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COURSE:_________ |
ARCH 606 / SEC 601 |
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Architectural Design
II (6 Credit Hrs) |
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SEMESTER:_______ |
Spring 2002 |
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SCHEDULE:_______ |
M, W, F ___ |
01:50 pm - 05:50 pm_______ |
Studio________ |
LangfordA400 |
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OFFICE:__________ |
W________ |
09:00 pm - 12:00 noon_____ |
Office________ |
A406 |
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INSTRUCTOR:_____ |
Dr. Guillermo Vásquez
de Velasco |
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vasquez@archmail.tamu.edu |
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I. CATALOGUE DESCRIPTION
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.
II. INTRODUCTION
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.
III. OBJECTIVES
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.
IV. INSTRUCTIONAL
TARGETS
- To stimulate awareness upon our
cognitive and meta-cognitive processes.
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To
stimulate the performance of inductive design inferences.
- To stimulate the performance of
deductive design inferences.
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To
stimulate the performance of design inferences in a collective as well as in an
individual design framework.
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To
stimulate the performance of design inferences at diversified levels of design
abstraction.
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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.
V. COURSE SCHEDULE &
METHODOLOGY
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.
VI. PERFORMANCE EVALUATION
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.
The relative grade value of studio assignments
is as follows:
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-Warm-up Charrette |
05% |
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-Development of Schematic Design |
20% |
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-Development
of Project (Competition Documentation) |
20% |
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-Development of Details |
20% |
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-Final Art and Presentation |
35% |
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100% |
VII. REFERENCES
REQUIRED
-KNOWLEDGE
ACQUISITION AND KNOWLEDGE APPLICATION IN ARCHITECTURAL DESIGN. (Chapter 1)
Dr. Antonieta Angulo
SUGGESTED
-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)
VIII. COST
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”.
SPRING 2002 SCHEDULE:
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Week |
Monday |
Tuesday
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Wednesday
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Thursday |
Friday |
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1 |
January 14 -First day of
classes -Studio
Opening Lecture |
January 15 |
January
16
-Visit to Campus Library
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January 17 -Last Day for
Drop with no Record |
January 18 -Jump-Start
Charrette -Last Day for
Adding Courses |
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2 |
January 21 Martin Luther
King, Jr. Day |
January 22 |
January
23
-Work Session on
Schematic |
January 24 |
January 25 -Work Session on
Schematic -Last day to
apply for degrees (May) |
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3 |
January 28 -Work Session on
Schematic |
January 29 |
January 30 -Work Session on
Schematic |
January 31 |
February 1 -Work Session on
Schematic |
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4 |
February 4 -Review of
Schematic Designs |
February 5 |
February 6 -Work Session on
Development |
February 7 |
February 8 Rowlett Lecture |
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5 |
February 11 -Work Session -Questions for
orals are due |
February 12 |
February 13 -Work Session on
Development |
February 14 |
February 15 -Work Session on Development |
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6 |
February 18 -Review
of Quick-and-Dirty Designs |
February 19 |
February 20 -Competition
Presentation -Career Fair &
Professional
Study Walk-Through Review |
February 21 -Career Fair &
Professional
Study Walk-Through Review |
February 22 -Competition
Presentation -Career Fair &
Professional
Study Walk-Through Review |
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7 |
February 25 -Competition
Presentation |
February 26 |
February 27 -Competition
Presentation |
February 28 |
March 1 -Competition
Presentation |
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8 |
March 4 -Competition
Presentation -First day
for final orals |
March 5 |
March 6 Shipping out of
Entries |
March 7 |
March 8 Competition
Entry must arrive to Washington |
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9 |
March 11 -Spring Break |
March 12 |
March 13 |
March 14 -Faculty Holiday
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March 15 -Faculty Holiday
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10 |
March 18 -Mid-semester
Studio Seminar -Initiation of
Detailing Stage (Tectonics) |
March 19 |
March 20 -Work Session on
Detailing |
March 21 |
March 22 -Work Session on
Detailing |
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11 |
March 25 -Work Session on
Detailing NAAB Team in Campus |
March 26 NAAB Team in
Campus |
March 27 -Work Session on
Detailing NAAB Team in
Campus |
March 28 |
March 29 -Reading Day -No Classes -Last day to
schedule orals |
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12 |
April 1 -Work Session on
Detailing |
April 2 -Last Day for
Drop with no Penalty |
April 3 -Work Session on
Detailing |
April 4 |
April 5 -College
Award Ceremony |
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13 |
April 8 -Pre-registration -Historic
Preservation Symposium |
April 9 |
April 10 -Intermediate
Review |
April 11 |
April 12 -Final
Modifications & Art -Last day to
take orals |
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14 |
April 15 -Final
Modifications & Art |
April 16 |
April 17 -Final
Modifications & Art |
April 18 |
April 19 -Final
Modifications & Art |
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15 |
April 22 -Final
Modifications & Art |
April 23 |
April 24 -Final
Modifications & Art |
April 25 |
April 26 -Final
Project is Due |
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16 |
April 29 Dead Day |
April 30 Last Day of
Classes (Friday) Dead Day |
May 1 Reading Day No Classes |
May 2 Reading Day No Classes |
May 3 Finals |
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17 |
May 6 Finals -Final
Walk-Through of ARCH 606 |
May 7 Finals -Professional
Study Final Reviews |
May 8 Finals -Professional
Study Final Reviews |
May 9 |
May 10 Commencement |