Spring 2009 January 22, 2009

2002 Landsat 7 Satellite Image of Phoenix

College of Architecture and Planning Urban Design Program University of Colorado Denver

C A N A L S C A P E S UD 6601 Composition Studio Spring 2009 Tuesdays and Thursdays 4:00 – 8:00PM Instructor Lori Catalano lori.catalano@ucdenver.edu

The real challenge that confronts us today is not how to radically alter the city

we have, but how to sustain its viability. The question is not whether or not the

city should sprawl, but rather how to accommodate all the different ways we as

individuals will choose to live. Grady Gammage, Jr. Phoenix in Perspective: Reflections on Developing the Desert

Phoenix, Arizona 33°26'54" north, 112°4'26" west mean elevation of 1,117 feet (340 m), northern reaches of the Sonoran Desert "Valley of the Sun" Phoenix residents 1,552,259 Phoenix Metropolitan Area residents 4,179,427 fifth most populous city in the United States does not observe daylight saving time influential politicians Sandra Day O'Connor, Barry Goldwater, and John McCain summer average annual rainfall 8.3 inches high temperature is among the hottest of any populated area in the United States and approaches those of cities such as Riyadh and Baghdad temperature reaches or exceeds 100°F (38°C) on an average of 110 days during the year, including most days from early June through early September, and highs top 110°F (43°C) an average of 18 days during the year. June 26, 1990 all-time recorded high of 122° winter months are mild to warm, with daily high temperatures ranging from the mid-60's to low 70's, and low temperatures rarely dipping below 40 the city of Phoenix is divided up into 15 urban villages 2007 U.S. Census estimates the city's population was: 76.7% White (48.1% non-Hispanic-White alone) 6.0% Black or African American 2.4% American Indian and Alaska Native 2.7% Asian 0.2% Native Hawaiian and Other Pacific Islander 14.1% some other race 1.9% two or more races 41.5% Hispanic or Latino of any race U.S. Census estimates 1,321,045 people, 865,834 households, and 407,450 families in the city

Introduction Metro Phoenix is the prime example of the challenges associated with the intersection of two extremes; extremely rapid growth and a hot, dry desert climate. Phoenix is the fastest growing large city in the U.S. and it receives less than 8.5 inches of precipitation annually. Due to its early occupation and limited water, which is essential to development, it has a rich history of water distribution canals and many different examples of urban and suburban development to be studied. Ultimately, the intent of this course is to explore the complexities of this intersection of extremes and develop alternative strategies for the design of “authentic desert urbanism.”

Spring 2009 January 22, 2009

Content This urban design studio will explore and develop alternate visions for a unique form of urbanism to be located along the canals of Metro Phoenix. The existing network of canals creates an interesting potential for ‘Canalscapes’ that potentially cultivate live, work, and play environments along the banks. Dr. Nan Ellin, the Director of Urban & Metropolitan Studies at Arizona State University’s School of Public Affairs, originally introduced the concepts of ‘Canalscapes’ and ‘Canal Villages’. Based on her work, students will be given the task of developing designs for these unique communities situated at the intersection of the canals and a spectacular desert. At the end of the semester, the class will prepare and provide to the local community a visioning document summarizing some of the strategies and designs for this new desert urbanism. Collaboration with the local community and colleagues in a parallel course being taught by Dr. Ellin at ASU will be required to accomplish many of these tasks. On Friday, February 6th students are required to participate in the Canalscape Symposium in Phoenix, Arizona. At this symposium local experts will be presenting their work related to water policy, land use, real estate development, canal history, hydrology, and environmental engineering. In addition, students will meet with the community members, artists, and designers, to share ideas for the future of the canals. On Saturday, February 7th students will have the opportunity to explore and experience the canals for themselves. Through out the semester students will be sharing information, findings, and ideas with students at ASU. To accomplish this, students will be teleconferencing and using the blog/website being established and maintained by the ASU students.

Outcomes There are seven student learning outcomes that will be the focus of this semester. In this studio the end product is important, but the process is important as well. Therefore, each of these outcomes will be presented and discussed as part of the studio process. By the end of the semester students should be able to:

• Identify and understand various formal, social, economic and political forces giving shape to the built environment.

• Determine processes and practices that lead to conceptual, analytical, and formative actions that transform existing situations into preferred alternatives.

• Situate the design problem within a larger cultural, social and ecological context.

• Set-up and test strategies that synthesis the research and contextual processes.

• Implement and demonstrate the strategies through physical application. • Prepare and present an organized, professional and compelling verbal and

visual presentation using appropriate media to explain complex ideas and concepts.

• Clearly articulate and document the iterative process of developing design ideas.

Assessment Rubrics will be used as the primary form of assessment for the mid-term and final projects. However, students will be also assessed on their level of participation, ability to collaborate, ability to reflect, and innovatively respond to circumstances presented. (Class presentations may be recorded to use as part of the Elixr Project, which explores the use of rubrics in assessing student’s performance.)

According to a recent statistic reported by the U.S. Census Bureau, Phoenix, Arizona, has had a 21 percent increase in population during the 1990s. It has become the fastest growing large city in the United States.

Spring 2009 January 22, 2009

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Schedule (This schedule is tentative and subject to change.)

Tuesday 6:00 – 10:00

Thursday 6:00 – 10:00

Tuesday, January 20 Introduction, ps presentation, “Making Sense of Place: Phoenix, The Urban Desert” documentary, Where to begin?

Thursday, January 22 Discuss about Phoenix with Jason Rebilliot

Tuesday, January 27

Thursday, January 29

Tuesday, February 3 Presentation of inventory

Thursday, February 5 – Sunday, February 8 Trip to Phoenix for Canalscape Workshop

Tuesday, February 10

Thursday, February 12

Tuesday, February 17 Presentation of mappings

Thursday, February 19

Tuesday, February 24

Thursday, February 26

Tuesday, March 3 Presentation of initial strategies

Thursday, March 5

Tuesday, March 10

Thursday, March 12

Tuesday, March 17 Mid-term presentations

Thursday, March 19 ASU and UCD teleconference

Tuesday, March 24 Spring break – no class

Thursday, March 26 Spring break – no class

Tuesday, March 31

Thursday, April 2

Tuesday, April 7

Thursday, April 9

Tuesday, April 14 Progress presentation

Thursday, April 16

Tuesday, April 21

Thursday, April 23

Tuesday, April 28

Thursday, April 30

Tuesday, May 5 Jury Week

Thursday, May 7 Final presentations Jury Week

Tuesday, May 12 Finals Week

Thursday, May 14 ASU and UCD final presentation teleconference Completion of deliverables Finals Week

Spring 2009 January 22, 2009

Requirements Students are expected to attend each class. For every three missed classes your grade will be dropped one half of a grade.

AmeriCorps Students are encouraged to enroll in the AmeriCorps program. By participating in this program students receive a service scholarship that can be applied to qualified school loans or to finance graduate school.

Recommended Books No single text book covers the range of topics to be explored in this class. Listed below are a few books that might be of interest. Integral Urbanism by Nan Ellin Sustainable Urbanism: Urban Design With Nature by Douglas Farr Suburban Transformations by Paul Lukez CENTER, Volume 14: On Landscape Urbanism by various authors and Dean Almy

Policies, Rules and Regulations Students with Disabilities

Students with disabilities who want academic accommodations must register with Disability Resources and Services (DRS), 177 Arts Building, 303-556-3450, TTY 303-556-4766, FAX 303-556-2074. DRS requires students to provide current and adequate documentation of their disabilities. Once a student has registered with DRS, DRS will review the documentation and assess the student’s request for academic accommodations in light of the documentation. DRS will then provide the student with a letter indicating which academic accommodations have been approved. Once you provide me with a copy of DRS’s letter, we will be happy to provide those accommodations DRS has approved.

Absences, Tardiness, and Homework

Except for documented health or disability reasons, I will not accept excuses for absences, tardiness, or homework not submitted. Documentation of disability or health related issues must be provided to Disability Resources and Services, 177 Arts Building, 303-556-3450, TTY 303-556-4766, FAX 303-556-2074.

Plagiarism

Students are expected to know, understand, and comply with the ethical standards of the university, including rules against plagiarism. Plagiarism is the use of another person’s ideas or words without acknowledgement. The incorporation of another person’s work into yours requires appropriate identifications and acknowledgement. The following are considered to be forms of plagiarism when the source is not noted: word-for-word copying of another person’s ideas or words; the “mosaic” (interspersing your own words here and there while, in essence, copying another’s work); the paraphrase (the rewriting of another’s work, while still using their basic ideas or theories); fabrication (inventing sources); submission of another’s work as your own; and neglecting quotation marks when including direct quotes.

Spring 2009 January 22, 2009

Classroom Decorum The following ground rules apply to all students and are designed to ensure a classroom environment conducive to learning for all students: 1. Pagers, beepers, cellular telephones, and handheld internet devices must be

deactivated before class begins and remain deactivated throughout the entire class period.

2. Please do not bring children to class. 3. Students who engage in disruptive classroom behavior will be reported to the

Office of Student Life for appropriate disciplinary action under the CU-Denver Code of Student Conduct and, when appropriate, to the Auraria Campus Police for investigation of possible criminal action. The Code of Student Conduct can be found on the CU-Denver website, under Office of Student Life and Student Activities. Disruptive behavior includes, but is not limited to, arriving late to class without explanation or apology; leaving class early without explanation or apology; reading a newspaper or magazine; reading a book with no connection to the content of the course; engaging in prolonged private conversations; sleeping in class; eating, drinking, and/or gum chewing; passing notes; being under the influence of drugs or alcohol; harassment or verbal or physical threats to another student or to the instructor; failing to deactivate pagers, beepers, cellular phones, and/or handheld internet devices; bringing children to class.

Students are prohibited from selling, or being paid by any person or commercial firm for taking, notes or recording class lectures without the advance express written permission of the faculty member teaching this course. Exceptions are permitted for students with a disability who are approved in advance by Disability Resources and Services for note taking or tape recording as an academic accommodation. Intellectual Property Copyright 2009 Lori Catalano

Spring 2009 January 22, 2009

Field Trip to Phoenix - Tentative Itinerary Students will be expected to make their own travel arrangements to get to Phoenix by the evening of Thursday, February 5th and to return on Sunday, February 8th. Students will also be expected to pay for their accommodations, meals and other miscellaneous expenses. Thursday, February 5

Arrive in Phoenix 5:40 pm - 8:30 pm: UCENT 263, Attend ASU class for introductions and lecture/discussion on Integral Urbanism.

Friday, February 6

9:00 am - 3:00 pm: Canalscape Symposium 7:00 pm - 10:00 pm First Friday, ASU and UCD students

Saturday, February 7 9:00 am – 1:00 pm Canal Walks (Grand and Arizona Canals) 1:00 pm – 6:00 pm Light rail to Pueblo Grande Museum, Heard Museum, ASU Downtown, and Tempe (see AZ Historical Society Museum) 7:00 pm – 10:00 pm Evening and dinner at Scottsdale Canal project.

Sunday, February 8

9:00 am – Noon Taliesin West, contemporary architecture and urbanism in the region Depart Phoenix for Denver

Spring 2009 January 22, 2009

(excerpt from Nan Ellin’s syllabus)

canalscape A sustainable and authentic desert urbanism for Metro Phoenix

This ASU symposium explores the possibility of a unique desert urbanism for Metro Phoenix comprised of

vital urban hubs where canals meet major streets.

Presenting their work related to the canals will be local experts in water policy, land use, real estate development, canal history, hydrology, and environmental engineering. In addition, artists and designers will

present public art along the canals, art inspired by the canals, as well as visions for art and urban design along the canals.

Date February 6, 2009 Time 9am - 3pm Location Phoenix Urban Research Laboratory (PURL) ASU Downtown Phoenix Campus 234 North Central Avenue, 8

th floor

Light rail: Adjacent to Van Buren station. Parking information: http://design.asu.edu/purl/directions.shtml or http://uabf.asu.edu/parking_visitor_downtown.

This symposium is hosted and sponsored by

Urban & Metropolitan Studies Program and the Creative City Certificate

School of Public Affairs College of Public Programs

ASU

Program 8:30am Continental Breakfast 9:00am I. Introduction Nan Ellin, Director of Urban & Metropolitan Studies, School of Public Affairs, College of Public Programs, ASU; “Canalscape for Metro Phoenix” 9:30am – 11:30am II. Policies and Practices: Past and Present Grady Gammage, Senior Research Fellow, Morrison Institute for Public Policy, ASU, “Lifeblood and Lifeline of Phoenix: Water” Jack Pfister, Professor Emeritus, School of Public Affairs, ASU; Former General Manager of SRP, "SRP Canals - The First Hundred Years" Jay Hicks, Landscape Architect, EDAW, “Metropolitan Canal Alliance” James Duncan, Senior Analyst, Water Engineering, SRP,!“Multiple Use of the SRP Canal System” Nancy Dallett, Academic Associate, Public History Program, ASU; Principal, Projects in the Public Interest, “Infrastructure and Interpretation” Edward Lebow, Public Art Program Director, Phoenix Office of Art and Culture, "Public Art and Canals: Reconnecting the City to its Source" Lunch Break

Spring 2009 January 22, 2009

12:30 – 2:00pm III. Projects and Prospects Erin Pereault, Principal Planner in Advance Planning, City of Scottsdale, “The Scottsdale Experience” Margaret Bruning, Associate Director, Scottsdale Public Art, "Artpath on the Canal: Water Conveyance as Cultural Edge" Laurie Lundquist, Artist, “Water Muse” Mark Klett, Regents' Professor, School of Art, ASU, “The Water Project” Lori Catalano, Associate Chair, Landscape Architecture, University of Colorado Denver, “Selected Civic Projects: Architecture, Landscape and Urban Design at University of Colorado Denver” Noel Hebets, Environmental Consultant, Native Sun Enterprises, LLC, “Principles of Sustainable Canal Development” Catherine Spellman, Associate Professor, School of Architecture and Landscape Architecture, ASU, “Water Reveries” Dan Hoffman, Professor, School of Architecture and Landscape Architecture, ASU; Principal, Studio Ma, “Cool Connectors and Portals & Loops” Catherine Hayes, Architect, Hayes Inc., “Canal Projects” Jason P. Allen, Planner and Principal, Skyline Consultants LLC and Tom Payton, Principal, Architectural Dimensions LLC, “Recommendations for Canal Village Overlays” Supporters ASU Global Institute of Sustainability and School of Sustainability Morrison Institute for Public Policy Center for the Future of Arizona Community SRP Sonoran Institute Phoenix Community Alliance Arizona Humanities Council Arizona Historical Society Museum Maricopa Partnership for Arts and Culture Frank Lloyd Wright School of Architecture Urban Land Institute, Arizona District Council University of Colorado’s College of Architecture and Planning. Exhibition: “Canal Portraits” by Marilyn Murphy, Artist, ASU Alumnus, College of Art, 2008.