Texas Tech University Summer Term 2005 College of Architecture
ARCHitecture 4601 SYLLABUS
Course Title: Architectural Design Studio V
Course Content: Prerequisite: ARCH 3502. Comprehensive architectural design involving the integration of programmatic and contextual issues, construction technology, and cultural factors. Outside assignments required.
Course Description:
This studio course focuses on comprehensive architectural design. The studio learning experience is active and interactive, involving a series of phases of a single design project. Student learning here is individual as well as a group effort and team effort, and requires regular and very active participation. The unique setting of the studio in an urban location and in an architectural office will offer many diverse and varied experiences, site visits and related field studies.
PARTICIPATION
Each design student is expected to attend all studio meetings in their entirety. All directed projects are to be actively explored, developed, refined and presented according to the professor's guidance. Work (preliminary, developing, and refined) and presentations are to be completed on time in a professional manner and format as announced and required. Weekly work to be posted to the http://www.arch.ttu.edu/architecture/courses/2005summerI/4601_Dallas/.
Areas of Exploration and Design:
· The built environment, human interactions
· Structural systems analysis
· Structure as form/space generators and expression
· Environmental systems analysis and integration in architecture
· Climatic interactive design, including daylighting
· Formal architectural composition and architectonic order
· Architecture as an expression of ideas and theories
· Design concept development integrated with programmatic requirements
· Contexts: physical, urban, and cultural
· Specific site design and fit
· Interior/exterior architectural and spatial relationships
· Building assembles, detailing and materials
· Code compliance and health and life safety
· Design as a process involving repeated analysis, evaluation, redesign and refinement
EDUCATIONAL OBJECTIVES:
1. To demonstrate clear conceptual ideas and design concepts which have a solid theoretical and/or issue base
2. To demonstrate the understanding of accommodation of human factors
3. To demonstrate skill in ordering, organization, and composition of all design elements
4. To demonstrate the technical understanding of all major structural, mechanical and architectural systems
5. To demonstrate the understanding of all appropriate material systems and construction details
6. To demonstrate understanding of building codes and construction practices
7. To demonstrate the ability to represent the synthesis of design through clear and effective communication
NAAB criteria (to be addressed):
Awareness: familiarity with specific information, including facts, definitions, concepts, rules, methods, processes, or settings. Students can correctly recall information without necessarily being able to paraphrase or summarize it.
Understanding: assimilation and comprehension of information. Students can correctly paraphrase or summarize information without necessarily being able to relate it to other material or see its fullest implications.
Ability: skill in relating specific information to the accomplishment of tasks. Students can correctly select the information that is appropriate to a situation and apply it to the solution of specific problems.
12.2 Graphic Skills
Ability to employ appropriate representational media, including computer technology, to convey essential formal
elements at each stage of the programming and design process
12.3 Research Skills
Ability to employ basic methods of data collection and analysis to inform all aspects of the programming and design process
12.4 Critical Thinking Skills
Ability to make a comprehensive analysis and evaluation of a building, building complex, or urban space
12.5 Fundamental Design Skills
Ability to apply basic organizational, spatial, structural, and constructional principles to the conception and development
of interior and exterior spaces, building elements, and components.
12.6 Collaborative Skills
Ability to identify and assume divergent roles that maximize individual talents, and to cooperate with other students when
working as members of a design team and in other settings.
12.7 Human Behavior
Awareness of the theories and methods of inquiry that seek to clarify the relationships between human behavior and the physical environment
12.8 Human Diversity
Awareness of the diversity of needs, values, behavioral norms, and social and spatial patterns that characterize different cultures and the implications of this diversity for the societal roles and responsibilities of architects.
12.9 Use of Precedents
Ability to provide a coherent rationale for the programmatic and formal precedents employed in the conceptualization and development of architecture and urban design projects.
12.13 Environmental Conservation
Understanding of the basic principles of ecology and architects’ responsibilities with respect to environmental and resource conservation in architecture and urban design.
12.14 Accessibility
Ability to design both site and building to accommodate individuals with varying physical abilities.
12.15 Site Conditions
Ability to respond to natural and built site characteristics in the development of a program and design of a project.
12.16 Formal Ordering Systems
Understanding of the fundamentals of visual perception and the principles and systems of order that inform two and three-dimensional design, architectural composition, and urban design.
12.17 Structural Systems
Understanding of the principles of structural behavior in withstanding gravity and lateral forces, and the evolution, range, and appropriate applications of contemporary structural systems.
12.18 Environmental Systems
Understanding of the basic principles that inform the design of environmental systems, including acoustics, lighting and climate modification systems, and energy use.
12.19 Life-Safety Systems
Understanding of the basic principles that inform the design and selection of life-safety systems in buildings and their Subsystems.
12.20 Building Envelope Systems
Understanding of the basic principles that inform the design of building envelope systems.
12.21 Building Service Systems
Understanding of the basic principles that inform the design of building service systems, including plumbing, electrical,
vertical transportation, communication, security, and fire protection systems.
12.22 Building Systems Integration
Ability to assess, select, and integrate structural systems, environmental systems, life-safety systems, building envelope
systems and building service systems into building design
12.23 Legal Responsibilities
Understanding of architects’ legal responsibilities with respect to public health, safety, and welfare; property rights; zoning
and subdivision ordinances; building codes; accessibility and other factors affecting building design, construction, and
architecture practice.
12.24 Building Code Compliance
Understanding of the codes, regulations, and standards applicable to a given site and building design, including
occupancy classifications, allowable building heights and areas, allowable construction types, separation requirements,
occupancy requirements, means of egress, fire protection, and structure.
12.25 Building Materials and Assemblies
Understanding of the principles, conventions, standards, applications, and restrictions pertaining to the manufacture and use of construction materials, components, and assemblies.
12.26 Building Economics and Cost Control
Awareness of the fundamentals of development financing, building economics, and construction cost control within
the framework of a design project.
12.27 Detailed Design Development
Ability to assess, select, configure, and detail as an integral part of the design appropriate combinations of building
materials, components, and assemblies to satisfy the requirements of building programs.
12.29 Comprehensive Design
Ability to produce an architecture project informed by a comprehensive program, from schematic design through the
detailed development of programmatic spaces, structural and environmental systems, life-safety provisions, wall sections,
and building assemblies, as may be appropriate; and to assess the completed project with respect to the program’s design criteria.
12.30 Program Preparation
Ability to assemble a comprehensive program for an architecture project, including an assessment of client and user
needs, a critical review of appropriate precedents, an inventory of space and equipment requirements, an analysis of site
conditions, a review of the relevant laws and standards and an assessment of their implications for the project, and a
definition of site selection and design assessment criteria.
12.25 Building Materials and Assemblies
Understanding of the principles, conventions, standards, applications, and restrictions pertaining to the manufacture and use of construction materials, components, and assemblies.
EQUAL OPPORTUNITY AND ACCESS TO FACILITIES
The University is committed to the principle that in no aspect of its programs shall there be differences in the treatment of persons because of race, creed, national origin, age, sex, or disability, and that equal opportunity and access to facilities shall be available to all "Any student who, because of a disability, may require some special arrangements to meet course requirements should contact the professor, at (806) 742.3136, to make necessary accommodations. Students should present appropriate verification from the Disabled Student Services, Dean of Students Office. No requirement exists that accommodations be made prior to completion of this approved University process."
[TTU-Faculty Handbook, August 98].
ATTENDANCE POLICY
The College of Architecture follows the class attendance policy set out in the Undergraduate Catalog, 2003-2004, page 102. The College supports the definition of four absences as being excessive, and constituted cause for having the student drop the class or receive a grade of "F".
Therefore, attendance in the studio is mandatory. Consistent tardiness in arrival, leaving or working on anything other thanthe studio project during in class will be regarded as absences. In accordance with the College of Architecture policy, this will result in a reduction of the course grade or in the student being dropped from the class.
PROJECT REQUIREMENTS
The College of Architecture reserves the right to retain, exhibit, and reproduce work submitted by students. Work submitted for grade is the property of the College and remains such until it is returned to the student.
PROJECT REQUIREMENTS
Requirements of the design projects are mandatory. Any deviations or omissions from the program will be reflected in the evaluation. Any changes in the program will be announced to the class by the studio professor.
Label all drawings clearly and completely, including the appropriate scales. Clearly place name, course and section using principles of composition on all project submittals (boards, sheets, models, etc). All presentation drawings must be coordinated, neat, clean, clear, and complete. All plan drawings must include a north arrow, etc. whenever appropriate, and all drawings should be oriented in the same direction. All sections and models must include furnishings and scale figures. All elevation drawings must include scale figures, and entourage. Keep the number of presentation sheets or boards to an appropriate minimum byplacing as much information on one board as possible. An emphasis is placed on quality rather than quantity of sheets and boards
THE INTERNATIONAL BUILDING CODE WILL BE USED FOR ALL PROJECTS.
REFERENCESAND REQUIRED TEXTS
Required Text. Edward Allen; Joseph Iano. The Architect's Studio Companion. John Wiley & Sons, Inc. New York 1989.
Architectural Graphic Standards, Ramsey & Sleeper, inc. New York
References.
Victor Olgyay. Design with Climate. New York: Van Nostrand Reinhold, 1992
William M.C. Lam. Perception and Lighting. New York: McGraw-Hill, 1977.
Heinrich Engel. Structure Systems. New York: Van Nostrand Reinhold. 1967
Leslie L. Doelle. Environmental Acoustics. New York: McGraw-Hill, 1972
M. David Egan: Concepts in Architectural Acoustics. New Orleans: Tulane University, 1971
John O. Simonds: Landscape Architecture. New York: McGraw-Hill, 1961.
Jonathan Barnett; Introduction to Urban Design. New York: Harper and Row, 1982.
Joseph DeChiara; Lee. E. Koppleman. Site Planning Standards. New York: McGraw-Hill, 1978
Robert Hershberger; Architectural Programming and Pre-design Manager. New York: McGraw-Hill, 1999.
PROJECT GRADING
Project evaluation will be noted in each project statement given out during the semester. Handouts will be given on the evaluation process for any preliminary evaluation and the final evaluation, with the percentage each has on the final grade.
PLAGIARISM
As defined in the Student Affairs Handbook, Part IX, Section C, a plagiarism violation includes, but is not limited to:
1. The use, by paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgment:
2. The unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials.
This includes another student's design work or any design work copied substantially from another source such as a magazine. A student is expected to do his or her own work at all times. This is not to say that students are prohibited from exchanging ideas in the studio or from using the periodicals in the library for research or case studies. Sources of information must be acknowledged in an appropriate manner. NOTE;Cheating on tests, exams, or quizzes, plagiarizing work (design, drawings, etc.) or submitting work which is not your own will result in an "F" grade for the semester. This is College and University policy. See Part IX, Section E of the Student Affairs Handbook for disciplinary sanctions, conditions, and/or restrictions
PORTFOLIO DOCUMENTATION
Since a portfolio is required for scholarship applications, job applications and continuation in the Master of Architecture program, it is imperative that students document their work. Project drawings and models are easily damaged during storage or lost, and should be documented as soon as possible. It is also wise to avoid problems during the end of the semester crunch by preparing documentation soon after the projects are returned by the professor.
Rev. 5/18/2005 1 Michael T. Martin, Architect