Architectural Design II.- Application of verbal, graphic, research, critical thinking and fundamental design skills to architectural projects that emphasize the integration of structural, environmental, life safety, building envelop systems, and building service systems; includes code compliance, resource conservation, cost control, and economic analysis. Core design studio for professional degree candidates.

The design studio is a fundamental learning environment based on participation, dialogue, initiative and learning by doing. What one gets out of a studio is in direct relation to what one puts into it. Sharing thoughts, discussing ideas and seeking feedback are important ingredients in the evaluation and refinement of design ideas.

A successful design project is based on accurate information, sound reasoning, and domain knowledge. Through a design project one seeks to find unique architectural solutions to identified problems, a successful design is one that elegantly responds to design requirements and constraints with minimal undesirable, unforeseen side effects. The activity of design is a research activity.

The activity of design must be an enjoyable one. We tend to put particular attention on doing what we enjoy and our performance tends to improve in direct relation with the amount of attention we invest. The better we are at doing something the more we will enjoy to continue doing it. Architects enjoy what they (we) do and a design studio offers an exceptional environment for creating a sustainable dynamic of knowledge application and knowledge acquisition.

The activity of design is time-bound. The intended instrumental base of this studio (CAAD and Telematics) requires additional responsibility and dedication on the part of the students. Hence, management of time is critically important in this studio. Effectively using your time, both in and out of class is the first step towards a quality design studio experience.

There are three basic aspects of communication that relate to architectural design. The first is communication with oneself; the expression, recording of an idea with the intent of exploring and refining the idea. The second is communication with one’s peers; the expression of a holistic design solution comprising many ideas with the intent of informing and conveying the implications of the solution. The third is communication with those who will build the solution; a set of detailed instructions by which the intent of the design may be fully realized. Each aspect of communication is equally important.

The factors discussed above will be central to the ARCH 606-601 design studio experience.

At the end of the semester the students (you) will be expected to have the ability to analyze and synthesize contextual data into design information. You will recognize and formulate a personal process of design. You will be expected to bring together your knowledge and skills in offering solutions as they relate to problems of the built environment. You will develop the ability to integrate the concepts of various building systems and sub-systems into a design solution. You will develop opportunistic skills for the communication of your ideas and concepts verbally, in writing and visually.

The objective of this studio will be pursued using computing technology as a medium of design and communication. Additional information, posted in the Web Site of the course (http://taz.tamu.edu/~gvv_s01/) will outline the instrumental dynamic that the studio will follow.

For the achievement of the objectives of this design studio we will undertake a design exercise that addresses a given set of instructional targets.

-To stimulate awareness upon our cognitive and meta-cognitive processes.

-To stimulate the performance of inductive design inferences.

-To stimulate the performance of deductive design inferences.

-To stimulate the performance of design inferences in a collective as well as in an individual design framework.

-To stimulate the performance of design inferences at diversified levels of design abstraction.

-To offer opportunities for acquiring knowledge in the integration of building systems.

-To offer opportunities for the application of computer technology in the design process.

All the students will be asked to set-up of an account in the server of the Electronic Design Studio and establish a Web Site for the display of their design projects. Opening a printing account is also advisable.

The design studio will focus on a single design subject at three different levels of abstraction, namely: macro-conceptual design, development design, and construction detailing. Each abstraction level will be subject of a mayor review. The outcome of all reviews will be subject of integration for the final presentation of projects and consolidation of the web page of the course.

In pursue of its instructional targets, this design studio will maintain correspondence with outside consultants and reviewers. Students will be encouraged to establish an architectural debate across digital networks. Some of our architectural reviews will make use of the Trans-Texan Videoconferencing Network (TTVN) in order to facilitate real time interaction between students, consultants and reviewers .

A timetable is enclosed to this syllabus; nevertheless, some items of the timetable may change in response to unforeseen pedagogic or logistic factors.

Grades will be based 100% on assignments and class attendance and participation (attendance to reviews is fundamental). The main grading criteria in all assignments is consistency between design intentions and building performance.

-Warm-up Charrette 05%

-Development of Conceptual Design (incl. Peer Review Report) 20%

-Development of Project (incl. Peer Review Report) 20%

-Development of Details (incl. Peer Review Report) 20%

-Final Art and Presentation (Digital and Analogue) 35%

-KNOWLEDGE ACQUISITION AND KNOWLEDGE APPLICATION IN ARCHITECTURAL DESIGN. (Chapter 1) Dr. Antonieta Angulo

-THE PATTERN LANGUAGE (Alexander)

-BODY, MEMORY AND ARCHITECTURE (Bloomer & Moore)

-DESIGN IN ARCHITECTURE (Broadbent)

-FORM, SPACE, ORDER (Ching)

-HOW BUILDINGS WORK (Allen)

-GRAPHIC THINKING FOR ARCHITECTS AND DESIGNERS (Laseau)

-BUILDING CONSTRUCTION ILLUSTRATED (Ching)

-NATURE AND THE IDEA OF A MAN-MADE WORLD (Crowe)

The course will operate in a computing environment. Nevertheless, an 8 ½" x 11" notebook and an 11" x 17" sketchbook will be required. Beyond conventional studio materials, the costs associated with the use of data removable media and/or reproduction/transfer of digital material into analogue format will not exceed $ 200.

The American with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Office of Support Services for Students with Disabilities in Room 126 of the Student Services Building. The phone number is 845-1637.

The handouts used in this course are copyrighted. By "handouts", we mean all materials generated for this class, which include but are not limited to syllabi, lab problems, in-class materials, review sheets, and additional problem sets. Because these materials are copyrighted, you do not have the right to copy the handouts, unless the author expressly grants permission.

As commonly defined, plagiarism consists of passing off as one’s own the ideas, work, writings, etc., which belong to another. In accordance with this definition, you are committing plagiarism if you copy the work of another person and turn it in as your own, even if you should have the permission of that person. Plagiarism is one of the worst academic sins, for the plagiarist destroys the trust among colleagues without which research cannot de safely communicated. If you have questions regarding plagiarism, please consult the latest issue of the Texas A&M University Student Rules, under the section "Scholastic Dishonesty".