CRAFT
102A
Craft While traditional notions of craft will always be part of the curriculum; carefully put-together models, exquisite drawings, etc.—we must also embrace new notions of “digital craft” that also apply the values of
Sustainability
care, attention to detail, and communication to these new tools of 3D printing, CNC milling, laser cutting, and robotics. 102B
Sustain abi lity Sustainability permeates through the studios, in Third Year it is explored through developing projects that have a fundamental relationship in a significant way to their environment. This may operate at multiple scales, in the projects’ site relationship, or at the detailed level of an opening or material.
Tectonics
202A
Tectonics Tectonics in Third Year, the way material, detail and form coalesce to express ideas, is explored through large-scale wall sections and fragmentary physical models that allow a rigorous examination of the potentials of built form. These models are working models, and meant to be adjusted, manipulated, and transformed
Diagram
as learning tools that demonstrate the design process.
202B
Diagram Diagrams are never just two-dimensional—they are two-dimensional drawings often, but they are fundamentally three-dimensional constructs. The understanding that the architectural diagram is both a design problem unto itself and a method for critical communication is one of the most important things we try to communicate
302A
Materiality Materiality in third year is taken quite tectonically, with students exploring the nature of materials as they apply to structure, form, and spatial relationships. Large scale models allow materiality to be re-
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Materiality
to students.
searched at a tangible level, exploring methods of connection, detail and assembly.
302B
John Enright, Coordinator 302B Scale
The studio provided an opportunity for students to deARCH 302B HYBRID PROGRAMMATIC INVESTIGATIONS
velop a deep understanding of program within their design projects. While a base program type of a Community Civic
Urbanism
Site+Place
Center was given as a beginning point, students chose Coordinator: John Enright, Instructors: Ric Abramson, Mario
and researched additional program types to augment and
Cipresso, John Dutton, Jeff Kim, Erik Mar, Chris Warren,
enhance their conceptual ideas.
Christoph Kapeller, Goetz Schierle (systems integration)
Foreign/Global Studies
The studio focused extensively on building systems, in-
This studio occupies a critical location on the curricular
cluding physical systems (structure and enclosure)
time-line for architecture students. It stands at the end
and experiential systems (circulation and day lighting.)
of the structured core studio sequence and is the last se-
Provisions for ventilation, heating and cooling (both
mester in which the entire class works on one design
natural and mechanical), lighting, and for acoustic ame-
project with the same program. It is the foundation for
nity were required, as well as designing for life safety,
the differentiated, increasingly self-structured focus of
egress, accessibility, and an understanding of building
the topics studios. It is intended to serve as a summary
codes. A portion of the projects were developed in detail
and extension of the design exercises experienced in the
to investigate, understand, and ensure integration of the
previous semesters. This studio gives students the op-
various systems.
portunity to address a comprehensive design problem and requires bringing to bear all the knowledge and skills that have been accumulating during the core sequence, to extend the depth and breadth of understanding of design issues, and to deal definitively with the interaction of conceptual, formal, experiential, regulatory and technical requirements of architectural design.
402FA
402SP
402SU
The studio schedule required students to generate a developed conceptual design by midterm, to develop selected elements and systems of the building to a
502DP
detailed design level, and finally to revisit and rework the entire design in light of the implications of the detailed design exercise. THIS PAGE [2] [3], next page [1] [2]: bryn garrett
502IDP