School of Architecture | College of Architecture | Georgia Institute of Technology

ARCH 2115: Modern Architecture and Art Spring Term 2015: Tues. evenings 6:05-8:55 pm + a 20 min weekly meeting with instructor

3 credit hours : satisfies Georgia Tech Core Area C in Humanities, Fines Arts & Ethics

Frederick Pearsall|fred.pearsall@coa.gatech.edu|office: Mezzanine No 2_CoA East

In recent years, the connections between architecture, art, and design have, in many

cases, become inextricably bound to one another in a kind of symbiotic relationship.

Robert. C. Morgan, art critic

This course introduces majors from all fields at Georgia Tech to architectural design

in a collaborative dialogue with modern art. Central to the course is a hands-on

design workshop providing one-on-one design instruction supported with a series of

readings, visual presentations, and discussions—all of which are designed to provide

a transformative learning experience. No previous background in architecture,

design or art is required…only a curious and open mind.

As a discipline, Architecture advances the art and science of building to satisfy

social and cultural needs through the design of functional, sustainable, and

meaningful environments. Like art, it reflects on our contemporary condition,

mediating between the worlds of nature and technology, and reflects on its own

nature—past, present, and future. Architects work with a design process capable

of operating across scales and terrains, from chair to room to building to urban

system to the landscapes that contain them, analyzing and synthesizing knowledge

from whatever contexts are needed to design effectively for these diverse terrains.

As other fields also engage design in their own pursuit of innovation, design thinking

in architecture has become a model to learn from. It does not require an aptitude

innate to only architects but is something that can be readily learned by others and

once learned, readily applied to problem-solving in other fields. To these ends and

those of personal discovery, students gain the following knowledge and skills in the

course:

○ understanding of the design thinking process as applied to the definition and

solution of architectural design problems through two different cases.

○ understanding of the historical construction and exchange of significant ideas

between modern architecture and art, and their ongoing usefulness.

○ understanding of the methods of synthesis and application of these ideas to the

development of innovative, evolutionary building types.

○ understanding of manual and digital techniques of representation used in the

architectural design process and their application.

○ understanding of the related development and communication of the key

arguments and ethical positions of an architectural design project.

Course performance is evaluated in terms of class attendance, participation, a

design notebook maintained throughout the semester, and the development of

two design projects and related artwork: a portable, micro-compact house of the

future, and a site-specific, chapel-observatory for contemplation at Georgia Tech.

There are no exams in the course, and no books to purchase. Pdfs of readings, and

the materials and tools needed are provided. Key softwares taught in the course—

SketchUp & Kerkythea—are open source and free, so they can be used during the

course and afterwards. Other softwares used like Illustrator and Photoshop are

available inside and outside of the College of Architecture through a virtual lab.

________________________

CUBISM|Georges Braque, paper collage

+

CONSTRUCTIVISM|Vladimir Tatlin, Tower project

▼

eHOUSE type|Lab Zero, Mobile Module

________________________

LIGHT SPACE ART|James Turrell, Skyspace

+

LAND ART|Robert Morris, Lelystad Observatory

▼

CHAPEL-OBSERVATORY type|Ann Hamilton

ARCH 4803 - DB / ARCH 8803 – DB Fabricates - Virtual + Actual Production

Instructor: Ass. Prof. Daniel Baerlecken

Outl ine: This seminar foregrounds research into the application of experimental design techniques with material constraints. The operation of designing and the operation of making are seen as intertwined and the students within the seminar will create a methodology for embedding their design logic into crafting virtual and actual artefacts. Course Objectives: The seminar provides an applied overview of various methods of digital fabrication in order to foster a better understanding of how digital methods apply to design by exploring possibilities and limitations of different techniques.

Students will work at the Digital Fabrication Lab and utilize the machinery available including CNC, 3D printers, vacuum forming etc. to create intricate artefacts of digital craft. Students will advance their knowledge in digital design by acquiring software skills in parametric modeling and in technologies that allow fabricating the digitally conceived design. Course Methodology: The course has three main components: a) learning skills in parametric modeling, b) the development of material systems and the exploration of digital techniques to the design of complex, non-standard components and c) the fabrication of prototypes. The first component is skill-oriented and consists of weekly lectures followed by in-class activities or video tutorials with assignments. The second and third component is research oriented and project based. Each student/ student group will develop a material system based on research.

ARCH 4803/8803 Elective – Spring 2015 College of Architecture / Georgia Institute of Technology Instructor: Prof. Lars Spuybroek, email: nox@luna.nl Tue/Thu 12.05-1.25PM @ Clough Commons 323 Spring Semester 2015 – On Growth and Form

   This  Theory  Elective  is  a  combination  of  aesthetic  theory,  history  and  digital  design  theory.  Often,  the  problem  with  digital  design  is  that  it’s  understood  as  either  fully  instrumental  or  as  easy  access  to  complicated  forms.  In  this  series  of  lectures  and  discussions,  however,  we  will  trace  digital  design  (or  generative  design)  back  to  its  early  roots  in  Romanticism.  During  this  period  architects  and  scientists  were  trying  to  understand  how  forms  are  “grown”;  at  first  only  natural  forms  of  plants  and  animals,  later  all  forms  were  seen  as  sprouting  from  temporal  processes.  We  will  see  how  this  idea  of  growing  form  becomes  part  of  the  aesthetics  of  the  Picturesque  and  the  Gothic  Revival,  advocated  by  the  brilliant  theories  of  John  Ruskin  and  the  beautiful  designs  of  William  Morris.  This  trend  culminates  in  the  work  of  Antoni  Gaudi  and  later  during  the  20th  century  in  that  of  Frei  Otto.  According  to  the  ideas  of  those  architects  we  should  not  “give  form”  but  “find  form”.  Such  form-­‐finding  techniques  we  will  encounter  again  in  contemporary,  digital  design  where  forms  are  scripted  and  generated  on  computer  screens.    The  elective  will  partially  follow  the  structure  of  my  book,  The  Sympathy  of  Things;  though  it  will  give  many  more  references  and  will  offer  a  broader  background  to  the  aesthetic  ideas  offered  in  the  book.  It  is  structured  in  eight  lecture-­‐weeks  (16  sessions  of  1.5  hours  each  on  Tuesdays  and  Thursdays)  which  are  alternated  by  discussion  weeks,  where  the  students  study  selected  readings  of  the  material  from  the  week  before.  Preferably  the  students  work  in  pairs  to  prepare  short  presentations  of  those  readings,  which  we  then  discuss  in  class.    To  pass  each  student  will  need  to  write  a  short  700-­‐word  paper  halfway  the  semester,  as  a  response  to  a  number  of  topics  they  can  chose  from.  At  the  end  they  will  do  a  slightly  longer  paper  (1,200  words)  as  an  exam  in  the  last  week  after  final  Studio  presentations.   Lars  Spuybroek  is  Professor  of  Architecture  and  the  author  of  several  books  on  architecture  and  digital  design.  To  get  a  better  idea  of  The  Sympathy  of  Things,  have  a  look  at  my  lecture  in  Austria  in  2012,  published  on  YouTube:  http://www.youtube.com/watch?v=CfAgl4dhuFs  

PLANNING and DESIGN of the UNIVERSITY Multi-Disciplinary Seminar with Real-World Consulting Projects

Future of Campus in a Digital World Architecture 4803 CRN 30425 / 8803 CRN 30426 - Spring 2015 - Tuesday 6–9pm

CONTEXT - Colleges and universities are among the most resilient and complex designed environments. Yet many observers doubt the survival of these institutions and their campuses. This is an existential challenge. As much of the traditional course content of universities moves to digital domains, the value of shared place and time is being called into question.

METHOD - Beginning with reading and discussion of the history/theory of campus development, and dialogues with experts in person or via video conference, students will develop an analytical framework for understanding these unique places, and considering their futures.

AREAS OF INQUIRY

PROJECTS - Each student will complete a unique consulting assignment at Georgia Tech or comparable campus. Through the seminar setting, as well as their consulting assignments, students will gain practical insights and learn skills that will be applicable in a wide range of planning and design responsibilities, including the continuing evolution of higher education.

• campus growth and adaptation • transportation and housing • sustainability & environmental impact

• learning environments • preservation of context • functional & fiscal implications

INSTRUCTOR - Michael Haggans is a Visiting Professor in the Georgia Tech Center for 21st Century Universities. He has led architectural practices serving higher education in the US and Canada and was University Architect for the University of Missouri System and University of

Arizona. He also teaches at the University of Minnesota and writes on the facilities implications of digital transformation in higher education at campusmatters.net

Retrofitting Suburbia COA 6120/Arch 4803 Spring 2015: Tuesdays, 6:05-8:55pm Location: Rm 260, Architecture West Prof. Ellen Dunham-Jones; edj@gatech.edu

Home to over 50% of the US population, how can aging suburbs be retrofitted to meet 21st century challenges? Suburban development patterns contribute to high per capita energy, water, and carbon footprints. They increase vulnerability to climate change, declining public health, and rising household and municipal transportation costs while consuming peripheral land at voracious rates. However, demographic changes, expansion of transit, the need for alternatives to “drive ‘til you qualify” affordability and the proliferation of re-centralized “underperforming asphalt” sites are providing opportunities for reinhabiting, redeveloping, and regreening suburbia to perform more sustainably. Retrofitting suburbia is the big design and development project for the next fifty years.

Course Overview: This course examines the retrofitting of dead malls, dying office parks, aging subdivisions, decaying commercial strip corridors, etc., into more sustainable and more resilient places. Readings and discussions will focus on the forces driving retrofitting, redevelopment processes, the urban design techniques employed in built case studies, demographic changes to the American Dream, retrofitting at the metropolitan-scale and the performance metrics for assessing change. Learning Objectives: In addition to gaining knowledge about suburban redevelopment history, processes, case studies, and design strategies at multiple scales, students will develop the ability to:

• Critically evaluate and construct various measures of success in suburban retrofits

• Operate in multi-disciplinary discussions • Inter-relate strategies at the scale of the building, the street, the neighborhood,

and the region Readings: The primary text is Retrofitting Suburbia; Urban Design Solutions for Redesigning Suburbs (Dunham-Jones & Williamson, updated edition 2011). Additional contemporary readings from a variety of perspectives, including public health, real estate development, and environmental design will add to the discussion. Evaluation: Grading will be based on participation in class discussions, submission of weekly written summaries of the readings, and a final paper developing and applying a performance metric to a specific case study. Graduate students will also be responsible for presentations on individual research assignments. Format and Enrollment: The subject is inherently multidisciplinary, engaging aspects of real estate development, mixed-use construction, architectural and urban design, cultural (re)production, regulatory codes, urban planning and policy. I welcome a range of students from across Georgia Tech. However, because my book will be the primary text, instead of many lectures the course runs as a series of seminar discussions with enrollment by permit only. Please email me at edj@gatech.edu, tell me about your interest in the course and your degree so I can achieve a mix of backgrounds for the discussions.

0 5 10 25m15 20

COA8630/ARCH4833 Architecture, space and cultureSpring 2015 – CRN 30486Tuesdays and Thursdays, Room 260, Architecture West: 3.05-4.25 John Peponis

Catalogue Description: Accounts of the social functions of architectural space and associated design choices, across a variety of building types and scales of environmental design.

Aims:This is a research oriented elective class, with two aims. 1. To introduce theories or architectural space and associated methods of spatial analysis that can be applied to: (a) model the human functions of buildings; (b) benchmark design alternatives; (c) evaluate competing designs to support design choices; (d) inform the design imagination. 2. Collectively pursue a particular research question, a di�erent one each time the class is o�ered. The question to be addressed this year is how building design can support informal learning, creativity, innovation and the collaborative production of new knowl-edge in knowledge-based organizations. The question can be tackled at the scales of individual building design, interior design or design of clusters of linked buildings.

Learning outcomes:The most important learning outcome of any ambitious research oriented courses is not easily assessable in the short term: helping to develop a fruitful way of thinking about a �eld of inquiry and an area of practice. This course is associated with the following particu-lar learning outcomes that can be readily assessed.1. Understanding the basic theoretical concepts that help us model the human functions of building layouts.2. Understanding and ability to work with measures of spatial patterns such as: (a) visibility and accessibility; (b) integration/closeness centrality; (c) choice/betweenness centrality; (c) metric reach; (d) directional reach; (e) path overlap.3. Ability to use computational tools for space syntax analysis, such as UCL DepthMap.

Course assignments and course assessment:25% of the grade will be based on contributions to workshop sessions and class discus-sions. 75% of the grade will be based on the assessment of three class assignments. Assignment 1 (25% of the course grade): Creation of a reasoned portfolio of building case studies.Assignment 2 (25% of the course grade): Syntactic analysis of a sample of building layouts and/or space use patterns. Assignment 3 (25% of the course grade): A �nal presentation incorporating the work completed for assignments 1 and 2 and advancing an argument on a topic to be devel-oped by each student.

Readings:Students will be expected to thoroughly read a small number of papers and book chapters to be discussed in class (7-10 texts).

Prior knowledge and eligibility:No prior knowledge with the software for spatial analysis (UCL DepthMap) or statistical analysis (JMP pro 11) is assumed.While designed for Master of Architecture and Ph.D. with a major in Architecture students, the course is open to Architecture undergraduates.

1975, Centraal Beheer

1975, Willis Faber Dumas

1985, SAS

Georgia Institute of Technology College of Architecture Architecture Program

Historic Context and Design Spring 2015

Instructor: Jack Pyburn, FAIA

M-W, 9:30A-10:50P

Credit: 3 Hours

Course Overview

There are various intellectual frameworks and modalities for conceptualizing

architecture. This seminar will examine time and history embodied in the built

environment as one such framework and modality. All tectonic actions are

interventions into a context. Interventions can vary dramatically in scale and

complexity from demolition to construction to adaptation to restorative treatment

of the extant.

Architectural context has multiple layers; social, economic, political and physical

content, embodied in the built environment and expressed as form, texture and

material and narrative, a documentation of humanity’s investment to achieve the

present.

This class will examine approaches to the analysis of historically significant

structures as design context and apply the approaches to the analysis of

buildings on the Georgia Tech campus. The class will focus on one building to

develop an assessment, identification of historically significant features and

recommendations for treatment of those features as a foundation for designing in

a historic context.

Course Procedure & Organization

At the outset, the class will consider concepts of observation, time and material

culture through readings, field observation, discussion, graphic interpretation and

writing. From that foundation, the class will examine a spectrum of theoretical

concepts of preservation from the ancient to current. Select buildings will be

analyzed to produce a deep narrative for each from which the class will develop

positions on significance, condition and treatment and the implications for their

future value and use.

Course Requirements

This course will be a seminar format involving hands on engagement with

buildings, research, discussion, critical analysis, judgment formulation, drawing

and writing. Grades will be based on class participation, a mid-term and final

exam and the quality of effort and thought in the products of class assignments.

Can design heal? How do you find, evaluate and synthesize evidence for design? How do you assess the outcomes of innovation? Evidence-Based Design Taught in conjunction with the MASS Design Group, SimTigrate Design Lab, Emory School of Nursing and Children’s Healthcare of Atlanta Arch 4803/6243 CZ Tues, Thurs 1:35-3:00 Craig Zimring, Jennifer DuBose, David Cowan, Ashley Darcy Mahoney Associated Faculty:

• Donnie Reed, Vice President of Facilities Management at Children's Healthcare of Atlanta • Mass Design Group

Evidence-based design (EBD) uses credible research to make design decisions, and uses design to create research questions. The integration of research into design creates exciting intellectual opportunities and is increasingly demanded by clients. In Spring 2015 the course will be taught in partnership with the MASS Design Group, SimTigrate Design Lab, Emory School of Nursing and Children’s Healthcare of Atlanta.

The class project explores how we might create the evidence-base for architectural and product designs and operational models for clinics for children in under-served areas in Georgia, in the US and internationally. Mass has developed clinics in settings ranging from rural Rwanda, Malawi and Haiti to New York. In Fall 2103 Georgia Tech worked with Children's to understand how to improve patient experience, care delivery and business models for clinics and other models that emphasize preventive care, wellness, education and management of chronic disease. This class provides an important opportunity for both South-to-North and North-to-South learning: adapting learning from Africa and Haiti to under-served patients in the US as well as contributing US best-practices and evidence to the developing world.

A lecture and discussion course, this class provides an introduction to evidence-based design, including how to find, evaluate, synthesize and create evidence. Students submit two papers discussing the evidence base and precedents and one major final project. This course is appropriate for MS, M. Arch, MID, Masters of Health Systems Engineering, PhD students and other advanced degree students interested in evidence-based design or health and healthcare.

   ARCH 4823 LH/8823 LH1 “All Roads Lead to Rome”: Roman Values and Architectural Culture Hollengreen Spring 2015 Mondays and Fridays, 12:05 – 1:25 p.m. No pre-requisites. This course will look at the ancient Roman world through the lens of architecture, one of the Romans’ greatest and most enduring legacies. Treating the Roman world primarily in its later centuries but in its full geographical reach (from northern England and Germany to North Africa, and from Gibralter to Syria), we will investigate how the Romans

• adapted forms of Greek and Etruscan religious, civic, and domestic architecture • created enduring forms of urban design and popular amenities such as stadia and colossea • devised impressively effective infrastructure at urban and imperial scale, much of it still

in use a millenium or more later • innovated in the fields of building materials (concrete), structures (vaulting), and systems

(hydraulic engineering) • fostered a recognizably Roman civilization across Europe, with impact far beyond

Each student will complete a substantial research project on a major Roman building type, seen in interdisciplinary perspective. The course will also explore new software available for investigation, analysis, and visualization of data in the humanities. Depending on their topic, students may learn how to geo-rectify historical maps, set up a network analysis, or perform a word or element collocation analysis; any who already have some experience with GIS may be able to put it to use in the class. Please feel free to contact the instructor with any questions: Laura.Hollengreen@gatech.edu.

Alan Balfour Theory and Practice of Architecture and Urbanism in the future of Shanghai: Predicting the reality of Shanghai 2040 The central objective of this course (which in many ways this follows my theory course from this semester) is to relate theories the products of individual imaginations to the broader project of cities and cultures. I have chosen Shanghai because I strongly believe that it will be the most influential world city by 2040 and the issues it will face will present an extreme challenge to the imaginations of architects and urbanists. Shanghai even in the present is the most ambitious of Asian cities. The course will be in two parts:

- The first will present a detailed history of the city from its foundation until the present, along with an examination of architecture and the city within Chinese culture.

- The second, which will run in parallel, will project and predict the major characteristics of the architecture and urban form that will define the city in 2014. This will be based on all relevant current evidence with particular attention to the following:

Urban Population Growth and Distribution Projections based both on population movement, growth and distribution over the previous 10 years and the impact from changes in economic and social policy in relation to planned new town and village developments

Urban Spatial Organization Offer a critical Review of intention and current status of the range of urban experiments that have been carried out across the region. Graphically illustrate the possible lessons for the future resulting from these experiments

Expanding Infrastructure/Mobility Similarly based on the extraordinary expansion of Infrastructure over the last ten years develop predictions based on the impact of new highways, subways, rapid rail across the region and what can be assumed to be continually expanding automobile use. Examine the broad range of impacts from, pollution, and congestion to the need for more radical solutions to mass transit and planned community development population concentrations

Air Pollution As with climate change assemble the most detailed predictive evidence on rising levels on air pollution traced back to source and apply to the Shanghai region

Climate Change and Rising water levels Using the most refined evidence form the host of predictive studies on climate change and sea level rise, produce detailed graphic evidence of the potential impact on both river estuaries and coastal development

AB Oct 25 2014

ARCH 6210: Architectonics (Theory II Elective) Pr. Thanos Economou, PhD; COA 260; T/H 1:30 p.m - 3:00 p.m. Georgia Institute of Technology; Spring 2015 ARCH 6210: Architectonics

Method for laying out amphitheaters using the equilateral-triangle-and-inscribed-circle scheme

The subject of architectural design and mathematics is one of the most pervading and perplexing topics in architecture discourse. The usage of mathematical models for the calculation of the performance of physical characteristics of a model, be it loads, heat, energy, acoustics, and so on, is readily appreciated, while the corresponding usage of mathematical models for the calculation of the performance of spatial characteristics of a model, be it proportion, symmetry, affinity, adjacency, topology, probability, randomness and so on, is often confronted with skepticism. This series of lectures looks at various ways mathematics has been used historically to describe, interpret and evaluate spatial composition and design. The mathematical discourse is drawn from Euclidean geometry, Pythagorean arithmetic, and selected topics in discrete mathematics including group theory, the Polya enumeration theorem, and production systems, in particular, shape grammars. The class is divided in three parts: The first part lays the foundations for the course with the reworking of the earliest account of design and mathematics in architectural discourse in Vitruvius’ De Architectura. The three well-known, and still useful, prerequisites of architectural form, firmness, commodity and delight, are juxtaposed with the six principles of architectural design to provide a theoretical framework for the inquiry of formal (spatial and mathematical) composition. The second part focuses on symmetry and proportion, the most important elements of Vitruvius’ theory of design, and traces their intellectual trajectories within the body of architecture discourse starting from Greek architecture to Alberti and to contemporary designs. The third part expands upon the relation of new mathematics to contemporary discourse and especially recursive formalisms for generative design. Students are expected to attend the lectures, participate in the discussions, read the weekly readings and do two projects. The grade for this course is divided in the following sections: attendance / participation: 20%; two projects: 40% each.

ARCH 4833/6426 3D Modeling (REVIT) COURSE DESCRIPTION School of Architecture Georgia Institute of Technology  

ARCH 4833/6426 / 3D Modeling (REVIT) Geoffrey Maulion / Email: geoffrey.maulion@coa.gatech.edu / Office Hours: T.B.D. Spring 2015  Course Description  Visualizing a form enhances a designer’s ability to communicate ideas and the ability to analyze and evaluate these forms provides the ability to optimize its performance.  Revit is not just a 3D modeling tool or a documentation tool. This course will demonstrate how Revit can facilitate the conception of a design from various points of genesis. This will then be contextualized in its applications in both the academic and the professional environment.  Revit will be presented in relation to architectural concepts to understand why and how BIM can be used rather than just the functionality of the tool.  Analytical, formal, and experimental processes will be integrated directly into the Revit learning tutorials.  Case study “Show and Tells” will demonstrate real world applications of each subject in order to understand the reach of each exercise. Team projects will be assigned to understand the collaborative nature of Revit and BIM.   Course Objectives and Learning Outcomes  

Integrate Revit as an active instrument in the design process, rather than just a documentation tool. 

Explore Revit critically and learn how to apply concepts in the context of an architectural project. 

Understand real world applications of Revit and its use in the industry 

Consideration of building performance measures through exporting the model for analysis  

Encourage collaboration by requiring students to work on a shared or linked model  

Understand how to leverage Revit and BIM beyond it just being a 3D model. 

    

ARCH 6241 (Spring 2015)

Building Simulation in Design Practice Elective Course

Instructor: Godfried Augenbroe, Hinman 228, fried@gatech.edu

Course

COA 6241: Building Simulation in Design Practice Time: WF 10:30-12:00, Room TBD

Instructor

Godfried Augenbroe HINMAN 228, fried.augenbroe@coa.gatech.edu

Course

Objectives

Get familiar with mainstream simulation packages to support building design in the following domains: Solar, Energy, Air Flow and Ventilation, Lighting, Passive Design Software packages: Ecotect, EPC Calculator. eQuest, Radiance, DIVA, EnergyPlus,

CONTAM, Fluent or IES-VE, Comfort assessment tools and others

Relationships The course develops the skills necessary for professional use of simulation software both in practice as well as in graduate studies

Prerequisite

ARCH 6226: Green Construction (fall 2014)

Exceptions can be made for students that can prove mastery of engineering analysis in various building technology domains, i.e. energy/HVAC, lighting, visual and thermal comfort.

Learning

Objectives Use the simulation software packages at a beginner’s to intermediate level. Be able to apply them in real life projects.

Procedure Project based learning. Students will train themselves through the software tutorials that come with the software applications. Each team will apply the full palette of tools on a monitored Georgia Tech campus building

Required

readings To be suggested during class: mostly software manuals and tutorials and background studies on simulation software

Teaching

approach and

Assignments

Class will operate as project teams. Wednesdays will be devoted to class teaching’ Fridays will be mostly tutorial and lab sessions. Incremental simulation assignments:

- Professional solar and daylight studies - Whole building energy modeling - Comparison with normative energy models - Campus audits and Energy Conservation Measures (ECM) - Lighting studies of experimental facade - The feasibility of energy harvesting - The use of natural ventilation - Heat island effect study - Calibration of building energy models - Building control studies

Grading Based on individual and group assignments

1

Georgia Tech Arch 6352 SB / Theory 2: Theory and the Shaping of Modern Architecture Sonit Bafna

T/R 9:35 – 10:55, Room 260 Architecture

About

This course has two objectives. The first is to review theoretical writing on architecture and chart corresponding changes in form, organization, and style of buildings through the latter half of twentieth century. The second is to understand the role that theory plays in shaping buildings. Emphasis will be on the second objective, specifically on showing that the course of contemporary theory through this period was not just a matter of accidental or circumstantial preferences but of a considered response to the design outcomes of earlier theoretical positions. Theory, in other words, is not merely a set of principles to inform practice, but an interpretive reflection on it, and a way of turning design itself into a form of interpretive rather than instrumental practice. Exploring this interplay between theory and design, the course will not only educate students about recent architectural history, but also help them understand why theory matters to architecture at all—an understanding that should have practical influence on their own design or research work.

Content

The course content can be divided into two broad areas. The first is post-war architectural history; the aim in this part will be to understand episodes of stylistic changes and associated shifts in overarching theoretical paradigms. The second—interpretive theory—consists of a selected set of theoretical writings on architecture that offer a diagnosis of these changes. The ideas discussed here may be seen as the content of architecture—what architecture was about during this period. The third—part of a general analytical theory of architecture—is a general account of why theory matters for architecture. In this last part, students will be introduced to recent work on interpretation, on conceptual change, and on the theory of styles drawn from different disciplines.

Organization

The course will be conducted mostly in a seminar format with a few interspersed lectures. Students will be expected to present on selected topics and to lead discussions in class. Students will be graded over two tasks: on a class presentation (40%), and a term paper (50%). The paper topic is to be selected in consultation with the instructor, and may deal with any issue that is relevant to the topics discussed in class. Topics for the presentation are more restricted and to be drawn from a selection provided by the instructor. Students may choose to have their paper topics relate to the seminar topics, or not, as they wish. The final 10% of the grades will depend on student’s participation, brief written commentaries required for some of the class readings, and involvement with the class as a whole.

GEORGIA INSTITUTE OF TECHNOLOGY | COLLEGE OF ARCHITECTURE | SCHOOL OF ARCHITECTURE THEORY TWO ELECTIVE | ARCH 6352 MC | MON & WED 12:05-1:25 | SPRING 2015 | MARK COTTLE CONSTRUCT & CONSTRUE : THEORY OF BUILDING FROM ALBERTI TO ZUMTHOR

The way a building looks, performs, is used, understood, and experienced depends to a great extent upon how it is made. No surprise, then, that architects have been concerned to conceptualize this act of making from at least the time of Vitruvius. Our objective in this course will be to investigate how construction operates, and is deployed, within the larger discursive field of architectural practice. Our strategy will be comparative : we will look at texts, and also at buildings, and seek to determine what each might have to say about the other. Topics include : relations between idea and thing, theory and practice, building and architecture, vernacular and professional construction; origin stories, such as the primitive hut; paradigm shifts in materials, labor, technologies and techniques (including the Arts and Crafts movement and digital fabrication); the detail; time; phenomena and experience; beauty and ornament. The course is run as a seminar, with weekly readings discussed in class, in tandem with presentations by the instructor. Toward the end of the semester, each student will present a contemporary building in the context of our readings and discussions. Your performance in the course will be evaluated based upon your presentation, short in-class writings, and your participation in class discussions.

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Spring 2015 School of City and Regional Planning and School of Architecture College of Architecture, Georgia institute of Technology

CP6836-C/ ARCH6447-PY Urban Ecological Design Perry P. J. Yang Contact: perry.yang@coa.gatech.edu Time: Monday 18:05-20:55; Venue: Clough Commons (TBA)

Abstract: The course engages the contemporary issues of urban ecology and its articulation to design in urban settings. The new commitment of the co-habitation of nature and built environment has drawn attentions of city planners, urban designers and architects. The discourses of urban sustainability have to move away from social sufficiency, ecological efficiency to systems compatibility by linking the urban forms and ecological flows in urban, industrial and natural systems. The new global and climate challenges require design and planning professionals to deal with how cities could be analyzed, designed, managed, evaluated, represented and changed for cutting-edge ecologically sustainable issues. Divided by two main categories, Spatial Form Typologies and Ecological Flows, the sessions cover trends, issues and methods of ecologically sound urban design. Following the introductory lecture on redefining urban design, urban ecology and ecological design, the Part One Spatial Form and Typologies includes global ecological effects of mega urban form, suburbia, compact city and the debate of sustainable urban form, waterfront revitalization, brown field redevelopment, urban-nature edge space, the debates of landscape urbanism, downtown urban environment and the proposition of organized complexity in cities. The Part Two Ecological Flows covers theories and issues of landscape ecological flow, material and energy flow, water flow and design for urban metabolism. The course concludes with a synthesis of design method for ecological urban systems, in which urban design is seen as an ecological intervention and modeling tools for synthesizing complex system issues. Students are expected to participate in sessions, tutorials and seminars actively. By selecting one specific topic, students will work on a research project, which is to be presented as a team work during the semester and further developed as an individual term paper at the end of semester.

Course Schedule

1. 1/05 Introduction: an outline 2. 1/12 Urban design, urban ecology and ecological design PART ONE: Spatial Form and Typologies 3. 1/19 Propositions in urban sustainability and ecological urbanism

Ecological city-regions in global contexts 4. 1/26 Urban-nature edges and landscape urbanism 5. 2/02 Downtown urban environment and organized complexity 6. 2/09 Seminar 1) density, typology, performance and system complexity

PART TWO: Ecological Flows 7. 2/16 Landscape ecological flow: design for ecologically sound landscape pattern 8. 2/23 Energy and material flows: design for urban metabolism 9. 3/02 Students’ project presentation (1) 10. 3/09 Simulation tools for urban ecological design I (tutorial session) 11. 3/16 Spring Break 12. 3/23 Simulation tools for urban ecological design II (tutorial session) 13. 3/30 Students’ project presentation (2) 14. 4/06 Seminar 2) low energy and renewable urban systems 15. 4/13 Water flow: water sensitive urban design 16. 4/20 A synthesis: ecological urban systems by design

4/27 Term paper submission

COURSE OFFERING SPRING, 2012 CRN: 30566 ARCH 6503 CE

Building Information Modeling Application Faculty: Chuck Eastman Time: Tuesday – Thursday TBD Faculty: Chuck Eastman Location: TBD Overview: Building Information Modeling (BIM) brings together both new technologies -- for representing buildings and exchanging data –and new processes that apply to all phases of the building lifecycle. It applies and directly affects architectural design, contracting and construction, and facility operation and management. It is a new representation and associated processes that it transforming the building industry. It is revolutionizing practices in each of these areas, and as a result, provides new opportunities for innovation, both in research and innovative practices in the field, and greatly facilitate new processes, only dreamed about by designers or contractors previously. This course is meant to be an intellectual immersion into the technologies and practices involved in BIM, and some of the new issues it introduces. It will survey the technologies and their application in practice today, and also projected technologies that are expected to emerge in the near future. It considers BIM from multiple perspectives: designer, engineer, contractor, fabricator, owner. Because BIM is a transformational set of concepts and technologies, many aspects of its use have not been sorted out nor its full implications known. We will explore these in some detail, to project what may be some of the impacts of its wide adoption. This course invites participation from Master and Ph.D. students in all areas related to building construction. The course consists of a series of lectures on the technologies of BIM, the merging new processes, and the expected future developments that BIM allows. Different applications of BIM will also receive attention. A number of case studies will be reviewed and new ones undertaken by students in the class. The course assumes students have background in some building modeling tools but no other specific prerequisites. The course will involve two papers dealing with different aspects of BIM, with the final one being a case study of new uses. Bi-weekly reading assignments and homework is also involved. It does not include hand-on use of BIM tools.

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Rev. 16 October 2014 1/1

arch 8803-JBFacades Engineering

Spring 20153 credit hour seminar

When &Where

Tuesdays, 12:05pm – 2:55pmSkiles 254

Instructor Jason Brownjason.brown@gatech.edu

Overview This course focuses on detailed thermal energy flows through facades and their implications formacroscopic building envelope characteristics and overall building performance goals such as energyuse. Topics include the following:

I. Thermodynamics and heat transfer in general, but with an emphasis on:i. Multidimensional thermal conductionii. Thermal convection and radiation at, within, and through facades

II. Basic graphical and numerical solution techniques for heat transferIII. Mass transfer, i.e. moisture transport through facadesIV. Use of established thermal analysis software packages, e.g. therm, window, and wufiV. Analysis of detailed facade design and its impact on macroscopic facade parameters and

overall performance

At the completion of this course, you should be able to:

1. Understand basic thermal and mass transfer processes sufficiently to model flows ofenergy and mass through facade elements

2. Solve simple multidimensional heat transfer problems using the finite difference tech-nique

3. Conduct multidimensional and multimodal thermal analyses, one-dimensional masstrasfer analyses as applied to facades, and interpret their results via:

4. use of prepackaged thermal analysis software such as therm, window, and wufi5. Apply this knowledge and these techniques in the design of facades

Coursework will consist of readings, class exercises, and projects. Grading will be based on:

1. Participation in class, including presentations: 30%2. Project submittals, both oral and hard copy: 60%

Readings Handouts will be provided.

Prerequisites None, but familiarity with basic calculus is helpful; previous courses in physics are desirable.

2013

COA 8690 CE

Building Product Models: Interoperability for Design & Engineering CRN30586

Prof. Charles Eastman COA 8690 Time: TBD Location TBD.

Course Description: Building product model is the name given to public standard digital representation of a building for use throughout the design, engineering, construction, operation lifecycle. Building Product Models are used in data exchange between building applications and also to provide server structures for managing all project data throughout the building and project lifecycle. What is the extent of building model data, starting in sketches and progressing through to fabrication-level detailing, or to facility management and historical preservation? Building semantics address both the current pragmatic aspects of data modeling such as varying structures of shape and geometry, engineering performance input and output, to also include spatial and material quality and building quality.

This course primarily focuses on the structure, semantics and the evolution of the Industry Foundation Class (IFC), the main standard public representation of buildings, also known ISO 16739. After an introduction of the need for product model exchange, the course surveys in detail current product modeling technologies.This aspect of the course focusses on building and component semantics It focuses on IFC and its various incarnations, for client-to-client and server-based exchanges It reviews in depth the semantic variation that challenge product models for specific areas of building. These will include, for steel, concrete structures and building skins, and spaces for different functions. New methods for developing task-specific workflow definitions, using what are called Model View Definitions will be presented and reviewed, as well as methods of modularizing and generalizing exchange semantics, using Concepts and Semantic Exchange Modules.

The course prepares research minded students to develop and/or apply integration technologies in their research, or to use IFC building models as the basis for new applications or development work. The course also prepares IT literate design professionals and managers to deal with the crucial issues concerning data exchange and information flow in design teams and across the WWW.

Students are expected to have some knowledge with programming and/or scripting, but not necessarily be programmers. All reading will be from the Web. The course involves a series of projects in product model view definition, and doing studies in augmenting the processes within design and construction through the integration of various existing or new tools.