Course #
3. Display control of output methods for printing and fabrication equipment using a variety of media types.
4. Apply the conventions of annotation and measurement to a graphic representation.
5. Apply the conventions of line weight to signify a cut, profile or surface articulation.
6. Produce representations that display an understanding of the principles and concepts of:
a. Physical relationships (alignment, axiality, placement and proximity)
b. Ordering systems (geometric structure, grids and patterns)
7. Demonstrate the principles of design process for problem solving through responsiveness to conditions and limitations that define a design problem and through the iterative development and refinement of ideas.
Course Description
Three-dimensional modeling and rendering of spatial and formal constructs using software applications appropriate to the discipline.
Learning Outcomes
1. Integrate the student learning outcomes of Architecture 170 in more complex subjects.
2. Implement software applications for the modeling of mass and space.
3. Determine the placement and properties of natural and artificial light in order to articulate shade and shadow within a volume and upon a surface.
4. Define the property settings of materials which include color, opacity/ transparency, reflectivity, and texture; and assign those materials to masses within a model.
5. Select the optimal viewpoint and image composition to depict a view.
6. Control the settings and operations of rendering processes.
7. Demonstrate an understanding of visual design principles in the composition and character of a rendered image.
8. Generate orthographic views from a three-dimensional model.
9. Arrange an orderly and balanced layout.
OPERATIVES DISPLACE SUBTRACT
Expand Extrude In ate Branch Merge O set Bend Split Twist Skew MULTIPLE MULTIPLE MULTIPLE ADD Interlock Intersect Lift Lodge Overlap Rotate Shift Carve SINGLE SINGLE SINGLE Compress Fracture Grade Notch Pinch Shear Taper Embed Extract Inscribe Puncture Intersect / Intersect Array / Rotate House in Minimimachi Re ect / Pack / Skew
Course Description
Introduce students to producing construction documents using BIM software. Primary software to be use will be REVIT. This class will place an emphasis on what items should be included into construction documents and how to coordinate them both graphically and with drawings notes and schedules.
Learning Outcomes
1. Utilize software applications for the drafting and modeling of architectural structures.
2. Respond to a given building program and display an understanding of organizational design principles in the layout of a building.
3. Integrate and manipulate building components within a software application.
4. Assemble a set of construction drawings which will include architectural plans, sections, elevations, callouts, details, legends, schedules and indexes arranged in a uniform format with a title block.
5. Demonstrate clarity in the delineation, notation and organization of the set of construction drawings.
6. Apply the conventions of graphic communication, scale protocols, and drawing sequencing standards to the set of construction drawings.
7. Produce a hard copy and a digital print of a set of construction drawings.
Course Description
Introduction to the methods of generation and representation of spatial and formal ideas. Use of graphic techniques and physical modeling for representation.
Learning Outcomes
1. Accurately construct two-dimensional compositions, orthographic drawings, paraline drawings, and three-dimensional models using a range of tools and media as appropriate to the discipline.
2. Produce representations that display an understanding of the principles and concepts of:
a. Composition (balance, consistency, emphasis/hierarchy, figure-ground,movement,proportion, rhythm, scale, symmetry, and variety)
b. Physical relationships (alignment, overlap and solid-void)
c. Ordering systems (geometric structures and grids)
d. Color (characteristics and schemes)
3. Apply the conventions of line weight to signify a cut, an edge or a surface articulation as appropriate to the type of drawing.
4. Utilize methods of measurement, scale and proportion in the representation of design solutions.
5. Employ the conventions of arrangement and annotation to two-dimensional presentation
6. Demonstrate an introductory understanding of the design process for problem solving by an appropriate response to a set of given conditions and the iterative development and refinement of the work.
7. Display a sense of craftsmanship as manifest through neatness, clarity and precision.
8. Implement software applications for the formatting and editing of digital images.
Design Parameters:
• Design a live/work space for a person/profession of our choosing to fit within the physical parameters of 20’ x 20’ x 12’
• Describe the characteristics of chosen person/profession
• Describe their daily life and routines
• Analyze anthropometric data to inform flow and space
Occupant
A single Chef will be the occupant of this work/live space. The work space will function as a small 6-8 seat restaurant. Chefs by necessity are driven, efficient and meticulous. This trio of characteristics will inform the organization of the space. The anthropometric data will be based on an adult male of average height and build.
Drive - The space will function as living quarters as well as a work space; therefore it must be conducive to both the rigors of a dining establishment as well as accommodating and relaxing. Design will be approached holistically to present a cohesive vision that reflects the Chef’s passion.
Efficiency - A Chef is most at home in a kitchen where everything is within easy reach. From energy efficiency via material selections to physical efficiency and ergonomics, KTCHN will aim to apply this ethos throughout the space.
Meticulousness - The unassembled components of any given dish are known as its Mise En Place, which roughly translates to “everything in its place”. This concept will be employed across all aspects of KTCHN, including utilizing creative storage solutions, and an innovative approach to program organization.
The Space
KTCHN will be divided into the restaurant or work space and living quarters with separate entrances for each. Living quarters will house a lofted sleeping area above a small storage area and a cubicle/office. The living quarters will also contain the lavatory facilities as well as a walk in shower. Next door, the restaurant will feature a professional galley kitchen appointed with the necessary equipment as well as a dining table to sit 6-8 guests.
Conclusion
In order to meet both the program requirements and the combination of the rigorous needs of a dining establishment with the comforts and amenities of private living quarters, KTCHN must be designed with attention to space, flow, and ergonomics. Through attention to detail and careful selection of materials these complex objectives may be met.
KTCHN
Course Description
Continuation of ARCHITC 121. Emphasis on the design and articulation of space and its representation. Introduction to spatial concepts of perception and order.
Learning Outcomes
1. Articulate through analytic diagrams the spatial definition and organizational arrangement of an architectural precedent and a solution to a design problem.
2. Physically model spatial enclosures through the manipulation of planar elements and mass.
3. Define an organizational type (eg. linear, radial, and central) through the arrangement of planar elements and mass.
4. Use an ordering system to clarify the position of space-defining elements.
6. Mechanically construct two- and three-dimensional drawings that depict the spatial and planar relationships of an architectural subject. Drawings will include orthographics, one and two point perspectives, sections, plans, perspectives, and paraline views which integrate techniques of explosion, cut-away and transparency.
7. Illustrate an understanding of the effects of color and their impact on the perception of space.
Using only paper and foam core, students were asked to design unique massing modules as well as an environment for the modules to populate in order to demonstrate various drawing techniques (ie 1 & 2-point perspective, paraline, axonometric, etc) and spatial organization (ie Linear, Centralized, Radial).
Course Description
Examination of criteria influencing residential design: program, context,municipal regulations, dimensional standards, and anthropomorphic data. Introduction to typologies, organizational strategies and precedents for architectural problem solving. Application of the skills of visual communication and design methodologies.
Learning Outcomes
1. Integrate the student learning outcomes of the prerequisite courses for the design of residential architecture.
2. Analyze and respond with an architectural solution to the conditions and limitations of an architectural design problem which include: anthropomorphic design criteria; issues relating to the psychological, emotional and physical well-being of the inhabitants; dimensional standards; physical site conditions; climate and other environmental factors; the program definition; spatial zones and domains; as well as codes and ordinances that are mandated by regulating bodies.
3. Integrate a design process methodology for problem solving.
4. Identify design intentions in architectural precedents and apply the strategies to solve architectural problems which have similar conditions.
5. Develop a solution to an architectural problem that demonstrates an understanding of visual and organizational design principles.
6. Represent design and planning ideas graphically and through physical model in a manner that `corresponds with the conventions of architectural expression.
Students were asked to design a multi-generational home to be located on the south side of Chicago, while meeting specific programatic criteria (ie: aging-in-place philosophies, building codes, ergonomics, etc), and then produce a set of drawings rendered by hand as well as a scale model.
Continuation of Architc 122. Emphasis on architectural analysis and design process. Integration of analog and digital tools and media.
Course Description Learning Outcomes
1. Implement the student learning outcomes of the prerequisite courses for projects that focus on architectural analysis and design process.
2. Analyze and diagram the characteristics of architectural precedents. The diagrams will articulate:
a. FORMAL AND SPATIAL RELATIONSHIPS of alignment, boundary, hierarchy, position, scale, solid to void, and symmetry;
b. CONFIGURATION/PARTI in terms of the plan and section arrangement;
c. PERCEPTUAL CONDITIONS of enclosure and volume definition, light interaction, sequence, surface characteristics, and view framing;
d. SYSTEMS of circulation, ordering (grids, modules, datum/data, geometry and pattern rules), structure and proportion;
e. SPATIAL ZONES including distinctions between intimate, personal, social and public; served and service; and ambulatory and dwelling space;
f. TECTONICS including assembly details and construction processes
3. Research, compare and verbally describe the common characteristics of specific building types.
4. Determine and implement the appropriate and optimal tools, media, representation type and level of detail at the various phases of the design process.
5. Digitally document and archive analysis studies and the work from all phases of the design process.
6. Solve a design problem using a design process methodology that includes the phases of:
a. FAMILIARIZATION: Analyze the limitations and document the conditions that define a design problem.
b. EXPLORATION: Develop multiple solutions to a single design problem that are responsive to the limitations and conditions that define the problem and that integrate the characteristics of relevant precedents.
c. SELECTION: Evaluate the strengths and weaknesses of several solutions, select the optimal solution, and articulate verbally the rationale for the selection.
d. CLARIFICATION: Develop and refine a single solution incrementally in a steady and progressive manner.
e. PRESENTATION: Organize a project presentation that includes physical models,orthographic drawings, paraline and/or perspective drawings, diagrams that illustrate the characteristics of the solution, representations that narrate the design process, and a written and oral explanation of the steps .that led to the solution.
Using ArcGIS as a database for demographic information, students were asked to identify a social issue present in the neighborhoods where they lived, and design an amelioration for that social issue using a standard shipping container as the basis for the solution.
By overlaying datasets displaying statistics for crime rates, poverty, and health insurance enrollment rates (right column of images), with homeless shelters in general, which were then filtered for accepting all social demographics, and then again by proximity to mass transit lines(left column of images).
Ultimately, a site in the East Garfield Park neighborhood was selected as the proposed location for a modularly built mid-term stay shelter and outreach center to be constructed from prefabricated shipping containers, with the intent of bringing aid to a burgeoning unhoused population with limited nearby resources.
(Left column from top: Pre-Existing Mobile Units, proposed Residential Modules, first floor spatial organization, second floor spatial organization)
Course Description
Continuation of Architecture 166. Emphasis on midsize commercial and institutional building types in urban contexts.
Learning Outcomes
1. Integrate the student learning outcomes of Architecture 166 for a midsize commercial, institutional or mixed use building type in an urban context.
2. Develop an architectural solution that is responsive to the complexities of an urban environment.
3. Analyze and compare the precedents of a specific building type and integrate the knowledge acquired into a solution for a similar building type.
4. Define an architectural program that is appropriate for a given use.
5. Analyze, compare and select a suitable site to accommodate a defined architectural program.
6. Synthesize circulation, structure, enclosure and tectonic systems into a unified architectural solution.
7. Narrate the steps taken during the design process that lead to the concept evident in the final solution.
Students were asked to analyze the current Harold Washington College campus, and compare it to various scholastic typologies and precedents. The analysis began with structural data points (number of floors, area, circulation, ADA compliance, etc), as well as current programatic allocations for classrooms per department, administrative offices, and building maitenance. This analysis would serve as the basis for a proposed redesign of the HWC campus.
(clockwise from top right: Current Harold Washington College campus, elevations of current HWC, Morphosis Architect’s Cooper Union(NYC), Campus Quad at UVA (Richmond, VA), Skidmore Owings & Merrill’s Chapel at USAFA (Colorado Springs, CO), brainstorming sketches, initial proposed massing in situ, existing HWC building program)
With the projects’s dual overarching goals of expansion and modernization in mind, the basis of design identified two significant issues: limited classroom space, and a lack of mixed use or social areas within the campus. The proposed solution to these issues entailed hollowing out a void within the building to create a large multi-story atrium or indoor quad, as well as attaining air rights above an adjacent CTA pumping station, and shifting the majority of classrooms and offices to this expanded space.
Theater Level 6 Student Legal Resources Undocumented Students Veterans Services Wellness Center Reflection Room Lactation Room Daycare Atrium Level 3 Student Advising Activities & Affairs Student Government Student Rights & Responsibilities Security Building Services & Mail IT Atrium Level 2 Admissions Career Center Access Center Placement Business office Financial Aid Registrar Bookstore Atrium Level 1 Elevators & Escalator Communal Areas & Seating Mezzanine Level Entrances Security Kiosk Elevators & Escalator Water Feature Ground Level Engineering Housekeeping Student Market Lower Level Levels 18A & 18B Cafe and Student Lounge Levels 17A & 17B Administrative Offices Levels 16A & 16B Faculty Offices and Lounge Levels 15A & 15B Library Levels 14A & 14B Architecture Levels 13A & 13B Visual Arts Levels 12A & 12B Performing Arts (Music, Theater, Dance, Recording) Levels 11A & 11B Business Levels 10A & 10B Sciences Levels 9A & 9B Math Levels 8A & 8B Languages (Foreign Languages, Speech, Debate, English Overflow) Levels 7A & 7B English West South East North
(clockwise from top left: proposed building program and perspective view, axonometric diagram of atrium space, building sections)
Course Description
Study of the materials and methods of building construction. Emphasis on architecture framed in wood and light-gauge metal. Application of the skills of graphic communication through the generation of construction drawings.
Learning Outcomes
1. Display an understanding of the traditional and emerging materials, systems and assembly methods used in architecture framed in wood and lightgauge metal.
2. Demonstrate a fundamental understanding of the building process and the roles and responsibilities of the Architect in the preparation of documents in the building industry.
3. Use software applications to graphically illustrate the arrangement and assembly of a building structure in a comprehensive and coordinated set of construction drawings. The set will include architectural plans, sections, elevations, callouts, details, legends, schedules and indexes as well as an annotated wall section.
4. Conduct research and select appropriate products, components, assemblies, and systems used in the construction industry.
5. Apply knowledge of standards set by the building industry, codes and ordinances established by regulating bodies, economic factors, and conditions of the environment that impact the design and construction of buildings.
Course Description
Study of the materials and methods of building construction. Emphasis on architecture having assemblies of masonry, concrete, steel and mass timber.
Learning Outcomes
1. Apply the student learning outcomes of ARCHITC 202 to more complex building types and construction assemblies.
2. Develop a set of construction drawings for a building structure that combines assemblies of masonry, concrete and steel.
3. Identify and compare construction systems and assemblies for a diverse set of building types.
4. Display an understanding of the rationale for the selection of construction systems and assemblies.
5. Illustrate a conceptual understanding of exterior building envelopes and the factors that impact their design.
