class; no late work will be accepted after this date.

Other Resources Library Research Help Needed? Not sure where to start your research? Explore the Library's Architecture Research Guide: Stillhttps://library.ccny.cuny.edu/architectureneedhelpfinding,choosing,orusing The Architecture Librarian is available to help. No question or task is too big or too small, and there are many ways to get nsanchez@ccny.cuny.edu Library Coordinator: For each the

resources?

160 7 Exam Readings References Assignments Timed test Blackboardon N/A N/A Ex. D Dueprogressinatend of module Module E: Street Sections / Stormwater Week 8 (10/26): Grading for Stormwater Management (GJLG) Lecture Readings References Assignments Review of Exercise D • Site analysis and design principles of managementstormwater • The hydrologic cycle • Methods / systems • Gary Hack, Site Planning, Ch. 25 “Surface Water” (p.366 381) and Ch. 32 “Site Landscape” (p.456 478) • Mary Anna Evans, “Flushing the Toilet Has Never Been Riskier,” The Atlantic health/405541/ericaschnology/archive/2015/09/amhttps://www.theatlantic.com/te(2015)sewagecrisispublic • “Grading of Roads,” Site Engineering for Landscape Architects (p.34 41) PDF • NACTO Urban Street Stormwater https://nacto.org/publication/Guide,urbanstreetstormwaterguide/ Ex. assignedE Week 9 (11/2) Sustainable Urban Street Design (GJLG) Lecture Readings References Assignments • ROW managementStormwater • Green studiesprinciplesinfrastructure&case • Stewardship • Gary Hack, Site Planning, Ch. 15 “Sustainability Criteria (p.185 194) and Ch. 20 “Infrastructure Systems” (p.254 264) • Ian Bogost, “Houston’s Flood is a Design Problem,” The Atlantic https://www.theatlantic.com/te(2017)chnology/archive/2017/08/whycitiesflood/538251/ • NACTO, Urban Street Design Guide (2013) • NACTO Streets for Pandemic and Response and NACTO Streets for Protest • Design for Six Feet Ex. E Dueprogressinatend of module Module F: Zoning / FAR Massing Week 10 (11/9): The Street and The Block (GJLG) Lecture Readings References Assignments Review of Exercise E • 1811 Grid: metrics of Manhattan • The street and the public • Gary Hack, Site Planning, Ch. 24 “Pedestrians” (p.345 364) • Jane Jacobs "The Uses of Sidewalks: Safety," The Death and Life of Great American Cities (1961) PDF • Sam Block, “Shade,” Places (2019) • 8 80 Cities, The Doable City Reader, “Walkability” (2014) PDF • Center for Urban Pedagogy, What Is Zoning? New York City Edition (2013) PDF Ex. assignedF 8 • The street as a conduit infrastructurefor • Urban blocks and lots mandate/e/shadehttps://placesjournal.org/articlanurbandesign Week 11 (11/16): Rules and Regulations Zoning (GJLG) Lecture Readings References Assignments • History of Zoning in New York City, 1916, 1961, present day • Use based vs. form based zoning codes • Other rules and regulations that affect the urban site • Land use basics and basic building types • Gary Hack, Site Planning Ch.7 “Site Regulations”Development(p.97103) and Ch. 17 “Economic Value” (p.207, 216 223) • Andrea Renner and Eric Goldwyn, “Codes of Conduct,” Urban Omnibus (2017) • Watch: “Segregated by Design,” Mark Lopez, director and Richard Rothstein, writer (17 https://www.segregatedbydesminutes)ign.com/ • NYC Planning “About Zoning zoning.pageanning/zoning/abouthttps://www1.nyc.gov/site/plpage • Form Based Codes https://formbasedcodes.orgInstitute/definition/ Ex. F Dueprogressinatend of module Final Module: Site/Massing Schematic Design Vignette Week 12 (11/23): The Resilient Sustainable Site (GJLG) Lecture Readings References Assignments Review of Exercise F • Site strategies for sun, wind, and water • Systems of managing energy, food, waste, heat, air pollution • Next urbangenerationinfrastructures • Urban principlesecological • Gary Hack, Site Planning, Ch. 15 “Guidelines, Criteria, Standards” (p.175 194) • Anne Whiston Spirn, “The City as a Garden,” Illume (2002) PDF • Rowan Moore, “An inversion of nature: how air conditioning created the modern city,” The Guardian (2018) • Gary Hack, Site Planning “Water Supply,” “Wastewater Systems,” “Solid Wastes,” “Electrical Energy,” “District Heating and Cooling,” and “Communications” (p.382 455) Final assignedVignette Week 13 (11/30): The Urban Age: Cities of the 21st Century (GJLG) Exam Readings References Assignments Timed test Blackboardon N/A N/A Final Vignette in progress Week 14 (12/7): Studio Review Week Lecture Readings References Assignments • No lecture N/A N/A Final Vignette in progress

More on Mapping and Historic Image Archives: Museum of the City of New York Photo Collections Portal: http://collections.mcny.org/ New York Public Library Digital Collections: https://digitalcollections.nypl.org/ New York City Municipal Archives: http://nycma.lunaimaging.com/luna/servlet Social Explorer http://www.socialexplorer.com OASIS: community maps for New York City: http://www.oasisnyc.net/default.aspx Long Island Index Interactive Map: http://www.longislandindexmaps.org Columbia GSAPP Center for Spatia Research: http://c4sr.columbia.edu/ Radical Cartography blog: http://www.radicalcartography.net Open Sewer Atlas: http://openseweratlas.tumblr.com/ Urban Design, City Design, Urbanism, Landscape Architecture Blogs: Build a Better Burb http://buildabetterburb.org/ Bloomberg CityLab: from The Atlantic https://www.bloomberg.com/citylab Design for the Just City @ Harvard GSD http://www.designforthejustcity.org Gehl Institute https://gehlinstitute.org/ Next City http://nextcity.org

10 Links for New York City: NYC Zoning and Land Use Map (ZoLa): https://zola.planning.nyc.gov/ NYC Base Map: http://gis.nyc.gov/doitt/nycitymap/ NYC Department of City Planning: http://www.nyc.gov/html/dcp NYC DCP Bytes of the Big Apple: http://www.nyc.gov/html/dcp/html/bytes/applbyte.shtml?d=092412#zdata

NYC Open Data, GIS Maps: https://data.cityofnewyork.us/browse?limitTo=maps NYC Economic Development Corporation: Projects: http://www.nycedc.com/projects NYC DOT Public Plaza Program: http://www.nyc.gov/html/dot/html/pedestrians/nyc plaza program.shtml NYC DOT Street Design Manual: http://www.nyc.gov/html/dot/html/pedestrians/streetdesignmanual.shtml

NYC Based Centers for Architecture, Landscape, Urbanism & Design: AIA NY Center for Architecture https://www.centerforarchitecture.org/ The Architectural League of New York https://archleague.org/ Center for Urban Pedagogy (CUP) http://www.anothercupdevelopment.org/ The Design Trust for Public Space http://www.designtrust.org/ Municipal Art Society of New York https://www.mas.org/ Urban Design Forum https://urbandesignforum.org/ Van Alen Institute https://www.vanalen.org

Places: Public scholarship on architecture, landscape, and urbanism https://placesjournal.org Project for Public Spaces http://www.pps.org Public Square, from the Congress for the New Urbanism https://www.cnu.org/publicsquare

The Dirt: Uniting the Built & Natural Environments https://dirt.asla.org/about/ Urban Omnibus of the Arch League http://urbanomnibus.net

161 9 Week 15 (12/14): ‘Reading Day’ Lecture Readings References Assignments • No lecture N/A N/A Final Vignette in Dueprogresson12/21 Week 16 (12/21): Submission of Final Design Vignettes • Submission of FINAL DESIGN VIGNETTE through BlackBoard

162 [N]ew York Urban Expedition

This course is a workshop-type seminar that provides a critical and practical frame for the analyses and representation of the Urban Environment. It will explore current methods of urban representation as means to understand and analyze the city and, ultimately, to develop generative tools that will allow students to address and incorporate the urban scale to their design projects. By putting these methods of representation into perspective, the course will argue that many of these techniques, in fact, are timeless and universal, but oftentimes they are specific to the time when they were popularized, and relate to the building production and ideas that they represent. The topics are approached through a series of different techniques, resource databases, and software programs.

The course takes New York as the testing ground for reading and analyzing the urban fabric. Lectures, readings and site visits will allow the student to familiarize with the subject. Using New York as a Laboratory, and taking as a base the ‘Geographical Expeditions’ a pedagogical methodology developed during the 1960s and 1970s by Radical Geographers (such as William Bunge) that explored ways in which planners would go back to field work and to produce maps and research documents of their urban environment by surveying local communities’ claims for social justice, students will produce a series of analytical documents, working first in groups with a large area (Cluster) of Upper Manhattan, moving then to individual work analyzing a specific site within their assigned area .

163 Topics in Design Methods - Elective New York Urban Expedition ARCH20/SP 51550-A (58580) ARCH 61550-A (58635) UD 62000-B CCNY//Bernard(59850)andAnne Spritzer School of Arch. Adjunct Associate Professor// NYUECCNYEXPE I. [SYLLABUS SP’20]

164 I. [SYLLABUS SP’20] The Bernard and Anne Spitzer School of Architecture Topics in Design & Methods Spring ‘20 FLAG/Bastien Aubry, Dimitri Broquard, Zurich. No Title. Graphics, 2005. (c) FLAG • NEW YORK URBAN EXPEDITIONS • Analyzing and Representing the City Instructor: Gonzalo J Lopez glopezgarrido@ccny.cuny.edu The Bernard and Anne Spitzer School of Architecture Topics in Design & Methods Spring ‘20 Wk 5 (02/26) Discussion of Reading 02 Students Presentations: 1, 2 & 3 Review of final overlay of layers. Determine final cluster map Collaborative map in class exercise Wk 6 (03/04) ASSIGNMENT PART 01 SUBMISSION LECTURE 03 Video as tool for Urban Analyses Issue Assignment 02. Recording the City Distribute Reading 03: The Social Life of Small Urban Spaces” Wk 7 (03/11) Discussion of Reading 03 Students Presentations: 4 & 5 Review of audiovisual material. Discuss the video Hypothesis Questions Wk 8 (03/18) LECTURE 04 Experiencing the city, the evolution of the street Editing work tutorials Review of first draft of short movie Distribute Reading 04: The Street: The Use of Its History Wk 9 (03/25) ASSIGNMENT PART 02 SUBMISSION ‘Movie DiscussionFest’of Reading 04 Students Presentations: 6 & 7 Issue Assignment 03. Proposing the City Wk 10 (04/01) LECTURE 05 Imagined cities Discuss ‘City Proposition’ approach Distribute Reading 05: “Nineteenths Century Utopias” Wk 11 (04/07) Discussion of Reading 05 TUESDAY Students Presentations: 8 9 & 10 Collective utopian cities exercise Review of hypothesis statements for city proposition Wk 12 (04/15) SPRING RECESS Wk 13 (04/22) LECTURE 06. Meta city. Informal and informational systems City Proposition review Distribute Reading 06: “Tactical Urbanisms for Expanding Megacities Wk 14 (04/29) Discussion of Reading 06 Students Presentations: 11, 12 & 13 CURATE FINAL WORK Wk 15 (05/06) ASSIGNMENT PART 03 SUBMISSION Presentations of FULL ASSIGNMENTS IN CLASS Wk 16 (05/13) DIGITAL SUBMISSION 1 4

Presentation 10%

The Bernard and Anne Spitzer School of Architecture Topics in Design & Methods Spring ‘20 03 Course Details PART 01. LAYERING THE CITY Group work The aim of the first part of the course is to understand how modern Geographic Information Systems were developed, how they work and argue for the possibility of use their logic to understand the city and take a position towards the way we represent it and talk about it. ‘The Map is not the territory’ The(A.Korzybski).exerciseassumes the student’s previous knowledge on GIS software, and builds up on that knowledge by using said software to produce a series of layered drawings on an assigned area in Manhattan (TBD). We will evaluate techniques of data gathering, representation, survey techniques and analog and digital mapping through lectures, readings and production of maps. Starting in small groups, each group will get assigned and area in New York that will be referred to as ‘Cluster’, and will work on a series of analytical layers at a scale of 1:5000. Starting from GIS databases and continuing by surveying their sites, students will start to form an argument toward the assigned area of Thisanalyses.argument will be developed through a written essay, individually, in which students will expand on their discoveries through the mapping of their area and will be asked to interpret it and critically address it through a piece of writing. Each group (3/4 Students) will be assigned a SET of GIS Layers by the professor, and a SET of SURVEYED Layers of their choice. Initial set of Layers (TBD): • Public/Private • ZoningMorphology • Means of Transportation

Teaching Goals The lectures and assignments are organized around four goals: how to read the city; how to represent the city; and how to analyze the city How to read the city: History of urbanism has produced innumerable books about the urban environment, and yet, cities are palimpsests. Each city is a sophisticated document in which one can read the social interactions, political arrangements and economic exchanges that the city has hosted throughout the centuries. Cities are historical documents recording the different phases of their evolution. They are proofs of the design intentions of their makers. During the class, we will take an imaginary journey throughout different cities around the globe to read their historical formation, the lives that they hosted and continue hosting, and the challenges that they present today. How to represent the city: Cities have been represented in different ways. From the figure ground analyses found in Colin Rowe and Fred Koetter’s Collage City (1978) to Rem Koolhaas’ schematic diagrams, from the objective representations of Ludwig Hilberseimer to Andrès Jaque’s emphasis on “informal different modes of representation tell different stories, and present different understandings of cities. The class will provide a history of the way architects and urban designers have represented the city throughout its evolution.

Requirements and Assignments

The layers will be printed and overlaid in class, and argue for relationships between them The data to represent on the layers will be acquired by mapping on site and using database resources.

Issue

the power of Maps The Bernard and Anne Spitzer School of Architecture Topics in Design & Methods Spring ‘20

participation 15%

The Bernard and Anne Spitzer School of Architecture Topics in Design & Methods Spring ‘20

165 The Bernard and Anne Spitzer School of Architecture Topics in Design & Methods Spring ‘20 CREDITS: 3 TYPE OF COURSE: Elective CLASS MEETINGS: Wednesday 10:00 12:50 AM, Room 127 COURSE COORDINATOR: Gonzalo J Lopez Garrido 01. Course Description:

3 parts Assignment: Visual, written and recorded documentation of an area in New York (see the assignment details in point 03). There will be weekly deliverables and three submission dates

Layering the City

PART 02. RECORDING THE CITY Individual work Students will work individually. Within the group’s cluster, each student will choose an individual site Each student will work on a video up to 2 minutes reflecting on the learnings from the Layering Assignment, editing the audiovisual material based on a series of questions / hypothesis on the site that will determine the student’s interests. Movie editing will be performed through software as Adobe Aftereffects, Premium or similar. Student will be given tools and tutorials on how to edit a documentary like short film, incorporating their own recorded footage (with phone camera or similar), existing and historical footage, documents, labelling, etc, using voiceover, sound and camera position to explore a particular aspect of their site, which origin will be based on the written essay of part 01. In the lectures, students will be exposed to short films on cities, specially New York, with examples as The case against Lincoln Center 1968 Social Life of Small Urban Spaces 1979 The Wonder Ring 1955 C’etait un rendez vous 1976 or NY,NY 1957 Lectures: LECTURE 03 Video as a tool for Urban Analyses Topics: Documentaries on cities, video urbanism, editing, social film, infrastructural film, architecture film LECTURE 04 Experiencing the city, the evolution of the street Topics: Street as “human movement institutionalized in space,” (Rykwert), movement and circulation as an impetus in urban life, transformations of the street in history rituals

Weekly assignments consist of the step by step completion of a three parts assignment: Layering the City / Recording the City Proposing the City. The work will be presented weekly to the course Professor. Students will work on a series of Layered Drawings, in groups, a 2 minutes video of their site, and a free format Site Report, individually. The class will be supported by a series of lectures on the topics, to be held at the beginning and half way through each of the three parts, and required readings to be discussed interspersed with the lectures with content that will give students a critical approach to urban theories and models, and provide guidance and examples to work on their assignments.

Deliverables: Set of Layered Drawings (6 to 8) Group work Final Cluster Analyses Map Group work Written Essay on the area of interest Individual work

02. Calendar Wk 1 (01/29) INTRODUCTIONLECTURE01Understanding GIS Issue Assignment 01. Layering the City From Groups / Distribution of Clusters / Site visit report Distribute Reading 01: Rethinking the power of Maps Wk 2 (02/05) Guest Lecture: Carlos Tapia Discussion of Reading 01 Review of initial site reports per student (written essay) Review of area of interest per group Distribute first round of layers Wk 3 (02/12) COLLEGE CLOSED Wk 4 (02/19) LECTURE 02 Urban Processes Review of first overlay of layers Students to determine second set of layers. Distribute Reading 02: “Fitzgerald. Geography of a Revolution”

75% (Layering 20%, Video:

Lectures: LECTURE 01. Understanding GIS Topics: Geographic Information Systems, Map Overlay Method, Geographical Expeditions Zoning ordinances, morphology. LECTURE 02. Urban Processes Topics: Urbanization, Suburbanization, Counterurbanization, Shrinkage, Reurbanization, city policies supported by the economy of growth, cities in crisis, shrinkage as a global phenomenon.

Groups / Distribution of Clusters

Readings: Woods, Denis. 2010. Rethinking the power of Maps p. 166. The Guilford Press. New York, NY, USA. Bunge, William W. 1971 (2011 edition). Fitzgerald: Geography of a Revolution ” Athens, Georgia. The University of Georgia Press. Methodology/Schedule: Week 01: INTRODUCTIONLECTURE01Understanding GIS Assignment 01. From / Rethinking Week 02: Guest Lecture: Carlos Tapia Discussion of Reading 01 Review of initial site reports per student (written essay) Review of area of interest per group Distribute first round of layers Week 03: COLLEGE CLOSED Week 04: LECTURE 02 Urban Processes Review of first overlay of layers Students to determine second set of layers. Distribute Reading 02: Rethinking the power of Maps Week 05: Discussion of Reading 02 Students Presentations: 1, 2 & 3 Review of final overlay of layers. Determine final cluster map Collaborative map in class exercise Week 06: ASSIGNMENT PART 01 SUBMISSION LECTURE 03 Video as tool for Urban Analyses Issue Assignment 02. Recording the City Distribute Reading 03: The Social Life of Small Urban Spaces

Site visit report Distribute Reading 01:

2 5 3 6

How to analyze the city: The course takes Manhattan as the testing ground for reading and analyzing the urban fabric. Lectures, readings and site visits will allow the student to familiarize with the subject. Each student will be responsible for the completion of a final assignment consisting of a series of drawings and diagrams related to specific parts of Manhattan. Ultimately, the students’ analyses will be combined in a map of the city and collected in a book.

Grading criteria Class City Assignment 20%, Proposition 35%)

Learning objectives Students are required to select, research, analyze and visually represent a site. In this course, students will:study history of city planning, urban design and evolution of cities by considering specific case studies, texts and understandprojectsthecity and urban form through carrying out historical research and analytical drawings of a specific site in different scales and modes of representation understand and utilize the tools and techniques with which architects can intervene in the evolution of cities and urban form

Bi Weekly readings: Every two weeks, a reading will be distributed to the students. Students are expected to take notes and elaborate a one paragraph commentary on it, to be discussed in the following class. City Presentation: Each student will make a 10 15 mins presentation on one city of their choice

Absence & Lateness Arriving more than ten minutes late to class will constitute an absence. Two unexcused absences will result in a whole letter grade deduction from a final grade; four will result in a failing grade. It is expected that all students will participate in all scheduled working, midterm and final reviews and contribute constructively to the discussion. Absences due to Religious Observances Students who will miss any class sessions, exams, presentations, trips, or the like due to a religious observance should notify the instructor at the beginning of the semester so that appropriate adjustments for observance needs can be implemented. This could include an opportunity to make up any examination, study, or work requirement that is missed because of an absence due to a religious observance on any particular day or days.

The Bernard and Anne Spitzer School of Architecture Topics in Design & Methods Spring ‘20 • Projects presentation, completion and resolution: 30% Note: The Research component of the studio will be weighed more heavily in assessment of graduate student work and class performance.

Readings: Benevolo, Leonardo. 1967. “Nineteenths Century Utopias” in The Origins of Modern Town Planning’. Cambridge, Mass., M.I.T. Press AA.VV. 2014. Tactical Urbanisms for Expanding Megacities” Pedro Gadanho ed. New York: The Museum of Modern Art. Methodology/Schedule: Week 10 LECTURE 05 Imagined cities Discuss ‘City Proposition’ approach Distribute Reading 05: “Nineteenths Century Utopias”

For more information on grading guidelines and other CCNY policies and procedures, consult the current CCNY academic bulletins: https://www.ccny.cuny.edu/registrar/bulletins Office Hours: Office hours are set by appointment. If a student needs to speak in private with a studio critic they must email in advance to request a meeting time. Students may seek office hour appointments to discuss any matters of concern including personal, private matters and general inquiries about course related work, grading, assessment and content.

Attendance: Consistent level of preparation and on time presence for each studio class and scheduled evening lectures.

Key Areas of Grading Assessment: Studio Performance & Work Habits Ability to respond to studio criticism & discourse in a consistent & clear manner throughout the course of the semester as demonstrated in the evolution and development of design work.

Grading Criteria: Note: C is the lowest passing grade for M Arch I and M Arch II students. A (+/ ) work meets all requirements and exceeds them. Presentations are virtually flawless, complete, and finely detailed. Work exhibits professional, “museum quality” level of craft. Student has developed an individual design process that shows a high level of independent thought and rigor. Work shows evidence of intense struggle to go beyond expectations, and beyond the student’s own perceived limits of their abilities.

The Bernard and Anne Spitzer School of Architecture Topics in Design & Methods Spring ‘20 INC grades of “incomplete” are not given under any circumstances unless there is evidence of a medical or personal emergency. In such cases, instructor and student develop a contract to complete work by a specified date, as per CCNY policy. Classes / work missed due to illness must be explained with a physician’s note.

Week 14: Discussion of Reading 06 Students Presentations: 11, 12 & 13 CURATE FINAL WORK Week 15: ASSIGNMENT 03 SUBMISSION Presentations in Class

Lectures: LECTURE 05 Imagined cities Topics: Never built New York, utopian cities, Colonization of the Americas, Ledoux’ Chaux; Charles Fourier’s Phalanstery; Robert Owen’s Villages of Unity and Cooperation LECTURE 06 Meta city. Informal and informational systems Topics: Organizational patterns, mapping the informational, the informal city, megastructures, data gathering and visualization.

166 8 1112 7

Research: Understanding of the theoretical and applied research methodologies and practices used during the design process.

The Bernard and Anne Spitzer School of Architecture Topics in Design & Methods . Spring ‘20

Readings: Whyte, William H. 1980 The Social Life of Small Urban Spaces Washington, D.C.: Conservation Foundation Rykwert, Joseph. 1986. The Street: The Use of Its History” On Streets, ed. Stanford Anderson, (Cambridge: MIT Press) Methodology/Schedule: Week 07 Discussion of Reading 03 Students Presentations: 4 & 5 Review of audiovisual material. Discuss the video Hypothesis Questions Week 08 LECTURE 04 Experiencing the city, the evolution of the street Editing work tutorials Review of first draft of short movie Distribute Reading 04: The Street: The Use of Its History Week 09 ASSIGNMENT 02 SUBMISSION ‘Movie DiscussionFest’of Reading 04 Students Presentations: 6 & 7 Issue Assignment 03. Proposing the City PART 03. PROPOSING THE CITY Individual work

Note: There is the intention to organize a field trip with the whole class to an area nearby the school to talk about on site mapping and urban analyses. Specific date and place to be determined.

Week 12: SPRING RECESS Week 13: LECTURE 06. Meta city. Informal and informational systems City Proposition review Distribute Reading 06: “Tactical Urbanisms for Expanding Megacities

Integrated Evaluations and Decision Making Design Process: Ability to demonstrate the skills associated with making integrated decisions across multiple systems and variables in the completion of a design project. This demonstration includes problem identification, setting evaluative criteria, analyzing solutions, and predicting the effectiveness of implementation.

The third part of the course will build up on the previous two and will ask from the students to build up a Proposition on their site findings, through a report/presentation using interactive tools as prezi or similar, to curate and edit their drawing and audiovisual material. Students will work individually. Each student will perform a series of analytical and speculative documents of their assigned site to produce ONE SITE PROPOSITION PRESENTATION (format TBD). In the presentation, students will prioritize certain aspects of their analyses according to their understanding of the site and the feedbacks obtained in the review sessions.

Clarity of Representation & Mastery of Media Ability to utilize both digital and manual drawing and model making techniques to precisely and creatively represent architectural ideas.

Pre Design: Ability to prepare a comprehensive program for an architectural project that includes an assessment of client and user needs; an inventory of spaces and their requirements; an analysis of site conditions (including existing buildings); a review of the relevant building codes and standards, including relevant sustainability requirements, and an assessment of their implications for the project; and a definition of site selection and design assessment criteria.

The Bernard and Anne Spitzer School of Architecture Topics in Design & Methods Spring ‘20

Week 11: Discussion of Reading 05 TUESDAY Students Presentations: 8, 9 & 10 Collective utopian cities exercise Review of hypothesis statements for city proposition

The Bernard and Anne Spitzer School of Architecture Topics in Design & Methods . Spring ‘20 05. Expanded Bibliography Brenner, N. 2014 “Introduction: Urban Theory Without an Outside.” In Implosions/Explosions: Towards a Study of Planetary Urbanization, edited by N. Brenner, 14 35. Jovis. Childs, Mark C. 2012. “Urban Composition: Developing Community through Design” Princeton Architectural Press. Eaton, Ruth. 2008. “Ideal cities: utopianism and the (un)built environment”. Thames &Hudson Jacobs, Jane. 1969. “The Economy of Cities”, Random House. Jacobs, Jane. 1961. “The Death and Life of Great American Cities”. Random House. Koolhaas, Rem. 1978. "Double Life of Utopia," in Delirious New York. Monacelli: 81 159. Lydon, Mike and Anthony Garcia. 2015. Tactical Urbanism: Short term Action for Long term Change”. Island Press Ryan, Brent D. 2012. “Design After Decline”, Chapter 5: Social Urbanism. MIT Press. Sassen, Saskia. 2005. “The global city: introducing a concept” Brown Journal of World Affairs, 11: 2, 27 Shane,43. David Grahame 2011. Urban Design since 1945: A Global Prospective”. Wiley and sons. Smithson, Alison and Smithson, Peter. 1957. “Cluster City,” The Architectural Review, 333 336. Soja, Edward and Kanai, Miguel. 2008. “The Urbanization of the World,” in The Endless City, edited by Burdett, Richard and Deyan Sudjic. New York: Phaidon, 54 69. Soria y Puig, Arturo. 1999. “The Concept of Urb and Urbanization,” Cerdá : the five bases of the general theory of urbanization”. Electa, 79 94. Wirth, Louis. 1938. “Urbanism as a Way of Life The American Journal of Sociology, Vol. 44, No. 1, 1 24 Lopate, Phillip. 2005. “Waterfront: A Walk Around Manhattan” Anchor Books. Whitehead, Colson. 2003. “The Colossus of New York” DoubleDay. 06 Grading & Attendance Policies and Studio Culture Course Expectations: That students will develop a high level of independent thought and rigor and a willingness to go beyond both basic project requirements and their own perceived limits and abilities. That students will successfully complete all project requirements. No make up or postponed project submissions will be accepted except in the case of medical emergencies or other extraordinary circumstances. Excused absences and project delays must be officially cleared by professor in advance in order to be considered valid.

The CCNY Academic Integrity Policy: https://www.ccny.cuny.edu/about/integrity For citations, the Chicago Manual of Style is http://www.chicagomanualofstyle.org/tools_citationguide.htmlrecommended: AccessAbility Center (Student Disability Services): The AccessAbility Center (AAC) facilitates equal access and coordinates reasonable accommodations, academic adjustments, and support services for City College Students with disabilities while preserving the integrity of academic standards. Students who have self identified with AAC to receive accommodations should inform the instructor at the beginning of the semester. (North Academic Center 1/218; 212 650 5913 or 212 650 6910 for TTY/TTD). https://www.ccny.cuny.edu/accessability Library: The school’s library is a shared resource that is necessary supplement to all research and design work. Please direct questions to the library staff or the architecture librarian Nilda Sanchez. nsanchez@ccny.cuny.edu

The following Student Performance Criteria from the 2014 NAAB Conditions are addressed in this course: Realm B: Building Practices, Technical Skills, and Knowledge. Graduates from NAAB accredited programs must be able to comprehend the technical aspects of design, systems, and materials and be able to apply that comprehension to architectural solutions. In addition, the impact of such decisions on the environment must be well considered.

Realm C: Integrated Architectural Solutions. Graduates from NAAB accredited programs must be able to demonstrate that they have the ability to synthesize a wide range of variables into an integrated design solution.

C.1 Research: Understanding of the theoretical and applied research methodologies and practices used during the design process. C.2 Integrated Evaluations and Decision Making Design Process: Ability to demonstrate the skills associated with making integrated decisions across multiple systems and variables in the completion of a design project. This demonstration includes problem identification, setting evaluative criteria, analyzing solutions, and predicting the effectiveness of implementation.

NAAB (National Architectural Accrediting Board): The National Architectural Accrediting Board (NAAB) is the sole agency authorized to accredit US professional degree programs in architecture. Since most state registration boards in the United States require any applicant for licensure to have graduated from a NAAB accredited program, obtaining such a degree is an essential aspect of preparing for the professional practice of architecture. While graduation from a NAAB accredited program does not assure registration, the accrediting process is intended to verify that each accredited program substantially meets those standards that, as a whole, comprise an appropriate education for an architect.

167 9 13 10 14

Bernard and Anne Spitzer School of Architecture Topics in Design & Methods Spring ‘20 04. List of CLUSTERS (to be adjusted based on enrolment)

More specifically, the NAAB requires an accredited program to produce graduates who: are competent in a range of intellectual, spatial, technical, and interpersonal skills; understand the historical, socio cultural, and environmental context of architecture; are able to solve architectural design problems,

The

The Bernard and Anne Spitzer School of Architecture Topics in Design & Methods Spring ‘20 Readings & Journals: Students are expected to keep a journal or sketchbook throughout the duration of studio to document their thought process & take notes of any texts, books, terms or references that are mentioned by either the studio critic or fellow classmates and to selectively follow up on these and any other assigned readings before the next class.

The Bernard and Anne Spitzer School of Architecture Topics in Design & Methods . Spring ‘20 including the integration of technical systems and health and safety requirements; and comprehend architects' roles and responsibilities in society.

Methods of Assessment: Attendance and participation in class discussions: 15% Projects development in response to semester schedule: 55%

Students should consult the NAAB website www.naab.org for additional information regarding student performance criteria and all other conditions for accreditation.

CONTACT INFORMATION: Gonzalo J. Lopez Adjunct Associate glopezgarrido@ccny.cuny.eduProfessor

B.1 Pre Design: Ability to prepare a comprehensive program for an architectural project that includes an assessment of client and user needs; an inventory of spaces and their requirements; an analysis of conditionssite (including existing buildings); a review of the relevant building codes and standards, including relevant sustainability requirements, and an assessment of their implications for the project; and a definition of site selection and design assessment criteria.

Academic Integrity: As a student you are expected to conduct yourself in a manner that reflects the ethical ideas of the profession of architecture. Any act of academic dishonesty not only raises questions about an individual’s fitness to practice architecture, but also demeans the academic environment in which it occurred. Giving or receiving aid in examinations, and plagiarism are a violation of an assumed trust between the school and the Plagiarism,student.i.e.the presentation as one’s own work of words, drawings, ideas and opinions of someone else, is a serious instance of academic dishonesty in the context as cheating on examinations. The submission of any piece of work (written, drawn, built, or photocopied) is assumed by the school to guarantee that the thoughts and expressions in it are literally the student’s own, executed by the Allstudent.assignments must be the student’s original work. Any copying, even short excerpts, from another book, article, or Internet source, published or unpublished, without proper attribution will result in automatic failure of the entire course.

168 [U]rban Expeditions

Since the beginning of the year, our experience of space has inevitably changed. In response to the COVID-19 pandemic, a growing number of countries have issued restrictions on people’s mobility in the effort to prevent the spread of the disease. These “shelter-in-place” orders have forced us to look at cities as spaces with infinite limitations and vulnerabilities. As cities have contracted, our domestic spaces have expanded. Our apartments are, in many ways, new urban landscapes while our social interactions have been increasingly dependent on technology. There is a new geography of the everyday comprising interiors, whether physical domestic spaces, or virtual cloud spaces. During this time, there has also been a renewed understanding of community and support: mutual aid groups have flourished in the neighborhoods of New York to help distribute food and provide services such as child care; people have applauded front-line workers from their windows every day at 7PM; many have rallied on the streets in support of Black Lives Matter in cities across the US. A renewed sense of attachment to neighborhood life and community has sparked. The events of the last months have changed deeply our understanding of the everyday and the urban spaces that we collectively inhabit, and while it is impossible to say that our cities will never be the same, it is equally impossible to say that they will return to the way they were. An abrupt halt of our daily routine has opened up time for reflection. As part of an attempt to unpack and understand the implications of these changes, the class proposes three assignments throughout the semester, each with a specific intent and leading to constructing an argument on the state of the contemporary city. Starting with your immediate Urban Environment, the assignments focus on your understanding and experience of the city and explore ways to translate them into a series of documents, including drawings, diagrams, maps, photographs and texts, that will help develop an agenda for the city you inhabit.

169 Topics in Design Methods - Elective Urban Expeditions ARCH21/SP 51550-A (58580) ARCH 61550-A (58635) UD 62000-B CCNY//Bernard(59850)andAnne Spritzer School of Arch. Adjunct Associate Professor// EXPDCCNYURBN I. [SYLLABUS SP’21 + SP’22]

170 I. [SYLLABUS SP’21 + SP’22] The Bernard and Anne Spitzer School of Architecture Topics in Design & Methods . Spring 21 FLAG/Bastien Aubry, Dimitri Broquard, Zurich. No Title. Graphics, 2005. (c) FLAG • URBAN EXPEDITION • Analyzing and Representing the City SP’21 Instructor: Gonzalo J Lopez glopezgarrido@ccny.cuny.edu The Bernard and Anne Spitzer School of Architecture Topics in Design & Methods Spring 21 02. Calendar Wk 1 (02.03) INTRODUCTION Issue Assignment 01. Mapping your Urban Environment Discuss format of Students Presentations Wk 2 (02.10) LECTURE 01 Urban Processes Review of initial site reports and areas of interest per student Distribute Reading 01: Rethinking the power of Maps Wk 3 (02.17) Discussion of Reading 01 // Students Presentations // Review of ‘Urban Environment’ Maps Wk 4 (02.24) LECTURE 02 Understanding GIS Review of ‘Scales of Investigation’ drawings Distribute Reading 02: “Fitzgerald. Geography of a Revolution” Wk 5 (03.03) Discussion of Reading 02 // Students Presentations // Review of ‘Analytical Layers’ drawings Wk 6 (03.10) ASSIGNMENT PART 01 SUBMISSION LECTURE 03 Video as tool for Urban Analyses Issue Assignment 02. Recording the City Distribute Reading 03: “The Social Life of Small Urban Spaces” Wk 7 (03.17) Discussion of Reading 03 // Students Presentations // Review of audiovisual material. Discuss the video Hypothesis Questions Wk 8 (03.24) LECTURE 04 Experiencing the city, the evolution of the street Editing work tutorials Review of first draft of short movie Distribute Reading 04: The Human Condition Wk 9 (03.31) SPRING RECESS Wk 10 (04.07) Discussion of Reading 04 // Students Presentations // Review of second draft of short movie Wk 11 (04.14) ASSIGNMENT PART 02 SUBMISSION ‘Movie Fest’ LECTURE 05 Imagined cities Issue Assignment 03. Urban Challenges Distribute Reading 05: “Nineteenths Century Utopias” Wk 12 (04.21) Discussion of Reading 05 // Students Presentations // 1 4

TO WorkPRODUCE:onaMap of your ‘Urban Environment’, following these guidelines:

171 The Bernard and Anne Spitzer School of Architecture Topics in Design & Methods . Spring ’21 CREDITS: 3 TYPE OF COURSE: Elective CLASS MEETINGS: Wednesday, 10:00 am to 12:50 pm COURSE COORDINATOR: Gonzalo J Lopez Garrido 01. Course Description:

Methodology/Schedule: . WEEK 01

The work will be presented weekly to the course Professor. The class will be supported by a series of lectures on the topics, to be held at the beginning and half way through each of the three parts, and required readings to be discussed interspersed with the lectures, with content that will give students a critical approach to urban theories and models, and provide guidance and examples to work on their assignments.The class will use miro as a material sharing platform

2 5 3 6

•

Write a short paragraph about what you consider to be your ‘urban environment’. Describe the spaces you interact with daily, the scale of those and their relationship to the city you are in.

1. MAPPING YOUR URBAN ENVIRONMENT [Layering your experience] Individual 2. RECORDING THE CITY [Multimedia analytical tools] Individual 3. URBAN CHALLENGES [Synthesizing/Comparing similarities and differences] Group

This course is a workshop type seminar that provides a critical and practical frame for the analyses and representation of the Urban Environment It will explore current methods of urban representation as means to understand and analyze the city and, ultimately, to develop generative tools that will allow students to address and incorporate the urban scale to their design projects. By putting these methods of representation into perspective, the course will argue that many of these techniques, in fact, are timeless and universal, but oftentimes they are specific to the time when they were popularized, and relate to the building production and ideas that they represent. The topics are approached through a series of different techniques, resource databases, and software programs. Since the beginning of the year, our experience of space from domestic to urban has inevitably changed. In response to the COVID 19 pandemic, a growing number of countries have issued restrictions on people’s mobility in the effort to prevent the spread of the disease. These “shelter in place” orders have forced us to look at cities as spaces with infinite limitations and vulnerabilities. Restrictions have been implemented, limiting our movements and sociability, ultimately confining us to contained areas. As cities have contracted, our domestic spaces have expanded. Our apartments are, in many ways, new urban landscapes while our social interactions have been increasingly dependent on technology. There is a new geography of the everyday comprising interiors, whether physical domestic spaces, or virtual cloud spaces. During this time, there has also been a renewed understanding of community and support: mutual aid groups have flourished in the neighborhoods of New York to help distribute food and provide services such as child care; people have applauded front line workers from their windows every day at 7PM; many have rallied on the streets in support of Black Lives Matter in cities across the US. A renewed sense of attachment to neighborhood life and community has sparked. The events of the last months have changed deeply our understanding of the everyday and the urban spaces that we collectively inhabit, and while it is impossible to say that our cities will never be the same, it is equally impossible to say that they will return to the way they were. An abrupt halt of our daily routine has opened up time for reflection. As part of an attempt to unpack and understand the implications of these changes, the class proposes three assignments throughout the semester, each with a specific intent and leading to constructing an argument on the state of the contemporary city. Starting with your immediate Urban Environment, the assignments focus on your understanding and experience of the city and explore ways to translate them into a series of documents, including drawings, diagrams, maps, photographs and texts, that will help develop an agenda for the city you inhabit. Weekly assignments consist of the step by step completion of a three parts assignment:

The Bernard and Anne Spitzer School of Architecture Topics in Design & Methods . Spring 21 Review of potential collaborations amongst the students Wk 13 (04.28) LECTURE 06. Meta city. Informal and informational systems Review on teams Distribute Reading 06: Urban Informality as a commons dilemma” Wk 14 (05.05) Discussion of Reading 06 // Students Presentations // CURATE FINAL WORK Wk 15 (05.12) ASSIGNMENT PART 03 SUBMISSION Presentations of FULL ASSIGNMENTS IN CLASS Wk 16 DIGITAL SUBMISSION 03. Lectures LECTURE 01. Urban Processes Topics: Urbanization, Suburbanization, Counterurbanization, Shrinkage, Reurbanization, city policies supported by the economy of growth, cities in crisis, shrinkage as a global phenomenon. LECTURE 02. Understanding GIS Topics: Geographic Information Systems, Map Overlay Method, Geographical Expeditions, Zoning ordinances, morphology. LECTURE 03. Video as a tool for Urban Analyses Topics: Documentaries on cities, video urbanism, editing, social film, infrastructural film, architecture film. LECTURE 04. Experiencing the city, the evolution of the street Topics: Street as “human movement institutionalized in space,” (Rykwert), movement and circulation as an impetus in urban life, transformations of the street in history, rituals LECTURE 05. Imagined cities Topics: Never built New York, utopian cities, Colonization of the Americas, Ledoux’ Chaux; Charles Fourier’s Phalanstery;

3 parts Assignment: Visual, written and recorded documentation of an area in each student’s location (see the assignment details in point 04). There will be weekly deliverables and three submission dates Bi Weekly readings: Every two weeks, a reading will be distributed to the students. Students are expected to take notes and elaborate a one paragraph commentary on it, to be discussed in the following class. City Presentation: Each student will make a 10 slides / 10 mins presentation on one city of their choice following a specific format to be discussed in class criteria Class participation 15% City Presentation 10% Assignment 75% (Mapping: 20%, Video: 20%, Challenges: 35%) Robert Owen’s Villages of Unity

Requirements and Assignments

This(A.Korzybski).firstassignment asks to map the domestic unit (apartment, house), its immediate vicinity that connects it to the city (the building, driveway, porch) and the urban elements (streets, block, etc.) together with the trace of your daily destinations. These spaces and their relations to each other make up an Urban Environment. Within this Urban Environment, you’ll define an ‘Area of Interest.’ Based on these observations, you will identify an urban element that has changed, physically, in terms of use or in other ways. This can be a part of a street, a sidewalk, a corner, a park that was closed, an open space where people came together, a place where signs were placed, a place where stores were shut down, a place where a mobile clinic or a provisions stand was set up, etc, and work in the production of distinctive layers of information that will be combined in a composite drawing

DefineDESCRIPTION:yourarea of interest. What are its limits, extensions and connections? While these definitions can change during the semester, you can start by thinking of them as encompassing the urban space where one moves daily extending from the domestic unit and its immediate vicinity to the urban elements such as adjacent streets and the neighborhood. You can include spaces that relate to specific experiences, necessities and emergencies. You can also think of someone other than yourself and map their spaces.

The aim of the first part of the course is to understand how modern Geographic Information Systems were developed, how they work and argue for the possibility of use their logic to understand the city and take a position towards the way we represent it and talk about it. ‘The Map is not the territory’

. WEEK 02

The Bernard and Anne Spitzer School of Architecture Topics in Design & Methods . Spring ’21

Meta city. Informal and informational systems Topics: Organizational patterns, mapping the informational, the informal city, megastructures, data gathering and visualization. The Bernard and Anne Spitzer School of Architecture Topics in Design & Methods . Assignment Details PART 01 MAPPING YOUR URBAN ENVIRONMENT [Layering your Experiences] Individual work

and LECTURECooperation06.

Spring 21 04

Grading

Teaching Goals

The lectures and assignments are organized around four goals: how to read the city; how to represent the city; and how to analyze the city How to read the city: History of urbanism has produced innumerable books about the Urban Environment, and yet, cities are palimpsests. Each city is a sophisticated document in which one can read the social interactions, political arrangements and economic exchanges that the city has hosted throughout the centuries. Cities are historical documents recording the different phases of their evolution. They are proofs of the design intentions of their makers. During the class, we will take an imaginary journey throughout different cities around the globe to read their historical formation, the lives that they hosted and continue hosting, and the challenges that they present today. How to represent the city: Cities have been represented in different ways. From the figure ground analyses found in Colin Rowe and Fred Koetter’s Collage City (1978) to Rem Koolhaas’ schematic diagrams, from the objective representations of Ludwig Hilberseimer to Andrès Jaque’s emphasis on “informal different modes of representation tell different stories, and present different understandings of cities. The class will provide a history of the way architects and urban designers have represented the city throughout its evolution. How to analyze the city: The course will take the students’ immediate Urban Environment as the testing ground for reading and analyzing the urban fabric. Lectures and readings will allow the students to familiarize with the subject. Each student will be responsible for the completion of a final assignment consisting of a series of drawings and diagrams related to their specific Urban Environment

DefineDESCRIPTION:yourinterests.

TO GatherPRODUCE:audiovisual material, original and from archives, and establish the connection to the first part.

01 • PART 02. RECORDING THE CITY [Multimedia analytical tools] Individual work Students will work individually, using the area of interest they defined in PART 01 Each student will work on a video up to 2 minutes reflecting on the learnings from the Layering Assignment, editing the audiovisual material based on a series of questions / hypothesis on the site that will determine the student’s interests.

The Bernard and Anne Spitzer School of Architecture Topics in Design & Methods . Spring 21 Benevolo, Leonardo. 1967. “Nineteenths Century Utopias” in ‘The Origins of Modern Town Planning’. Cambridge, Mass., M.I.T. Press Foster R., Sheila, 2009 Urban Informality as a Commons Dilemma , University of Miami Law School 06. Expanded Bibliography Brenner, N. 2014 “Introduction: Urban Theory Without an Outside.” In Implosions/Explosions: Towards a Study of Planetary Urbanization, edited by N. Brenner, 14 35. Jovis. Childs, Mark C. 2012. Urban Composition: Developing Community through Design Princeton Architectural Press. Eaton, Ruth. 2008. “Ideal cities: utopianism and the (un)built environment”. Thames &Hudson Jacobs, Jane. 1969. The Economy of Cities , Random House. Jacobs, Jane. 1961. “The Death and Life of Great American Cities”. Random House. Koolhaas, Rem. 1978. "Double Life of Utopia," in Delirious New York. Monacelli: 81 159. Lydon, Mike and Anthony Garcia. 2015. “Tactical Urbanism: Short term Action for Long term Change”. Island Press Ryan, Brent D. 2012. “Design After Decline”, Chapter 5: Social Urbanism. MIT Press. Sassen, Saskia. 2005. “The global city: introducing a concept” Brown Journal of World Affairs, 11: 2, 27 Shane,43. David Grahame. 2011. “Urban Design since 1945: A Global Prospective”. Wiley and sons. Smithson, Alison and Smithson, Peter. 1957. “Cluster City,” The Architectural Review, 333 336. Soja, Edward and Kanai, Miguel. 2008. “The Urbanization of the World,” in The Endless City, edited by Burdett, Richard and Deyan Sudjic. New York: Phaidon, 54 69. Soria y Puig, Arturo. 1999. “The Concept of Urb and Urbanization,” Cerdá : the five bases of the general theory of urbanization”. Electa, 79 94. Wirth, Louis. 1938. “Urbanism as a Way of Life” The American Journal of Sociology, Vol. 44, No. 1, 1 24 Lopate, Phillip. 2005. “Waterfront: A Walk Around Manhattan” Anchor Books. Whitehead, Colson. 2003. “The Colossus of New York” DoubleDay.

The Bernard and Anne Spitzer School of Architecture Topics in Design & Methods Spring 21 06 Grading & Attendance Policies and Studio Culture Course Expectations: That students will develop a high level of independent thought and rigor and a willingness to go beyond both basic project requirements and their own perceived limits and abilities. That students will successfully complete all project requirements. No make up or postponed project submissions will be accepted except in the case of medical emergencies or other extraordinary circumstances. Excused absences and project delays must be officially cleared by professor in advance in order to be considered valid.

and

School of

domestic

more relevant? What

Topics in Design & Methods . Spring 21 1. Start

you

photos

representation TO PRODUCE: 1x Board that brings together your maps and drawings.

Photosdrawings.can

REVIEW06ASSIGNMENT

charts, legal descriptions, Public transportation maps,

Research: Understanding of the theoretical and applied research methodologies and practices used during the design process.

Attendance: Consistent level of preparation and on time presence for each studio class and scheduled evening lectures.

Methods of Assessment: Attendance and participation in class discussions: 15% Projects development in response to semester schedule: 55% Projects presentation, completion and resolution: 30% Note: The Research component of the studio will be weighed more heavily in assessment of graduate student work and class performance.

172 8 1112 7

Movie editing will be performed through software as Adobe Aftereffects, Premium or similar. Student will be given tools and tutorials on how to edit a documentary like short film, incorporating their own recorded footage (with phone camera or similar), existing and historical footage, documents, labelling, etc, using voiceover, sound and camera position to explore a particular aspect of their site, which origin will be based on the written essay of part 01.

. WEEK 09 ReviseDESCRIPTION:/Continue editing the 2 minutes movie TO FirstPRODUCE:draftofthe movie

your

them? 3.

PERSPECTIVES WEEK 04 WeDESCRIPTION:aregoingto

map? 4.

AND EXTENSIONS, why

and add

Clarity of Representation & Mastery of Media Ability to utilize both digital and manual drawing and model making techniques to precisely and creatively represent architectural ideas.

them? . WEEK 03 DefineDESCRIPTION:3Scales

Gather PHOTOGRAPHIC

Topics in Design & Methods Spring

In the lectures, students will be exposed to short films on cities, specially New York, with examples as The case against Lincoln Center 1968 Social Life of Small Urban Spaces 1979 The Wonder Ring 1955 , C’etait un rendez vous 1976 or NY,NY 1957 Methodology/Schedule: . WEEK 07

tool for drawing, what

WEEK 08

WorkDESCRIPTION:onascript for your video based on an Hypothesis/Question related to your area of interest, and start editing your 2 minutes movie. TO ScriptPRODUCE:document and storyboard for the movie

the

The Bernard Anne Spitzer Architecture by Working PLAN Define LIMITS are choosing Specify the AGENT, who is drawing this Use the Agent’s INTEREST a are the aspects of the built environment that are is the best way to represent of Investigation: unit (individual / family); urban element (shared); neighborhood WorkTO(communal)PRODUCE:on DRAWINGS that derive from your initial map 1. Drawing of the Scale of the domestic unit, what are the aspects of the urban environment that are prominent? 2. Drawing of the Scale of the urban element, what are the aspects of your area of interest that are shared and how? 3. Drawing of the Scale of the neighborhood, how is your area of interest related to its surrounding areas? 4. What are the best MODES OF REPRESENTATION for each of these scales? You can expand your drawing techniques into SECTION, ELEVATIONS, look at your area of interest through a series of Analytical Categories Investigate the following categories: 1/ Public/Private 2/ Morphology 3/ Zoning 4/ Means of Transportation in relation to your area of interest. How do each of those affect your experience and the urban environment? How do they intersect with your daily routine? WorkPRODUCE:on FOUR DRAWINGS that derive from your initial map: WhatMeansZoningMorphologyPublic/PrivateofTransportationarethebestMODES OF REPRESENTATION for each? Think of codes, etc… EVIDENCE of your investigation, the to analytical be done by camera/phone or using focusing on the modes of

THREE

The Bernard and Anne Spitzer School of Architecture 21 WEEK

Street view . WEEK 05 ReviseDESCRIPTION:yourdrawings

AfterDESCRIPTION:reviewingthe first part of the assignment, students will be introduced to a series of examples that use video to analyze the Urban Environment. Each student will work on audiovisual material collection of their areas of interest, focusing on the topics they developed in PART 01.

Absence & Lateness

Academic Integrity: As a student you are expected to conduct yourself in a manner that reflects the ethical ideas of the profession of architecture. Any act of academic dishonesty not only raises questions about an individual’s fitness to practice architecture, but also demeans the academic environment in which it occurred. Giving or receiving aid in examinations, and plagiarism are a violation of an assumed trust between the school and the Plagiarism,student.i.e.the presentation as one’s own work of words, drawings, ideas and opinions of someone else, is a serious instance of academic dishonesty in the context as cheating on examinations. The submission of any piece of work (written, drawn, built, or photocopied) is assumed by the school to guarantee that the thoughts and expressions in it are literally the student’s own, executed by the Allstudent.assignments must be the student’s original work. Any copying, even short excerpts, from another book, article, or Internet source, published or unpublished, without proper attribution will result in automatic failure of the entire course.

Library: The school’s library is a shared resource that is necessary supplement to all research and design work. Please direct questions to the library staff or the architecture librarian Nilda Sanchez.

173 9 13 10 14 The Bernard and Anne Spitzer School of Architecture Topics in Design & Methods Spring 21 . WEEK REVIEW10ASSIGNMENT 02 • PART 03 URBAN [Synthesizing/ComparingCHALLENGESsimilarities and differences] Group work What are the urgent issues in your Urban Environment? In the third part of assignment, we will address this question in teams. Based on your observations and analyses in the previous assignments, develop a critique, provocation or speculation. Modes of representation are open. Each group will perform a series of analytical and speculative documents of their assigned sites to produce one presentation that relates their individual sites and focuses on an Urban Challenge (format TBD). In the presentation, students will prioritize certain aspects of their analyses according to their understanding of their sites and the feedback obtained in the review sessions. Methodology/Schedule: WEEK 11 OpenDESCRIPTION:discussion in class to establish relationships between the work produced and form groups based on interests (Similarities / Differences) TO RevisitPRODUCE:allthemaps, drawings and documents you have produced individually and evaluate them as a team. Select 5 7 diagrams, drawings, ideas presented in them in relation to your maps and drawings. Present your evaluation and your selected examples along with a short statement on what you would like to discuss. . WEEK 12 TogetherDESCRIPTION:withyour teammates, we are going to hybridize them with a topic of your choice, that might relate them with aspects of life in the city: Social behaviour / Personal Experience / Distribution of wealth / Materiality / Accessibility, etc Base Categories: Public/Private [+] Morphology [+] Zoning [+] Means of Transportation [+] Possible themes of hybrid investigation [+] Forms of gathering and association noise vs Freshsocialemptinesssilencevsdensitydistancingvsproximityairvspollution The Bernard and Anne Spitzer School of Architecture Topics in Design & Methods Spring 21 Green vs asphalt Sun vs shadow WealthWaste vs Governmentalpovertysupport vs community’s assistance Physical and non physical boundaries Social interaction vs isolation GatherTOProvisionsCareSmellPRODUCE: MULTI VISUAL EVIDENCE of your investigation (articles, photos, diagrams, charts...), and add the photos to your analytical drawings. WEEK 13 WhereDESCRIPTION:haveyou found points of connection between your inquiries into your own urban environment and those of your team mates? How can you think of a particular way of representing it? TO MakePRODUCE: two new drawings / visual statements that relate your previous work with that of your team mates. . WEEK 14 ReworkDESCRIPTION:thedrawings, iterate and change as needed. . WEEK REVIEW15ASSIGNMENT 03 . WEEK DIGITAL16SUBMISSION 05. Required Readings Woods, Denis. 2010. Rethinking the power of Maps , p. 166. The Guilford Press. New York, NY, USA. Bunge, William W. 1971 (2011 edition). Fitzgerald: Geography of a Revolution Athens, Georgia. The University of Georgia Press. Whyte, William H. 1980 The Social Life of Small Urban Spaces” Washington, D.C.: Conservation ArendtFoundation,Hannah. 1958 “The Human Condition” Chicago: University of Chicago Press

The Bernard and Anne Spitzer School of Architecture Topics in Design & Methods Spring 21 B (+/ ) work meets all requirements. Presentations are complete and finely detailed. Work exhibits professional level of craft. Student has developed an individual design process that shows a high level of independent thought and rigor. C (+/ ) work meets minimum requirements. While presentations may be complete, student has struggled to develop an individual design process and/or is lacking in craft or design resolution D (+/ ) work is below minimum requirements. Presentations are incomplete, student has struggled to develop an individual design process and/or is lacking in craft or design resolution. F work is well below minimum requirements. Student does not develop adequate design process, and / or does not finish work on time. INC grades of “incomplete” are not given under any circumstances unless there is evidence of a medical or personal emergency. In such cases, instructor and student develop a contract to complete work by a specified date, as per CCNY policy. Classes / work missed due to illness must be explained with a physician’s note.

Absences due to Religious Observances

The Bernard and Anne Spitzer School of Architecture Topics in Design & Methods Spring 21 examination, study, or work requirement that is missed because of an absence due to a religious observance on any particular day or days.

174 [PART 2: LECTURES // list//] Arch 101/102 - Design I / II 01-COMPOSITE DRAWING ANALYSES 02-BODY IN MOTION 03-REPRESENTATION IN ARCHITECTURE 04-SYNTHETIC GROUND 05-OCCUPIED GROUND 06-OCCUPYING PROGRAM . DRAWINGS 07-SKIN - ENVELOPE . (in collab w Lori Gibbs) 08-ENVIRONMENTAL THINKING IN ARCH. Arch 461 - Urban Genealogies 01-INTRO: Representing the Urban Form 02-MAPPING THE CITY. Radical Geography and Detroit. 03-URBAN PROCESSES . Growing & Shrinking Cities 04-ILDEFONS CERDA & BARCELONA . The Future of the Grid 05- RACE, CLASS AND URBAN SHRINKAGE . Systemic Inequality as a result of Urban Processes in the United States 06-REPRESENTING THE METROPOLIS 07-REPRESENTING THE MEGALOPOLIS 08-REPRESENTING THE FRAGMENTED METRO 08-REPRESENTING THE METACITY 09-THE RepresentingFORMAL:the Urban Fabric 01 10-THE RepresentingFORMAL:the Urban Fabric 02 11-THE RepresentingINFRASTRUCTURAL:UrbanFlows 12-THE MappingINFORMAL:theUn-Mapped 13-LAYERING THE CITY 14-RECORDING THE CITY 15-DRAWING THE CITY 16-MAPPING YOUR URBAN ENVIRONMENT 17-ANALYTICAL TOOLS 18-URBAN URGENCIES a. Pratt Institute SoA [PRATT] Adjunct Associate Professor

175 Arch 401/402/403Advanced Design I, II & III 01-INTRO: Urban Analyses 02-REPRESENTING THE URBAN SCALE Arch 501 - Degree Poject 01-CRISIS CONGLOMERATION 02-RADICAL CARTOGRAPHIES 03-INFRASTRUCTURES OF CARE 04-DEGROWTH b. New York Institute of Technology [NYIT] Full-Time Visiting Professor AAID 140 - Visualization I 01-SKETCHING IN ARCHITECTURE 02-TONE AND TEXTURE 03-PROPORTION AND ORDER 04-ORTHOGRAPHIC DRAWINGS 05-AXON - PERSPECTIVE 06-PATTERN FORMATION 07-COLLAGE - MONTAGE c. The Bernard and Anne SPITZER SoA [CCNY] Adjunct Associate Professor Topics in Design Methods - Elective Urban01-Expeditions LAYERING THE CITY. Understanding GIS Systems 02-URBAN PROCESSES 03-RECORDING THE CITY. Video as a tool for Urban Analyses. 04-THE EVOLUTION OF THE STREET 05-DRAWING THE CITY. Analytical to Generative tools 06-IMAGINED CITIES. From Colonies to Utopias Advanced DesignThe SuperBlock Studio 01-INTRO: Urban Analyses 02-REPRESENTING THE URBAN SCALE . Urban Taxonomies 03-REPRESENTING THE ARCH. SCALE

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177 [003] Portfolio of Student Work //Gonzalo J. Lopez// //ASISTANT PROFESSOR OF ARCHITECTURE - SUSTAINABILITY// //KU School of Architecture and Design//

178 Index of Work [PART 1: ADVANCED DESIGN STUDIOS] [p.180] [PART 2: DEGREE PROJECT STUDIO AND SEMINAR] [p.226] SPTIZER SoA [CCNY]Advanced Design Arch 93103-C (11890) Arch 51000-C (7536) ARCH 85101-C (11390) SPTIZER SoA [CCNY]Advanced Design Arch 93103-C (11890) Arch 51000-C (7536) ARCH 85101-C (11390) The SUPERBLOCK Studio SU‘18 / SU’19 / SU’20 / SU’21 [2018] HELLS KITCHEN EDITION [2021] BROOKLYN CB02 EDITION EAST VILLAGE EDITION [2019] EAST VILLAGE EDITION [2020] CENTRAL HARLEM EDITION PRATT INSTITUTEAdvanced Design I, II & III 18/SU-ARCH-401-08 18/SU-ARCH-402-08 18/SU-ARCH-403-08 PRATT INSTITUTEAdvanced Design I, II & III 21/SU-ARCH-401-04 21/SU-ARCH-402-04 21/SU-ARCH-403-04 PRATT Socio-EcologicalINSTITUTE Urgencies [Time in the Antrhopocene] 21/FA-ARCH-501-1421/FA-ARCH-501-13 [2021]

179 [PART 3: HYBRID SEMINARS] [p.234] [2018-2021] PRATT INSTITUTEUrban Genealogies 18/SP 18/FA 19/SP 19/FA 20/ SP 20/FA 20/SP-21/SP-22/ ARCH-461-02 [PART 4: COORDINATED CORE STUDIOS] [p.262] SPTIZER SoA [CCNY]New York Urban Expedition ARCH 51550-A (58580) ARCH 61550-A (58635) UD 62000-B (59850) SPTIZER SoA [CCNY]Urban Expeditions ARCH 51550-A (58580) ARCH 61550-A (58635) UD 62000-B (59850)[2016-2021][2020][2021] PRATT INSTITUTEDesign I & Design II 16/FA 17/SP 17/FA 18/SP 18/ FA 19/SP 19/FA 20/SP 20/FA 21/ ARCH 101-04 ARCH 102-04

Since 2016, a series of interventions have been implemented in Barcelona Superblocks on the newly liberated public space: Playgrounds, Sport Spaces, Picnic areas, Collective Discussion Grounds, Open Markets... Proposals that have been recently reiforced, by a plan published by the city hall in 2021 in which the city is reclaiming several streets to remove the asphalt and provide green spaces, currently lacking in the city. This new inititative has been more crucial considering that since 2020, the raise and rapid expansion of the COVID19 pandemic has brought to the forefront with urgency the discussion on the public space of the city. How can we adapt to the changes that a city as dense as New York will face? following similar strategies to the OpenStreets initiatives, the SuperBlock studio will investigate, following the recommendations of the WHO and other Public Health Organizations, possibilities of adaptation of the space of the street. The studio will analyze such actions and their impact in current neighbors, and question ideas of use of public space, temporality, and the potential of architecture to generate long term impact structures envisioning the future of the superblock model. The semester starts with research and analysis of the superblock proposal, WHO recommendations, and their suitability for a city like New York, where experiments and speculation are already populating newspapers and gathering attention from the architecture community. Students, working in pairs, will analyze the superblocks in Barcelona and look for potential applications in a defined area in Brooklyn. In the process, students will study the area’s community board, the theoretical stakeholders of the projects, and will look for a collective definition of the term ‘Public’, in Public Space. The SuperBlock Studio explores way of using that space that enhances citizens rights to public space through three scales: [City Scale] [SuperBlock Scale] & [Architectural Scale]. Once the SuperBlock area is established, the studio will speculate with new traffic distribution patterns, analyze and design a series of architectural typologies and their relationship with the city (cultural, shelter, commercial, playgrounds…), to develop a Community Center + for the area.

180 [E]ditions: - HELLS KITCHEN - PRATT INSTITUTE - Summer 2018 - EAST VILLAGE - PRATT INSTITUTE + SPITZER SoA [CCNY] - Summer 2018 + Summer 2019 - CENTRAL HARLEM - Remote Learning - SPITZER SCHOOL OF ARCHITECTURE [CCNY] - Summer 2020 - BROOKLYN - Remote Learning - PRATT INSTITUTE - Summer 2021 [A]dvanced Studio - The SuperBlock Studio

In September 2016, the city of Barcelona implemented its first Superblock, an urban experiment designed to challenge the mobility of the typical urban road network, based in its 113m x 113 m grid where the car, as in most metropolis around the world, is ubiquitous. Through the modification of the basic road network and the establishment of differentiated routes for each mode of transport, the Superblock aims to return the public space to the citizen and pedestrian life, while reducing the environmental impacts of vehicles. The first Superblock covers an area of 40 acres in El Poblenou neighborhood, gathering 9 blocks of the city grid into a 400m x 400m area. The interior is closed to motorized vehicles and above ground parking; and the perimeter is where motorized traffic circulates, making up the basic roads. This simple operation, that does not require the implementation of major changes in the urban fabric, opens up a discussion, both current and necessary, about the future of the urban environment, that the studio will take as its starting point, to speculate with architectural scenarios that can be implemented within the superblock background in order to actively engage in the social role of architecture and its impact in modern cities.

[PART 1: ADVANCED DESIGN STUDIOS]

181 CKNYRBLOSUPE I. [STUDENT WORK] HELLS KITCHEN EDITION PRATT INSTITUTE - SU’18 Advanced Design I, II & III BROOKLYN CB02 EDITION PRATT INSTITUTE - SU’21 Advanced Design I, II & III EAST VILLAGE EDITION PRATT INSTITUTE - SU’18 Advanced Design I, II & III SPITZER SoA [CCNY] - SU’19 Advanced Design CENTRAL HARLEM EDITION SPITZER SoA [CCNY] - SU’20 Advanced Design

182 0.3 to 20% 10% to 20% YOUTH POPULATION RESIDENTIAL TRANSPORTATION16.3K 13.7K COMMERCIAL 11.1K NOISE COMPLAINTS ZONINGINDUSTRIALRESIDENTIALCOMMERICAL 65K to 85K 45K to 85K 85K HOUSEHOLDto105K INCOME FASTSUBWAYRAILBUSLINCOLNGARDENSTUNNELLINETRACKLINEFOOD 10%20%30%40%50%60%70% Bronx Brooklyn Manhattan Queens Staten Island Car, Truck, Van Public WorkTaxiBikingWalkingTransportationnatHome HOW CAR FREE IS NYC? 76.6%MANHATTANofhouseholds are car-free Avg Household Income $75,575 Avg Income of Households with car(s) $134,000 Avg Income of Households with No car $69,630 How Do Manhattan Workers Commute? Transit 59.5% Carpool 1.7% Drive 5.8% Other 33% 56.5%BROOKLYNofhouseholds are car-free Avg Household Income $51,141 Avg Income of Households with car(s) $84,000 Avg Income of Households with No car $39,260 How Do Brooklyn Workers Commute? Transit 62% Carpool 4% Drive 18.3% Other 15.8% WAYS OF TRANSPORTATION IN NYC HELL`S KITCHEN SITE ANALYSISTRAFFICPATTERN B B B 1300’ 9 BLOCKS 15 BLOCKS PEDESTRIAN PATHS POSSIBLE PEDESTRIAN PATHS 1300’ PUBLIC ZONES 2,684 ft 50th STREET 45th STREET AVENUE11th AVENUE8th ft1000 [S]tudent: FIRDEVS TURKER •ECO-META CLOUD• HELLS KITCHEN SUPERBLOCK Community Center + Food Production This SuperBlock in Hells Kitchen proposes a utopian view on the future of Manhattan’s grid, and adds a layer to it composed of an scaffolding skeleton that extends the space of the street over the existing blocks. In this new layer, processes of food production will become part of the public life of the city, making them visible and engaging for the residents, that will participate in all steps of it. At the architectural scale, the Eco-Meta Cloud proposes a community center + food production, providing spaces for the community board connected with those of food processing. 1. Eco-Meta Cloud. Hells Kitchen SuperBlock Analyses. HELLS KITCHEN EDITION [PRATT INSTITUTE]

183 11thAvenue 9thAvenue 50th Street 45th Street ZONE ANALYSIS CAR ACCESS TRANSPORTATION TRAFFIC PATTERNS BUS RAILLANETRACK POPULATIONMALE 3,9486,681 100%59%40%2,73325FEMALEto29years 1,080 65 years and over 555 MULTIPURPOSE LANE EMPTY PEDESTRIANSPACESWAYINDUSTRIAL PEDESTRIAN ACCESS PUBLIC GARDENS VOID SPACE 1. Gutenberg Playground 2. Clinton Community Garden 3. Hell`s Kitchen Park 4. Restaurants&BarsPark 1 23 4 11th to 9th Ave & 45th to 50th St INDUSTRIAL AREA 2. Eco-Meta Cloud. Hells Kitchen SuperBlock Analyses. 3. Eco-Meta Cloud. Speculative Collage 2018 BACK TO ROOTS 12 3 4 5 6 7 1 Vertical Hydroponics 2 Urban Farm 3 Elevated car tunnels 4 Bikes / Scooter / Skates 5 Farmers Market 6 Social gathering area 7 Wind Turbines

184 4. Eco-Meta Cloud. Hells Kitchen SuperBlock Plan Section & Views

185 5. The Eco-Meta Cloud. Community Center + Food Production. Large format drawing [Section] 6. Eco-Meta Cloud. Hells Kitchen SuperBlock Model.

186 5M (40FT12M(16FT36M120FT)23M75FT) THE WHERESUPERBLOCKPEOPLE’SSPACEISSHAPEDBYHUMANRIGHTS GREEN SPACE (W/O INCLUDING PARK) = 4% GREEN SPACE (INCLUDING PARK) = 16% GREEN SPACE = 40% OF BARCELONA SUPERBLOCK PRIVATE SPACE = 40% OF BARCELONA SUPERBLOCK PUBLIC SPACE = 60% OF BARCELONA SUPERBLOCK 45* DEGREE WHITE <10%>40%30-40%20-30% HISPANIC 20-30%30-40%>40%<10% 20-30%>40%30-40% BLACK <10% ASIAN >40%20-30%30-40%<10% POPULATION BY RACE IN EASTNYCVILLAGEEAST VILLAGE WHITEBLACKASIANMIXEDOTHER 40%30%20%10%HISPANIC0% $ 75K-80K $ 80K + $ 63 412 $ 25K-30K $ 65K-70K $ 88 099 $ 79 231 $ 66 886 $ 60K-65K $ 25 179 CHILDREN (0-17) COLLEGE YOUNGER(18-21)ADULT (22-39) ADULT SENIOR(40-64)(65+) 0.5% 0.5%0% AGE DISTRIBUTION IN EAST VILLAGE FEMALE MALE 8.OCCUPATIONSOTHER(LEGAL,HEALTHCARE, CONSTRUCTION, ARCHITECTURE, COMMUNITY SERVICE, ETC.) 7. COMPUTER/ MATHEMATICAL 6. EDUCATION, TRAINING, LIBRARY 5. BUSINESS/ FINANCIAL OPERATIONS 4. ART, DESIGN, ENTERNTAINMENT, SPORT, MEDIA 1. SALES/ OFFICE 2. MANAGEMENT 23% 16%13% 7%7%7% EDUCATION IN EAST VILLAGE (ALPHABET CITY) PEOPLE 3 YEARS AND OLDER IN GRAD/PROFESSIONAL SCHOOLS PEOPLE 3 YEARS AND OLDER IN K-12 SCHOOLS PEOPLE 3 YEARS AND OLDER IN UNDERGRADUATE COLLEGES15.3%15.5% 4.9% POPULATION BY RACE PER BLOCK IN ALPHABET CITY SQUATTERSPROTESTSHOMELESSJUNKIES CFORCOMATOSEBFORBREATHINGAFORALIVE DFORDEAD ALPHABET CITY IN THE1960S MEDIAN INCOME PER BLOCK IN EAST VILLAGE (ALPHABET CITY) PROGRAM DIAGRAM CIRCULATION DIAGRAM BUILT SPACE = 44 % PUBLIC SPACE = 28% PRIVATE SPACE = 72% CHINATOWN SQUARETOMPKINSPARKSTUYVESANTTOWN|PETERCOOPERVILLAGENYU STATISTICAL COMPARATIVEINFORMATIONDIAGRAMS[NEW YORK VS BARCELONA] 467M (197FT)60M7.62M(25FT) 470M 22.86M (75FT207M (680FT) 133.3m 133.3m 16- 20m 20m 20m 20m 20m m400400m B A AB 1. BCN-East Village Analyses [S]tudent: PHUONG MAI DO •THE PEOPLE’S SUPERBLOCK• EAST VILLAGE SUPERBLOCK Community Center + Arts Residency The project takes as a base the initial claim from Barcelona’s urban ecology agency: “We want these public spaces to be areas where one can exercise all citizen’s rights: exchange, expression and participation, cultureand knowledge, the right to leisure.” And explores the right to public space in the East Village, through the re-incorporation of spaces for art as a catalyst for collective life. In the large scale, the People’s SuperBlock proposes a series of movable devices (workshops, stands, studios...) that come together in the Community Center, mixing spaces for the community board, neighbors and an art residency program. EAST VILLAGE EDITION [PRATT INSTITUTE]

187 2. Speculative Collages els 2018 POTENTIAL ART HUB x COMMUNITY CENTER LOCATION GREEN AREA/ PEDESTRIAN ZONE/ BIKE LANE1:1000AXONOMETRIC ART X OPENSQUATTERDEMOCRACYAREA/SOCIALCENTER ARTISTS ROOFTOP RESIDENCY PRIVATE LIVE, WORK, PLAY SPACE EXTENDED GREEN ZONE FROM TOMPSKIN SQUARE PARK WEEKEND ART HUB WEEKDAY ART HUB ENGAGED WITH LOCAL INSTITUTES WEEKDAY ART HUB ENGAGED WITH LOCAL INSTITUTESWEEKDAY ART HUB ENGAGED WITH LOCAL INSTITUTES PRIVATE EXTENDED WORK/ PLAY UNIT TYPOLOGY BB' CAR DROP OFF AREA BIKE LANE CAR LANE ART x WORK LEISURE UNIT ART x EDUCATION ZONE ART x REST, WORK LEISURE UNIT AA'1:1000SECTION1:1000PLAN A'B'BA GREEN OPEN SPACE 3. SuperBlock Proposal. 4. SuperBlock Plan.

188 SITE ANALYSIS: CIRCULATION/TIME E 5th St Avenue B Avenue C Avenue D Car drop off area 1 min walk 30s bike E 7th St Propose: cut | open 0.1 mile 4 min walk 1 min bike E 6th St 0.4 mile 0.2 mile 4 min walk 1250ftmin walk 30s bike 0.2minminmilewalkbike 0.2 mile 5 min walk 3 min bike Current Propose:Overlaycirculation:E8thStwithcirculationcut|open Pedestrian through short cut min walk min bike Car drop off area Car BikecirculationStation Public Propose: cut | open 0.4 mile 10 min walk 6 min bike Proposed green/ pedestrian space Existing community gardens Bike Station Removing ground floor E 8th St E 4th St 0.1 mile 3 min walk 1 min bike Permanent Temporal GROUNDCONNECTINGFACADEROOF WIDE STREET PERMANENT + NON MOVEABLE WORKING SPACE TEMPORALWORKING+MOVEABLESPACEOPEN + MOVEABLE KIOSKNARROW STREET MODULE 10x5x9 WIDE STREET MODULE 20x10x9 9 COMMUNITY GARDEN + GREEN SUB SPINE 5 CUT+BRIDGEBRIDGE 10 CUT 10 9 20 LIVE + WORK + EXHIBITWORK + (COMMUNAL)EXHIBIT WORK + EXHIBIT (PRIVATE) LIVE + WORK + (COMMUNAL)EXHIBIT BUILD ON TOP NARROW STREET RELOCATION BUILDING TYPOLOGY 4. The People’s Superblock. SuperBlock Analyses.5.ThePeople’s Superblock. SuperBlock Typological Study.

189 6. The People’s Superblock. SuperBlock Model.

190 76'-0"18'-6"18'-6"29'-6" TAXONOMY OF EVENTS SECTION 1’-0”= 1/2” BALLOON DOG, Jeff USAKoons BLUE BEAR OF DENVER, Lawrence Argent USA BIG YELLOW BUNNY, Florentijn Hofman Sweden ART X COMMUNITYCOMMUNITYART TO AUDITORIUM TO ART RESIDENCY TO CLASSROOM TO WORKSHOP TO WORKSHOP ELEVATOR TO GROUND FLOOR PLAZA EGRESS NEIGHBORHOOD CLUBRECEPTIONROOMCOMMUNITY BOARD OFFICE SHARED OPENAUDITORIUMRESIDENCYPUBLICSPACE VISUAL PERFORMERART THE PEOPLE'S SUPERBLOCK ORGANISATIONPROGRAMTAXONOMYCIRCULATION OF TYPES MEETING ROOM (10-20 ppl) PERFORMING30x15x12 SPACE 100 32x32x16seatsCOMMUNAL LIVING SPACE 20 x 30 x 16 POET SHARED WORKSHOP/ACTIVITIES10x15x12OFFICE SPACE TALENT 12x20x122SHARED15x12x12CLASSBEDROOMartists/roomPROGRAMSxARTPROGRAMSBOARDCOMMUNITYCOMMUNITYARTISTSRESIDENCYPROGRAMS ARTIST INDIVIDUAL STUDIO 10 x 10 X 12 ARTIST INDIVIDUAL STUDIO can be open to public 10 x 10 X COUNSELING12 UNITS 10 x 8 x 12 7. The People’s Superblock. Community Center + Art Residence. Large format drawing [Section + Taxonomy of types]

191 LEVEL 2 LEVEL 3 LEVEL 5 1’-0”PLANS=1/4” 8. The People’s Superblock. Community Center + Art Residence Plans & Final Model

EAST VILLAGE EDITION [PRATT INSTITUTE]

192 1:1000AXONOMETRIC RELIGIOUS CHURCH/SACREDAREA: SPACES 1. SuperBlock Axonometric [S]tudent: NICA ESQUIVEL •THE SHELTER• EAST VILLAGE SUPERBLOCK Community Center + Shelter

This SuperBlock proposal speculates with the idea of the Right for Shelter for every human living in New York. Building against the outrageous policy of separating families in the border between USA and Mexico, the SuperBlock provides a series of Spaces of Shelter, where every person can find protection through places for living, learning, sharing and practicing Usingreligion.the Public Space of the Street, The Shelter ‘hides’ its protected spaces under plazas and boulevards, articulating this idea through the Community Center + Shelter, where the spaces for the Community board are exposed and the places for shelter, hidden.

2018 SUPERBLOCKANALYSISRELATIONSHIP DIAGRAM INTERVENTION SUPERBLOCK FRAGMENTS SUPERBLOCKSECTIONSINSTITUTION:EARTH/KOREAN SCHOOL RELIGIOUS: CHURCHES/CHAPELS COMMERCIAL: LOCAL STORES INSTITUTION: GIRL’S CLUB SUPERBLOCKANALYSISRELATIONSHIP DIAGRAM INTERVENTION SUPERBLOCK FRAGMENTS SUPERBLOCKSECTIONSINSTITUTION:EARTH/KOREAN SCHOOL RELIGIOUS: CHURCHES/CHAPELS COMMERCIAL: LOCAL STORES INSTITUTION: GIRL’S CLUB 2. The Shelter. SuperBlock Analyses, Plan & Sections

194 01 GENERAL AREAS MEETING ROOM CLASSROOM 02 INSTITUTIONAL AREAS LIBRARY GREENHOUSE 01 RELIGIOUS AREAS CHAPEL CHURCH/GATHERING RECREATIONAL SPACE TAXONOMY OF TYPES USES/SPACES 01 SPINE: AVENUE C OPEN GARDEN OPEN GATHERING SPACEOPEN FORUM OPEN FORUM 6. The Shelter. SuperBlock Typological Study

195 CHURCH/GATHERING SPACE SANCTUARY CAFE/SOUP KITCHEN 04 COMMERCIAL AREAS KIOSKS MARKETS COMBINATIONS FORUM 01 SPINE: AVENUE C 02 NE: GIRLS’ CLUB 03 SW: SCHOOL INSTITUTIONS OPEN GARDEN OPEN GATHERING SPACEOPEN LOCATIONSLOCALSPACESRELIGIOUSFORUMMEETINGSTORE OPEN INFONEWSPAPERMARKETFARMER’SFORUMSPACESBOOTHSCENTERSOPEN SPACERECREATIONAL OUTDOOR LIBRARY TAXONOMY OF BASICTYPESFIGURES

196 7. The Shelter. Community Center + Shelter Large Format Drawing

197 EXPLODED AXONOMETRIC COMMUNITY TAXONOMYCENTER OF TYPES ADJUSTABLE/MOVEABLE MODULES L AUDITORIUM L1 EXPLODED AXONOMETRIC COMMUNITY TAXONOMYCENTER OF TYPES ADJUSTABLE/MOVEABLE MODULES L L1 TAXONOMY OF TYPES ADJUSTABLE/MOVEABLE MODULES L M S AUDITORIUM MUSIC CHOIR MEETING SPA STUDIO PRACTICE CHAPELROOM L1 L3 DINING AREA CAFE/RESTAURANT CLASSROOM GARDEN POD HOUSING [FOR ANY NUMBER OF MEMBERS]PERFORMANCE SPACE ART GALLERY RECREATIONAL AREA M1 M2 M3 8. The Shelter. Community Center + Shelter Exploded Axon 9. The Shelter. Community Center + Shelter Taxonomy of Types

198 EAST VILLAGE EDITION [SPITZER SCHOOL OF ARCHITECTURE -CCNY-]

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206 [S]tudents: CARRY PAK . TANIA JAQUEZ . GLORIA HWANG . MARIO JOYA [GROUP WORK] •COMMUNITY IN TIMES OF SOCIAL UNCERTAINTY• CENTRAL HARLEM SUPERBLOCK Community Center + Health Care CENTRAL HARLEM EDITION [SPITZER SCHOOL OF ARCHITECTURE -CCNY-]

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216 [C]ommon Map . BROOKLYN COMMUNITY BOARD 02 . SUPERBLOCK Urban Design Proposals BROOKLYN COMMUNITY BOARD 02 EDITION [PRATT INSTITUTE]

217 2021 Group Work: BROOKLYN HEIGHTS Group Work: BOERUM HILL Group Work: FORT GREENE

218 TRANSPARENCY OF CRAFT AND SHELTER . Infrastructures of Care: From CAR to CAR[E]. Hannah Kim

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220 RE-SHAPED KIDSCAPE . Lara Copaescu

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222 Students interviewing Manhattan community board 03 Manager Susan Stetzer in the East Village Students interviewing Manhattan community board 03 Manager Susan Stetzer in the East Village COMMUNITY BOARDS INTERVIEWS

223 Students interviewing Manhattan community board 04 Manager Jesse Bodine in Hells Kitchen Students attending the Brooklyn Community Board 2 Meeting on June 9th, 2021 [C]ommunityInterviewsBoardAspartof Exercise 01, each area’s group will conduct an interview with the community board of their area (CB03, CB04 & CB10), potentialofstakeholderstheproject. The interview will be written and perform by the whole group at the CommunityOffices.Board 2018/2019/2020/2021

224 [M]idterm Review [June 18th, 2018] Jury Panel: - Kamilla Csegzi - Cassandra Nakashima - Paula Vilaplana - Alfonso Simelio - Maria Lozano - Brandt Knapp [F]inal Review [April 23rd, 2018] Jury Panel: - Caitlin Cahill - Jerome Haferd - Diana Cristobal Olave - Alfonso Simelio - Cristina Goberna20182020MIDTERM AND FINAL REVIEWS

225 2018 / 2019 / 2020 [M]idterm Review [June 25th, 2019] Jury Panel: - Federica Vannucchi - Yuqi Zhai - Paula Vilaplana - June Williamson - David Grahame Shane [M]idterm Review [June 29th, 2021] Jury Panel: - Maria Hurtado de Mendoza - Beth O’Neill - David Smiley - Frederick Biehle - Nandini Bagchee - Jason Lee - Emily Weidenhof [F]inal Review [July 23rd, 2019] Jury Panel: - Ane Gonzalez Lara - Maria Lozano - David Grahame Shane - Yuqi Zhai [F]inal Review [July 30th, 2021] Jury Panel: - Nandini Bagchee -Frederick Biehle - Federca Vannucchi - Kyle Hovenkotter - Galen Pardee - Alicia Imperiale - Silvia Vercher - Michael Su 20212019

Research approach: We will emphasize the importance of examining overlapping and entangled systems (economic, political, ecological, infrastructural, etc). We will also emphasize the study of multiple scales of time, including geological, historical, biological, and political spans. Mapping the past will be intimately connected to mapping the future.

[PART 2: DEGREE PROJECT STUDIO AND SEMINAR]

In order to imagine what this break or turning point could perhaps look like, we ask our students to consider a different role for design through a series of overlapping inquiries:

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1. How can we understand Socio-economic Reparations in spatial terms?

2. What are the different Temporal Scales of Repair at which design can operate?

5. How do we address the cumulative effect of crises?

Site: The Americas

Radical Cartography: We will investigate our potential site selection by performing exercises in cartography, starting from analyses of historical maps of colonization and settlement, land appropriation and division, and related economies/ecologies, and then borrowing techniques from Radical Cartography, defined as ‘the practice of mapmaking that subverts conventional notions in order to actively promote social change’ to construct an argument around each student’s project site.

4. Can we think of Care as the primary purpose of our large scale infrastructural, mid-scale urban, and small scale community building?

This vast geographic area, which nearly spans from one of the earth’s poles to the other, was called “The New World” by European colonizers. The great cultural and ecological diversity of this part of the world, with large continuous landmasses and small island nations, megacities and areas with almost no human habitation, and its shared history of European colonization and slavery, make it a rich and relevant site for consideration.

3. How do we identify instances of Slow Violence and actively address them?

6. Are we prepared to embrace Degrowth with our current set of tools as designers?

Discussions on the Anthropocene and climate change are shifting perspectives on the role humans have played in causing vast and damaging changes to the Earth and fellow human beings. As Heather Davis and Zoe Todd remind us, this humaninduced damage is not a recent event, but a continuation of colonialism and its “practices of dispossession and genocide, coupled with a literal transformation of the environment, that have been at work for the last five hundred years… the Anthropocene continues a logic of the universal which is structured to sever the relations between mind, body, and land.” Building, land use, and urbanization have been instruments of this global expansion of colonialism modernization, and capitalism, contributing to the loss of diverse human cultures and their traditions, as well as the diversity of the earth’s ecologies that had been home to those societies. Could this moment of reckoning be a potential turning point? As the geographer Kathryn Yusoff writes: “The Anthropocene as a new rendering of time, subjectivity and agency announces both a break in and consolidation of modernity’s temporal arc.”

227 URGEECOLSOCI I. [STUDENT WORK] PRATT INSTITUTE SOCIO-ECOLOGICAL- URGENCIES [TIME IN THE ANTHROPOCENE] Degree Project Research Seminar 21/FA-ARCH-501-13 21/FA-ARCH-501-14

1. TIME MAP: RECIFE, BRAZIL 3. TIME MAP: KANSAS CITY, MO, USA 2. CRISIS CONGLOMERATION MAP: RECIFE, BRAZIL

228 [S]tudents: Beatriz Xavier and Michelle Singer WINNER OF SOCIAL JUSTICE AWARD ‘21/22 •LINE OF ACTION•

The traditional practices of border drawing and map-making negate the experiential, three-dimensional, and subjective experience of the human. Therefore, the stewardship and radical re-design of boundaries, borders, and water’s edge can be something of rebellion, and have the potential to disrupt the geometric and oppressive systems implanted by white settler colonialism. We ask: How can we radically occupy the residual spaces that the grid could not reach, where it disintegrated, and what it left out? Many projects have studied the historical segregation of colonial cities, but few look to the regions in-between generated by centuries of settler-colonialism. The act of paving gridded streets into divided terrain was only possible where the land was flat enough to colonize. But what happens to the terrain labeled as “impassable” in official maps? These landscapes cannot be subdivided and paved over. Engaging these in-between spaces as means of action and placemaking can address unseen histories of the ancient past while acknowledging the prevailing struggles of the current moment. Through methods of folding the urban grid for the reclamation of communal land, our project establishes a framework for the collective use, inhabitation, and eventual co-stewardship of spaces. We propose legislation that allows for collective action to undermine biased authorities that approve land use. We take from the concept of adverse possession – squatter’s rights – to create a direct pathway to collective stewardship, providing a suggestive framework for communities to reclaim abandoned lots and parceled land without a seal of approval.

229

At the Border of Decolonization, Herscher and Leon MO,

4. SITE CYCLES: KANSAS CITY,

“To be ‘at the border’ then, is to be in a place that invokes the promise of decolonization.”

USA 5. SCALAR MAP: RECIFE, BRAZIL

230 •LINE OF ACTION: UNFOLDING CYCLES OF PLACEMAKING• Students: MICHELLE SINGER / BEATRIZ XAVIER [2022]

231 line of action:line of action: TROOSTAVE&E22NDSTREET&US-71 AV.BEIRARIO&RUADOSCOELHOS& SIGNAGE WALKING SITTING PRAYING EATINGCLEANSINGPLAYINGGARDENINGLEARNING SLEEPING LEISURE SKATING/BIKING 10 20 20 25 50 2 5050 15 15 20 JOINTS GARBAGE FENCES VEHICLES FOOTTRAFFIC WALLS SIDEWALKS LOITERING STREETS LIGHT STOREFRONTS SCAFFOLDING CARNOISE HIGHWAYS BRIDGES TUNNELS PLANTS SOIL PLASTIC PAINT AIR BRICKFABRICADOBEBAGS PERMEABLEPAVERSTHREADTILE PAPERSIGNAGE RAMMEDEARTH CLAY CASTMETAL point in time and space insert design here n cyclesofoppressionapplied tools for boundary making restorative actions materials

The neighboring communities of Black Bottom and Paradise Valley, located in Detroit, were once social and cultural meccas and symbolic centers of Black life. This place was one of the major destinations of the Great Migration of the twentieth century, the mass exodus of Black people fleeing the intense racism in the South in search of better opportunities. Black Bottom and Paradise Valley were razed by the city of Detroit and state of Michigan for urban renewal and the construction of the Chrysler Freeway (I- 375), displacing large numbers of Black people and creating “root shock” in the Black community that has present day Thisramifications.projectis rooted in exploring the dispossession and subsequent root shock caused by the American highway system and urban renewal. It seeks to rectify the effects of root shock by imagining a parallel present where Paradise Valley and Black Bottom re-emerge and are allowed to grow without disruption from the effects of white supremacist policies. The goal is to speculate on a new way of black urban life, or a new Black Commons, by dissolving the highway system to return the commons to Black people, and accessing this parallel reality that is rooted in the legacies of Black Bottom and Paradise Valley. The domestic commons, the commons of sustenance, the commons of cultural production and leisure, and the space of the collective, are new typologies that lean on music, ritual, care, and agriculture to restore Paradise Valley and Black Bottom as cultural and social meccas in Detroit.

232 Contact:cjspring9796@gmail.com 1. TIME MAP: DETROIT, MI, USA 3. RADICAL CARTOGRAPHIES: DETROIT, USA2. RYZHOME DRAWING: BLACK BOTTOM & PARADISE VALLEY [S]tudents: Cierra Francillon and Caleb-Joshua Spring WINNER OF BEST DEGREE PROJECT ‘21/22 •INVISIBLE REALITIES OF FUTURE PAST•

233 Caleb-Joshua Spring 4. SPECULATIVE COMMONS

- During Fa’18, Sp’19 and Fa’19, Arch461 was taught by Tulay Atak, Federica Vannucchi, and myself.

- During Sp’20, Arch461 was taught by Tulay Atak, Federica Vannucchi, Ashraf Abdalla, Alicia Imperiale and -myself.During Fa’20 and Sp’21 Arch461 was taught by Tulay Atak, Federica Vannucchi, Ashraf Abdalla, and -myself.During Sp’22 Arch461 was taught by Tulay Atak, Teddy Kofman, Ashraf Abdalla, and myself.

IN SPRING 18, The course was divided in four parts, each dedicated to the evolution of a city model. These are: metropolis, megalopolis, fragmented metropolis, megacity/metacity. For each part, lectures are organized following four objectives: how to read the city; how to represent the city; how to analyze the city; and how to design the city. Ultimately, the course will ask the students to apply what they have learned in class to the analysis of the urban fabric of Manhattan.

234

[PART 3: HYBRID SEMINARS]

[F]aculty-During Sp’18, Arch461 was taught by David Grahame Shane, Federica Vannucchi, and myself.

[C]ities are fascinating topics of enquiry. In this class, we will discuss cities as spaces of social aggregation where fundamental concepts such as the one of politics (from polis) were conceived. We will discuss cities as buildings and infrastructures where the 19th century Spanish engineer, Ildefons Cerdà, sought to coin the term urbanization. We will speak about cities as mechanisms whose form is determined by means of communication, from the use of trains to cars, from airplanes to iPhones. But we will discuss of cities not only as spaces “to read” but also as spaces “to act upon.” In the course, the city is considered the subjects of different representational modes, analytical approaches and the product of specific design processes. One of the main goals of the course is to consider “urbanism” as both a theory and a practice.

In SPRING 20, considering Remote Learning, each student analyzed their own Urban Environtment, following the three main topics debated in the lectures: 1.Exchanges / 2. Planned and Built / 3.Urban Challenges. The class aims at addressing some of the most debated and urgent questions of today’s urbanism: What is a just city? What makes a city healthy? What are the boundaries of the city? Whose city is the contemporary city? Who has the right to the city today and in what way? Is the city a desirable unit of human settlement today and why?

In FALL 18, SPRING 19 and FALL 19 the course focused on New York as a laboratory for studying urban history and theory. The students will be asked to study selected examples of urban projects from New York and relate them to the texts and case studies discussed in class.

235 PRATT INSTITUTEArch 461 - Urban Genealogies 18/SP-ARCH-461-02 18/FA-ARCH-461-03 19/SP-ARCH-461-02 19/FA-ARCH-461-02 20/SP-ARCH-461-02 20/FA-ARCH-461-02 21/SP-ARCH-461-02 22/SP-ARCH-461-03 EALONGENURBA I. [STUDENT WORK]

236 David Huh . Grand Central Station Urban Analyses - Manhattan as Fragmented Metropolis - Spring’18 PRATT SoA

237 David Huh . Grand Central Station Urban Analyses - Manhattan as Megacity/Metacity - Spring’18 NEWHAVENLINE HUDSONLINE HARLEMLINE 7 4 5 6 4 5 6 7 MEGACITY // METACITY GRAND CENTRAL STATION SPRING 2018

Typical New York City Grid The study shows the relationship of Seaport District to the nearest Financial District, while its also being compared to the Manufacturing (River’s Port) District in Kiev, Ukraine. Its is a comparison of di erent scales, but also the boudary and morphology study of the site, which reveals that the old pavement of the streets produce visible boundaries of the district and the elevation shows the historical (but renovated) buildings, that are di erent from the new tall construction nearby. Zakharova [ 01

Seaport District, Downtown Even if the entire street is in old pavement, there are also physical site boundaries bollards on all street entrances, boulders, FDR drive,), which create a more boundary region for our districtElements de ning street boundaries on a human: 1. Pavement (but it may also extend outside our 2. Vehicle Bollards 3. Boulders (used also as vehicle blocks)

OUTLINE FIGURE GROUND BOUNDARIES

The study explores districts real boundaries, the city, by expanding further the road some parts, while mixing with the regular buildings

Fall’18

PAVEMENT EXAMPLE Part of Sites boundaries analysis 1 3 2 Massing Axonometric Diagram

ItTransportation:isveryeasilyachieved destination. Having the Financial District by its side, we have a main subway “Fulton” center with: A, C, 2, 3, 4, 5, J, Z trains and a Path trains to New Jersey. Also, a nearest Wall Street Subway station for 2,3 trains. Meanwhile, on the south we have a “Staten Island Ferry Whitehall Terminal” and a “Water Taxi” points. It is also a place for a location of a “Downtown Manhattan Heliport”. To the North, there are Brooklyn and Manhattan bridges with a highway alongside the east-coastal Manhattan.

SITE MASSING HISTORICAL PRESENCE ?

The study explores districts real boundaries, within the surrounded area. Those boundaries are clearly de ned by the average height of the buildings, by the pavement on the streets, and more detailed by the vehicle blocks on the edges of those streets (shown in elevation)

HISTORICAL PRESENCE

TheLocation:Seaport District is located at the East side in Downtown Manhattan. It is hugged by a neighboring Financial District on its North, West and South. On the East side, it faces an East River and on the North East you get a view over the two bridges: Brooklyn and Manhattan. This district doesn’t follow the Manhattan’s city grid, but has historical streets (like Pearl Street), intervolved into the city’s system. Historical part: The Seaport District is a historically important place for New York, since 1625, when the first port was built, and the first ship sailed to the land. In a while it became a huge trading center, where goods were entering the US from abroad. Starting from 1797, and until the middle of 19th century this place was the largest and most distinguished places on the US trading market, playing a great role at U.S. export and import. Therefore, on this location you may see renovated houses of middle 19th century, which are drastically distinguished from a neighboring high-rise Financial District.

The study shows the relationship of Seaport Financial District, while its also being compared (River’s Port) District in Kiev, Ukraine. Its is comparison scales, but also the boudary and morphology reveals that the old pavement of the streets produce of the district and the elevation shows the historical buildings, that are di erent from the new tall

The study explores districts real by the pavement on the streets, and more detailed by the vehicle blocks on the The study explores density the district, but also the height of the buildings

Part of Sites boundaries Massing Axonometric Diagram

Liubov Zakharova [ Lucy] Arch 461//Urban Genealogies:

Manufacturing (River’s port) District Analysis Person walking outside the boudary on all street entrances), which create more unique and distinquished boundary region for the site

Seaport District Analysis Downtown Manhattan, New York, NY

ARCH 461 fall 2018] Prof. Gonzalo Lopez Student Liubov Zakharova (Lucy) 20 000 scale 1 20 000 scale 1 20 000 scale 1 20 000 scale 1 20 000

The study explores density of the district, but also the height of the buildings in relationship to surrounding STREETS WITH OLD PAVEMENT SITE BOUDARIES

HISTORICAL PRESENCE ?

In Kiev, the average height of the buildings is relatively small, therefore, while comparing to the Seaport District (Manhattan), we can see that the “small” Seaport District is larger in scale, rather than Manufacturing (River’s Port) District in Kiev. It changes the perception of Seaport’s District, as maybe it isnt as small as we have tendency to think at first. As “We feel small, while being surrounded by all people, and feel tall in a company of short people”.

BouldersBollards(usedalso vehicle blocks) imitating old streets

BROOKLYN BRIDGE

SITEin

The same applies to the Seaport’s District in Manhattan, as by having a tall Financial District on its side, the change in scale makes people see it extremely tiny, when in reality it isnt History of Urban Design OF THE DISTRICT Manhattan, New York, NY

North-East Section through Seaport District. Manhattan. NY Average height of the buildings is 30’ Average height of the buildings is 22’ Average height of the buildings is 90’ West Section through Manufacturing (River’s Port) District, Kiev. Ukraine

Liubov

GROUND / BOUNDARIES

Typical New York City Grid

Seaport District Analysis Downtown Manhattan, New York, NY

SEAPORT DISTRICT BROOKLYN BRIDGE

North-East Section through Seaport District. Manhattan. NY Average height of the buildings 22’ Average height of the buildings is 90’

Typical New York City Grid 900 ft [274m] 264 ft [80m]

Ground Transportation Axonometric Diagram

The study explores districts real Those boundaries are clearly de ned by the average height of the buildings, by the pavement on the streets, and more detailed by the vehicle blocks on the but also the height of the buildings in relationship to surrounding

238

North-East Section through Seaport District. Manhattan. NY Average height of the buildings is 30’ Average height of the buildings 22’ Average height of the buildings is 90’ West Section through Manufacturing (River’s Port) District, Kiev. Ukraine STREETS WITH ALPHALT (or new pavemet)

Sections:Thestudy shows the relationship of Seaport District to the nearest Financial District, while its also being compared to the Manufacturing (River’s Port) District in Kiev, Ukraine. Its is a comparison of different scales, but also the boudary and morphology study of the site, which reveals that the old pavement of the streets produce visible boundaries of the district and the elevation shows the historical (but renovated) buildings, that are different from the new tall construction nearby.

HISTORY

PLANN

SITE BOUDARIES

Lucy] Arch 461//Urban Genealogies: History of Urban Design HISTORICAL PRESENCE? composite drawing

ARCH 461 fall 2018] Prof. Gonzalo Lopez Student Liubov Zakharova (Lucy) scale 20 000 scale 20 000 PLAN to the city on large scale Building Massing Map of Manhattan, NY

STREETS WITH ALPHALT (or new pavemet) HIGHWAY (FDR) AND BROOKLYN BRIDGE SITEMASSINGFIGURE

SITE MASSING

BOUDARIES

The position of the Site, and its relationship to the city on a large scale Building Massing Map of Manhattan, NY

bollards on street entrances, boulders, FDR drive,), which create more unique and distinquished boundary region for our districtVehicle

HISTORY OF THE SITE: SEAPORT

SEAPORT DISTRICT

scale 1

Massing Axonometric Diagram

Kiev, the average height the buildings relatively small, therefore, changes the perception of Seaport’s District, maybe isnt small as we have tendency think at rst. As “We feel small, while being extremely tiny, when in reality isnt. STREET ELEVATION (Photo)

SEAPORT DISTRICT Fall’18 Liubov Zakharova . Seaport District Urban Analyses - Historical Presence? - Fall’18 PRATT SoA

The study shows the relationship of Seaport District to the nearest Financial District, while its also being compared to the Manufacturing (River’s Port) District in Kiev, Ukraine. Its is a comparison of di scales, but also the boudary and morphology study of the site, reveals that the old pavement of the streets produce visible boundaries of the district and the elevation shows the historical (but renovated) buildings, that are di erent from the new tall construction nearby.

SEAPORT

SITE: SEAPORT

Dountown

The study explores districts real boundaries, of transportation to the Seaport District known that old towns and parts of cities are mainly pedestrian ELEVATION

on all

239 Bus Stop

Ground Transport Nearest Bus Stops:

Elements de ning street boundaries on a human: 1. Pavement (but it may also extend outside our district boundary) 2. Vehicle Bollards 3. Boulders (used also as a vehicle blocks) Street perspective from the Seaport District + Street perspective from Rome, Italy byactuallyhowaItaly.anperspectiveExperimental“real

are

Elements de ning street boundaries on a human: Pavement (but may also extend outside our district boundary) Boulders (used also as vehicle blocks) Street perspective from the Seaport District Street perspective from Rome, Italy

SIM35 M15; M15+ BM1; BM2; BM3; BM4; QM7 QM7; QM11; QM25 Ground Transport Nearest Bus Stops: Pier 11 East River Ferry Ferries to NJ Pier 16 Seaport Liberty Cruises Pier 17 NY Water Taxi Water Transport Nearest Piers:

Experimental comparison of a steet perspective from Seaport District to an ordinary historical street in Rome, Italy. This is study of question of “real Historical Presence”, and of how the Seaport District would actually look if it wouldnt be touched by renovation works, etc. DowntownDistrict.Manhattan,

TRANSPORTATION:SUBWAYFULTONSTATIONWALLSTREETNearestSubwayStations:2/34/5A/C2/3CITIBIKEFDRBrooklynBridgePearlSt;WaterSt;SIM5;SIM15;

Even if the entire street is in old there also physical site boundaries (such vehicle bollards street FDR drive,), which create more unique and distinquished boundary region for our district

pavement,

HISTORICALFDR PRECENCE?

New York, HISTORICALNY PRECENCE?

STREET

Even if the entire street is in old pavement, there are also physical site boundaries (such as vehicle bollards on all street entrances, boulders, FDR drive,), which create a more unique and distinquished boundary region for our district

TRANSPORTATION:SUBWAYFULTONSTATIONWALLSTREETNearestSubwayStations:2/34/5A/CJ/Z2/3CITIBIKEFDR+BrooklynBridgePearlSt;WaterSt;DoverStSIM5;SIM15; M15; M15+ QM7 QM7;

Seaport DowntownDistrict.Manhattan, New York, NY

SIM35

entrances, boulders,

BM1; BM2; BM3; BM4;

FALL 2018

QM11; QM25

Experimental comparison of a steet perspective from Seaport District to an ordinary historical street in Rome, Italy. This is a study of a question of a “real Historical Presence”, and of how the Seaport District would actually look if it wouldnt be touched by renovation works, etc. The study compares the presence of “History” on our site, and revealse the true essence of its “faking”. To ground the question, the site is being compared to the “real historical”, the ordinary streets in Rome, Italy. (Those streets as an example of real history). It is known that old towns and parts of old cities are mainly pedestrian. “Faking” the traffic, and creating physical site boundaries (such as vehicle bollards on all street entranc es, boulders, FDR drive, etc.) is a way of New York city to provide people the presence of history. But , nevertheless, we may see how it isnt working in a way it must have.

Liubov Zakharova [ Lucy] Arch 461//Urban Genealogies: History of Urban Design HISTORICAL PRESENCE? composite drawing 02

Water Transport

Seaport

SEAPORT DISTRICT Fall’18

HAMILTON FISH POOL THE COMPETITIVE POOL HAMILTON FISH POOL USER REVIEWS

The overall diagram shows the relation ship between the amount of ratings of a particular NYC public pool, which we can assume correlates to the occupational density during specific times of the year (circle size), versus the average rent price (color). The diagram demostrates that the higher the rent in a particular neighbor hood, the more private gyms (black dots) and sports clubs there are, which means less use of public pools.

[S]tudent: ALEXANDER ELGUERA [Publication Work] PRATT SoA

Google’s public database of reviews allows for any user to rate a place or company (out of five stars) and gives the option to leave a review. Taking this information, the drawings provides correlated data that takes into consideration what factors are present that may affect the number of ratings and amount of stars given to a specific place. The diagram shows the average cost of living in all neighborhoods across Brooklyn, Queens and Manhattan as well as the number and loaction of gyms and sports club within a 1/2 mile radius of the specific pool. FISH the social cultural

Arch 461//Urban Genealogies: History of Urban Design Spring‘19 ALEXANDER ELGUERA HAMILTON

effects of Hamilton Fish Pool on the neighborhood

240 Arch 461//Urban Genealogies: History of Urban Design

HAMILTON FISH POOL DIRECTION, OCCUPANCY, NAME HAMILTON FISH

The details of the day ground you in that time. The time when the public pools were a retreat to those living in NYC during the hot and humid summers in New York. Spring ‘19 the neighborhood

POOL WEATHER REPORT

POOL A FREE FOR ALL : HOW DO SOCIAL AND ECONOMIC FACTORS DETERMINE PUBLIC POOL OCCUPANCY Spring ‘19 Arch 461//Urban Genealogies: History of Urban DesignArch 461//Urban Genealogies: History of Urban Design Spring‘19 ALEXANDER ELGUERA HAMILTON FISH POOL OASIS IN NYC: a temporal study of

This diagram shows the direction of other NYC public pools in relation to the city skyline facing that direction. It also shows the level of occupancy at each pool as well as distance in relation to Hamilton Fish Pool. Many of these pools were built for the purpose of giving residents of NYC a safe place to swim. The city noticed many people were swimming in the polluted waters surrounding the island. This was no longer the case after the opening of the pools.

and

241 SPRING 2019 [S]tudent: CHARLES DRIESLER [Final Drawing]

242 [S]tudents: Sasha Ng & Huize (Winnie) Wu . EAST VILLAGE [P]ublic-Private [M]orphology [Z]oning [N]oise Levels [A]ssignment 01 FA’19: LAYERING THE CITY PRATT SoA

243 [F]inal Analytical Map . EAST VILLAGE FALL 2019

244 [A]ssignment 02 FA’19: RECORDING THE CITY [S]tudent: Hamza Hamdeh . ‘HUDSON YARDS DWELLERS’ [screenshot] [S]tudent: Sasha Ng . ‘SOUNDS OF URB - Tompkins Sq Park’ [screenshot] [S]tudent: Huize (Winnie) Wu . ‘STUY TOWN: An Isolated Area’ [screenshot] [S]tudent: Ida Hansen . ‘GREEN LIGHT GO’ [screenshot] PRATT SoA

245 [A]ssignment 03 FA’19: DRAWING THE CITY [S]tudent: Ida Hansen . ’4.7 OUT OF 5 FOR MIDTOWN’ [Final Drawing] FALL 2019

246 [S]tudent: Michelle Singer. FALL’20 [ONLINE]

1. Assignment

•A RADICAL SUBURB [07920]•

‘In the midst of COVID-19, the ways in which we occupy our neighborhood have shifted in order to align with the restrictions of social distancing. In New York city, the dense population started to realign itself into our private bubbles of 6 ft, resulting people to walk, talk, or sit in different manners in both public and private spaces. the study began exploring the before and after snapshots when the pandemic hits, displaying the differences in public occupation along the waterfront of Secondly,Brooklyn.the different pedestrian movements also impacted the transportation and programmatic configurations in the neighborhood of dumbo. the various programs are put onto the street, which results the outdoor areas to be more occupied as the indoor city blocks become emptied out. Lastly, the study moved onto analyzing the experiential aspect of dumbo as it starts to pinpoint the newly put up covid signs in the area. the noise, circulation and population density are also studied in order to showcase the different movement patterns in the area.’

PRATT SoA

07920 began as a project about a predominantly white suburb of central New Jersey riddled with blue ribbon public schools and minimally affected by Covid-19. 07920 is about self identity, reflection, analysis and realization, 07920 is not about ‘othering’ this fictional land of the suburbs and ridiculing it, rather addressing the social implementations of racism that we have all in one way or another deeply Theinternalize.ideaof introducing radical mentality into the suburbs is something of satire. Maybe that’s due to uniformity and the resistance to any sort of change in values from the traditional or socially expected. The concept of the lawn sign seems extremely conducive to this, in that it is so graphic, temporary, accessible, and is used both as a billboard and as an addition to the facade of the house. Through this research of the zipcode area, the history of it and the current zones within it, I learned about the density as well as the disproportionate population of this ‘synthescape’. This presents itself both in the racial segregation and isolation of the singular condensed region within my zipcode, as well as in the lack of age makeup within the entire zipcode area.

During the election season there were more lawn signs outside than the rest of the year. Given that 2020 is a presidential election year, everything seems exponentially polarized. All we see is Black and white, left and right, female and male, wrong and right. I’ve started drawing relationships within this polarity, but what I’ve noticed is my frustration with it. Between this oscillation of the dichotomy, there is still a missing tangent of radicality. 01: MAPPING YOUR URBAN ENVIRONMENT Assignment 01: MAPPING YOUR URBAN ENVIRONMENT [S]tudent: Yarzar Hlaing . FALL’20 [ONLINE] •THE NEW NORMAL• [MID-PANDEMIC]

247 2. Assignment 02: ANALYTICAL TOOLS 2. Assignment 02: ANALYTICAL TOOLS 3. Assignment 03: URBAN URGENCIES 3. Assignment 03: URBAN URGENCIES FALL 2020 [ONLINE]

•

•Priviledge and Spatial Violence

Analysis of Present and Past: This project uses the lens of identity and intersectionality to analyze the urban landscape from two constructed realms: the social and the physical. Through the personal routine, this project proposes a framework for community and interacting with our physical environment to return agency of change to the people impacted by it. I conclude that we need to create a means for people to interact with their daily routines, cataloging their feelings, thoughts, felt oppressions and ideas. A communal approach and interactive methodology can help us not only identify all the different ways spaces affect us, but can also provide the framework for enacting change at the individual level as well as a formal level.

Assignment 01: MAPPING YOUR URBAN ENVIRONMENT

The Nekst Urban Animals: The Universal City is constructed from physical monuments and their investment from governing bodies that, while everyone has different feelings towards, its presence is universally felt. Within the constructed social realm, this is the most privileged/not oppressed party. Those existing outside of the proximity of monuments are often blurred into obscurity. These structures are not remembered or invested in from a universal sense. This can be seen through people who face multiple oppressions at once. There is no framework for understanding nor addressing them universally and consequently they are only understood by either those who exist within those spaces or fleetingly by those who pass by. This is an issue, as it is extremely difficult to change an issue we cannot see.

1. Assignment 01: MAPPING YOUR URBAN ENVIRONMENT [S]tudent: Mariana Orellana . SPRING’22 [IN PERSON] •RECLAIMING SIDEWALKS• Clinton Hill’s sidewalks have experienced a post pandemic shift. Sidewalks serve for the overlapping of the routines of people, acting as a space in which the public, the private, and the social realm intersect. In the midst of the COVID-19 pandemic, new typologies such as the outdoor dining shacks, gates and “no access” signage, led to a privatization of the sidewalks consequently generating specific zones of congestion and repulsion to certain groups. Now the publicness of the sidewalk began to be overshadowed by the private spaces of rest, leisure, and recreation without compensation to those repulsed by these zones. My project considers the importance of the sidewalk as a public space for all types of occupiers, the dilemmas that have removed the accessibility of them, and analyzes the paradox between human congestion and available space for occupiers to access Consideringfreely.the dilemmas and current conditions of the area of interest, I then propose the tactical insertion of smaller typologies that compensate for inaccessible privatized spaces, creating urban points of rest, eating, recreation and shelter that act as inviting to all routines.

PRATT SoA

248 [S]tudent: Jared Rice. SPRING’21 [ONLINE]

249 SPRING 2021 [ONLINE] 2. Assignment 02: ANALYTICAL TOOLS 2. Assignment 02: ANALYTICAL TOOLS 3. Assignment 03: URBAN URGENCIES 3. Assignment 03: URBAN URGENCIES

250 [F]inal Collective Map SPRING 2018

251

252 [F]inal Collective Map FALL 2018

253

254 [N]ew York Urban Expedition

255 NYUECCNY20/SP I. [STUDENTS WORK] SPTIZER SoA [CCNY]New York Urban Expedition ARCH 51550-A (58580) ARCH 61550-A (58635) UD 62000-B (59850)

256 Analyses HighLine - Selma Antoine, Spencer Harbo, Milad Saboori, Isaiaah McCullon [GROUP WORK] Changing in Time Through a Bike Marathon . An analyses of NYC Marathon . ISAIAAH MCCULLON [INDIVIDUAL WORK] SPITZER SCHOOL OF ARCHITECTURE -CCNY-

257 EQUIPOISE (Balance of Forces Of Interest) . A board game on Counter-Gentrification . SELMA ANTOINE [INDIVIDUAL WORK] New York City Art . An interpretation of the NY Subway Map . SPENCER HARBO [INDIVIDUAL WORK] SPRING 2020

258 [U]rban Expeditions

259 SPTIZER SoA [CCNY]Urban Expeditions ARCH 51550-A (58580) ARCH 61550-A (58635) UD 62000-B (59850) EXPDCCNYURBN I. [STUDENT WORK]

260 Cindy Shao Pablo Castillo Qi Ting Yu Brian Ortega SPITZER SCHOOL OF ARCHITECTURE -CCNY-

Weng Megan Kalinowski Vickie Yuen

Camilla Thomas Lanhua

261 SPRING 2021 / SPRING 2022

ARCH 102[I]nformed Systems II: Our explorations in Arch 102 start by taking an analytical approach to the site, continues through the study and incorporation of the scale of the body and its motion to the Architectural environment, and connects both through the imagination of sequential Events as program that generate the Architectural place for the body to occupy. The process sequence begins by “deconstructing […]” standard systems and it “[…] explores new codes of assemblage” (Tschumi, Spaces and Events), by means of the invention of composite drawings, notation systems, event narratives, language exploration, and fabrication of models.

[FA’16/SP’17/FA’17/SP’18/FA’18/SP’19]STUDIOS]

ARCH 102[P]rojected Form II: Our introduction to architectural design in ARCH 101 was intensely visual, concentrating on stereotomic form, graphic systems, rule-based drawings, projective geometries, graphitectonics/architectonics amd perceptual effects. In ARCH 102 we will remember all of these important disciplinary aspects of architectural thinking and production but we can perhaps begin to refer to them as internal logics by comparison to the external logics or inputs that will condition much of the new content introduced during this semester. We will begin to ask ourselves if we can use external logics or features of the world outside of our projects as co-equal drivers of our projects along with what we have already learned about visual systems, tectonic systems and spatial systems. We will begin to suggest that the external world of the environment is in fact continuous, both physically and intellectually, with the internal world of the building. That is, internal logics (ARCH 101) will be enmeshed with external logics (ARCH 102) as we begin to think of an ecological agenda that is enfolded into our disciplinary agenda for architecture.

[FA’19/SP’20/FA’20/SP’21/FA’22]

ARCH 101[P]rojected Form I: The first-year studio curriculum at Pratt Institute’s Undergraduate Architecture program introduces students to the fundamentals of architectural design through projects and discourses based on the idea of Projected Form. The single word “project” is a special term for architects because it carries a variety of meanings that speak to what we do in both the discipline and practice of architecture. We will begin that curricular process in ARCH 101 with an exploration of Mass, Envelope and Ground. This exploration, carried out through a number of Projects and sub-projects (or Design Exercises), will introduce the fundamentals of form, the development of form into architectonic objects and the geometrical projection of those architectural objects into the space around them in order to create a context.

262 [PART 4: COORDINATED

ARCH 101[I]nformed Systems I: Our explorations in Arch 101 are focused on abstraction in geometric relationships. Students are asked to explain the role of the parts they use in their design and to invent the rules that make the design possible, following a series of “design approaches” that are based on elements (lines / surfaces / volumes) and operations (actionable verbs to explore formal outcomes). The semester long ongoing conversation focus on formal discoveries through the process and the potential of concepts to become a generative tool for the near future.

263 PRATT INSTITUTEDesign I & Design II 16/FA-ARCH-101-04 17/SP-ARCH-102-03 17/FA-ARCH-101-04 18/SP-ARCH-102-03 18/FA-ARCH-101-04 19/SP-ARCH-102-03 19/FA-ARCH-101-04 20/SP-ARCH-102-03 20/FA-ARCH-101-04 21/SP-ARCH-102-04 21/FA-ARCH-101-04 101-ARCH2PRATT I. [STUDENT WORK]

264 [S]tudent: SOPHI LILLES 2. Final Project Construction Drawing 1. Final Project Experimental Drawing INFORMED SYSTEMS I [PRATT SoA]

265 FALL 2017 3. Final Project Model

266 •ANPROPOSITIONARCHITECTURAL • OF A HOUSE PARTY a linear score frames, shifts, and explodes the faces of sonic chambers, producing audible constellations that filter the ‘song of the site’ Occupants navigate the structure through a controlled linar path and abridged surfaces oriented to capture the different sound sources of the site, arriving to an underground communal space where all sound converge creating the ‘song of the site’. 54321 Southwest3/8”Axonometric=1’ 1 23 4 4 5 Additive Components Resulting Voids 1 2 3 Southwest1/4”Axonometric=1’ Subtractive Components Joined by scaling,stepping, and rotating 1. Midterm Design Approach 1: Volumetric Additive 2. Midterm Design Approach 2: Volumetric Subtractive [S]tudent: TROY MELENDEZ INFORMED SYSTEMS II [PRATT SoA]

267 3. Final Project Model SPRING 2018

268 [S]tudent: SARAH TSUI 1. Midterm Experimental Drawing 2. Midterm Hybrid Model 3. Midterm Hybrid Axonometrics INFORMED SYSTEMS I [PRATT SoA]

269 4. Final Project Model FALL 2018

270 [S]tudent: BETTINAL COLET •THE ATRIUM• 1. Final Project Model INFORMED SYSTEMS II [PRATT SoA]

271 FRONT ELEVATION BACK ELEVATION SECTION C - C’ SECTION B - B’ PLAN PLAN SECTION SCALE 1/4” - 1’ - 0” SCALE 1/4” - 1’ - 0” SCALE 1/4” - 1’ - 0” SCALE 1/4” - 1’ - 0” SCALE 1/4” - 1’ - 0” SCALE 1/4” - 1’ - 0” A B A’ B’ C’C 33'-11" 7'-5" 39'-3" 12'-1" 6'-6" 14'-0" 17'-5" 32'-3" 47'-8" 21'-6" 28'-3" 3'-1"2'-5"3'-3"2'-2" 2'-11"1'-9"3'-3" 0'-11" 2'-2"0'-11"2'-1" 6'-0"1'-0"6'-0" 4'-2" 2'-2"2'-6"3'-7"3'-4"4'-5"2'-1" 3'-3" 1'-6" 1'-6" 2'-8" 5'-4" 1'-11" 2'-0" 7'-5" 9'-10" body studiesdynamicstatic 5. Final Project Body Studies 4. Final Project Orthographic Drawings3. Final Project Sectional Model SPRING 2019

272 [S]tudent: Kelvin Hu •IDIORRHYTHMY• 2. Project Orthographic Drawings 3. Project Model 4. Experimental Drawing MICHAEL HOLLANDER DRAWING EXCELLENCE AWARD Honorific Mention 2020 1. Project Diagrams PROJECTED FORM II [PRATT SoA]

273 5. Project Vignettes SPRING 2020

274 •THE SOCIAL BUTTERFLY EFFECT• ‘The interior becomes the cocoon from which to observe the dynamic energy of the exterior skin as well as the landscape. A horizontal cantilever and a vertical column form the two principal lines of sight that both physically guide your body and your eye to the outside. The transcending chimneys create a connection between what one is able to see and the physical design of the model from the outside point of view. The central transparent cantilever and the corresponding transparent column physically manifest this connection by providing both a material and a metaphysical path connecting the exterior and the interior through multiple axes.’ 1. Plan 2. Section 3. Instructions for Use [S]tudent: Ela Zawadzki PROJECTED FORM I [PRATT SoA]

275 4. Proto-Architectural Object + Landscape Final Model. FALL 2020

Portfolio of Practice, Pedagogy and Student Work //Gonzalo J. Lopez// //ASISTANT PROFESSOR OF ARCHITECTURE - SUSTAINABILITY// //KU School of Architecture and Design//