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TABLE Course Description The course is designed to provide FAU School of Architecture students with the opportu-

nity to mentor high school students and those in their first two years of college through the Architecture Summer Institute. Students will assist with curriculum development and the facilitation of the program through hands-on exercises that include model building and drawing.

Course Objectives Through this course students will:

 develop a solid foundation of skills needed to create a clear and sustainable curriculum.  be able to identify the components necessary to operate a short design program for others.  explore and articulate their own experiences in architecture education through interaction with others.

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CONTENTS MARK SMEETS BRIAN PAAJAMEN NATHALIE THELEMAQUE VICTORIA URDANETA JEN SIMPSON PATRICIA CERON DEAN GOLLECOS TYLER ALSHON ALYSSA FRANK ANALIS RAMOS CHLOE SCOTT OLSAN STASY BABB AMANDA ACCETTURO


PROJECTS

DAY

Day 01 - Monday Morning ‘The rock’ [Project 1]

Day 02 - Tuesday Morning ‘Spatial Basics’ Build a freestanding construction supporting a stone a fist high, or about 3 inches, over the table. [2.3] Combine the Elements (3x) - Combine the elements in three separate spat - Support by bending a 3 feet length of wire. - Materials: masking tape - Stone should be in a secured position and not fall when moving the structure. Discussion topics: Discussion topics: - Linear, centralized, interlocking - Material properties - Verbally describe the ‘other’ design - Light versus heavy – actual weight and visually weight - Creating space - Construction techniques: e.g. tools to bend the wire such as fingers, edge of table etc. - Importance of color as a highlighting elemen

- Joints of construction - Structure - Placement and exposure of the rock - Figurative or abstract - Generation of space

Day 01 - Monday Afternoon - [P02] ‘Elements’ [Project 2] [2.1] Create 5 shapes. - Begin with a drawn grid of 25, 1½” squares arranged 5x5 - Cut along grid lines to create 5 different shapes - Material: single-ply chipboard Discussion topics: - Basic drawing techniques - Precise – What is exact? - Proportion – Direction [2.2] Build the 5 objects. ‘Elements’ - Extrude each shape 1½” high - Choose and apply color to one of the shapes - Materials: single-ply chipboard, colored pencils/markers Discussion topics: - Construction - Exactness of execution - Detailing of edges

Day 02 - Tuesday Afternoon ‘The Spatial Object’ [2.4] Choose one scheme to present - Choose one scheme and glue it together - Present scheme to the class - Materials: Glue Discussion topics: - Spatial qualities - Public speaking and presentation techniques Day 03 – Field trip Fort Lauderdale

Day 04 - Thursday Morning ‘Kit of parts’ [Project 3] [3.1] Use the provided elements to further define the - Use the planes and linear elements in the de - The elements cannot be physically altered - Two different colors to be applied to two diff - Materials: chipboard, wood, colored pencils/ Discussion topics: - Connections to mass (edge, surface) - Use of plane and line to define space - Spatial qualities (degree of enclosure) - Interaction of colors: create degrees of simila

Day 04 - Thursday Afternoon ‘Kit of parts’ continued [3.2] Produce measured straight-edge drawings of th


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- 2 elevations: full scale - Include thickness of materials tial schemes: linear, centralized, interlocking - Use line weight to depict spatial depth - Revise the design in drawing Discussion topics: - Drawing precision - Line weight

nt

s

e spatial qualities of the object esign

ferent elements /markers

arities/differences between elements

d he construct

Day 05 - Friday Morning ‘Spatial Construct’ [3.3] Produce measured straight edge drawings of your construct. - 1 plan: full scale - 2 elevations (adjacent sides): full scale - Include thickness of materials - Use line weight to depict spatial depth - Revise your design according to the critique from the day before [3.4] Build a precise final design according to your working model and your drawings. - Final changes might occur in the process of completing the design - Material: butter board, wood Day 05 - Friday Afternoon ‘Spatial Construct’ continued Finish all work. Day 06 - Monday Morning ‘Spatial Construct’ [Project 3]; ‘Study Space’ [Project 4] [3.5] pin up [Project 4] For the final project of the Summer Institute you are asked to design a highly efficient (discuss efficient!) yet comfortable and poetic Study Space for one student to dwell and work on campus. You will learn to choose a suitable site, to develop the program, and to design the dwelling. Day 06 - Monday Afternoon ‘Study Space’ continued [4.1] Site visit: – Measure the site with your own steps (How long is your step?) and take notes in your sketchbook. Include edges of adjacent architecture and landscape elements, vegetation etc. – Notate how the site is connected to the pedestrian traffic – Make notes on specific views from the spot to the surrounding area and vice versa – With the help of others, frame a field of e.g.12 x12 feet (4 persons on each corner)


PROJECTS – Sit down and enjoy the area. Write and draw what is most special of this site to you. Objectives: - To understand the size of the site in relation to the human scale - To experience the various aspects of a site and to document it

Day 07 - Tuesday Morning ‘Study Space’ continued [4.2] Programming (students may work in groups to split the work and share results) - Measure your height and the height of the tallest and smallest person in the group. Create a average height. Define the minimal height to stand up and raise the arms, the minimal width to walk through, the minimal height and area to sit and to laydown etc. - What is the height of the eyes in each of the positions above? - Define the minimal desk you would need to work including its height and a minimal storage - How high and deep is a comfortable step? - How high is a railing? Objectives: - To understand the relationship of human scale and human behavior to built space - To program the project starting from necessities in an un-wasteful fashion - To develop sketches of notation [4.3] Notation of information - Summarize the results of the previous step. Draw a list of all functions of the hut you envision by now (Did you think of everything e.g. a roof top look out?) The list should include scaled straight edge measured plan and /or section, scale 1/2”=1’ - Discuss with other students, summarize and document in sketches the outcome of the site visit - Use the site model to check your collected information - Keep in mind to be space efficient Objectives: - Learn to document data - To understand influences of the site as a first step in the design process Day 07 - Tuesday Afternoon ‘Study Space’ continued [4.4] Volume

DAY

Build a minimal cardboard volume for each program opening to look out and /or to let natural light in. Yo allow a human being to enter the space. Objectives: - To develop a sense for the dimension of the

[4.5] Site-ing - Combine all your volumes and place them in number of additional materials and space to connec - Try out at least 3 totally different positions an volumes in the site model e.g. combination in a strai This part of the project is followed by a group discus idea; Maybe generate a new idea. Discussion topics - integration – contrast in / to context - intro – extroverted - connected – disconnected - inner space – outside form Objectives: - To use the site as a source for ideas - To experience a disciplined play including ch

Day 08 - Wednesday Afternoon ‘Study Space’ contin [4.6] Conceptualizing - Choose one architectural idea from the day b model Discussion topics - The project shall be efficient! - What is most important most exciting aspect - What is the architectural idea? Objectives: - To differentiate between program and archit - To develop a strong architectural idea - To experience a ‘disciplined play’ including c - Group Critique


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m items in your list. Include the perfect ou may open one side of each volume to program

Day 09 - Thursday Morning ‘Study Space’ continued [4.7] Produce measured straight edge drawings of your design - 1 plan including context (walkway, water trees etc.) and thickness of the material - 2 sections (90 degrees rotated) including thickness of the material - 2 elevations - Draw all information you have: edges above = dashed lines, hidden edges = dotted lines - Revise your design according to the critique from the day before

n the site model. You may add a minimal ct the volumes. nd combinations (architectural ideas) of the ight line, surrounding a center, stacking etc. Day 09 - Thursday Afternoon ‘Study Space’ continued ssion. Write down pros and cons for each [4.8] Model - Build final precise model

hance and choice in the process

nued

before to develop and built one rough

t to your project?

tectural idea

chance and choice in the process

Day 10 - Friday Morning ‘Study Space’ continued [4.9] Model - Build final precise model Day 10 - Friday Afternoon ‘Study Space’ continued [Project 4] Pin Up


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Jason Brandes summer institute