Professional Documents
Culture Documents
____________________________________________________________________________________________________________________
Building
Capacity
and
Community
Engagement
in
the
Washington
Park
Neighborhood,
Milwaukee
Arijit
Sen,
Department
of
Architecture,
UWM,
in
partnership
with
Wisconsin
Humanities
Council,
Quorum
Architects,
Washington
Park
Partners,
Office
of
Undergraduate
Research,
UWM,
Milwaukee
Public
Library
(Washington
Park
Branch),
Urban
Ecology
Center,
Our
Next
Generation,
and
Express
Yourself
Milwaukee,
Amaranth
Caf,
Bus
Stop
Coffee
Shop,
ACTS
Housing,
AWE
Inc.,
GROW
Milwaukee,
Habitat
for
Humanity,
BLC
field
school,
neighborhood
residents
and
business
owners,
and
students.
We
thank
work
done
by
students
from
Spring
2014
Arch
302
course
and
the
BLC
summer
field
school.
Sister
studios
include
DANCE
491
-
Repertory/Student
Choreographer
(Simone
Ferro,
instructor)
and
FA255/355/455
Public
Art
:
Social
Practice
(MIAD;
Jill
Sebastian,
instructor).
Instructor:
Arijit
Sen;
Office
Hours:
By
Appointment;
Studio
meets
at:
AUP
306,
TuThF
1:30
PM
5:20
PM
The
Citizen
Architect
Studio
is
part
of
a
consortium
of
three
upper
level
art,
architecture,
dance
and
design
studios
that
explore
how
multidisciplinary
design
practice
can
engage
professionals,
academics
and
local
cultures
and
communities.
Our
collaborators
and
participants
are
listed
above.
The
Fall
2014-15
project
focuses
on
Washington
Park,
a
racially,
economically
and
culturally
diverse
neighborhood
known
for
its
artist
communities
and
active
neighborhood
groups.
Why
Sponsored
Studio?
According
to
American
Institute
of
Architects,
a
Citizen
Architect
uses
his/her
insights,
talents,
training,
and
experience
to
contribute
meaningfully,
beyond
self,
to
the
improvement
of
the
community
and
human
condition.
The
Citizen
Architect
advocates
for
higher
living
standards,
the
creation
of
a
sustainable
environment,
quality
of
life,
and
the
greater
good.
This
studio
examines
methods
and
traditions
to
train
a
civic-minded
architecture
student
to
communicate,
hear,
listen
and
work
with
local
partners
at
the
Washington
Park
neighborhood
of
Milwaukee.
Quorum
Architects
is
a
leading
proponent
of
civic
practice
in
the
city
of
Milwaukee.
The
firms
philosophy
begins
with
an
understanding
that
our
clients
possess
a
comprehensive
knowledge
of
how
their
facility
operates.
We
listen.
We
care.
This
ability
to
listen
has
influenced
their
engaged-
practice
and
is
central
to
the
core
values
of
this
studio.
Quorum
Architects
staff
will
serve
as
mentors
for
students
and
commit
to
attend
design
reviews.
Design
projects
will
be
defined
and
generated
together
with
Quorum
Architects
staff
members.
Our
learning
goals
are:
1.
2.
Clarify
Methods
and
Evidence:
Traditionally
design
studios
produce
ideas
in
the
form
of
design
proposals,
development
ideas
and
drawings.
This
is
not
adequate.
In
this
studio
we
hope
to
articulate
the
design
methods
and
research
information
that
underpin
design
responses.
We
ask:
How
and
why
is
design
a
social
act?
Who
do
we
design
for
and
how
do
we
design?
What
are
the
rules,
moves,
processes
that
constitute
the
language
of
design
practice?
Identify
Ethics/building
capacity:
Along
with
our
design
explorations
we
hope
to
consider
ethical
values
and
practices
that
guide
our
work.
New
ethical
challenges
confront
architectural
scholars
and
practitioners
in
the
21st
Century.
First
is
the
issue
of
equitable
engagement
in
which
design
addresses
the
myriad
needs
and
expectations
of
end-users.
In
the
context
of
increasing
social
and
economic
inequities,
declining
urban
communities,
and
crumbling
built
infrastructure,
cities
like
Milwaukee
(also
called
legacy
cities)1
serve
as
examples
or
case
studies
where
architects
and
designers
can
find
innovative
and
resurgent
solutions.
Second,
the
course
will
examine
the
important
issue
of
producing
architecture
that
is
resilient
and
adaptable.
If
we
are
to
survive
economic,
climatic,
and
social
disasters
in
ways
that
are
sustainable
then
we
need
to
design
buildings
that
accommodate
and
adapt
to
change
and
diversity,
a
quality
that
N
J
Habraken
calls
building
capacity.
3.
Improve
Assess:
We
want
to
move
beyond
the
one-day
charrette
as
a
mode
of
engagement
with
communities
and
explore
deeper
forms
of
interactions
such
as
being
involved
in
the
community.
We
are
interested
in
developing
measures
to
evaluate
success.
That
is,
how
do
we
demonstrate
that
we
have
been
listening?
We
plan
to
accomplish
the
above
course
goals
in
the
following
ways:
1. Identify
and
document
the
thematic
elements
and
spatial
grammar
of
the
built
environment.
2. Demonstrate
and
document
new
strategies
of
design
interventions
in
the
21st
Century
by
integrating
community
needs
and
knowledge
in
the
architecture
program.
Enumerate
and
evaluate
our
strategies
and
practices
of
civic
engagement.
3. Document
and
disseminate
best
practices
to
implement
the
above
goals
within
the
context
of
Washington
Park,
Milwaukee.
4. Show
evidence
of
how
we
engage
with
community
and
measure
success
of
such
engagements.
Course
Texts:
John
Brinckerhoff
Jackson,
A
Sense
of
Time,
A
Sense
of
Place,
(New
Haven:
Yale
University
Press,
1999).
Additional
readings
assigned
during
the
semester
(please
note:
additional
readings
may
be
assigned
as
necessary)
Amos
Rapoport,
On
the
Cultural
Responsiveness
of
Architecture,
JAE
41
(Autumn,
1987),
10-
15.
Chapter
1,
Analysis
of
Poetic
Language,
Umberto
Eco,
The
Open
Work,
(Cambridge:
Harvard
University
Press,
1989),
24-43.
Roger
Trancik,
Three
Theories
of
Urban
Spatial
Design.
In
Finding
Lost
Space:
Theories
of
Urban
Design,
(New
York:
Van
Nostrand
Reinhold,
1986),
97-124.
Amos
Rapoport,
On
Cultural
Landscapes,
Traditional
Dwellings
and
Settlements
Review
3:2
(1992),
33
47.
Nan
Ellin,
Integral
Urbanism,
(New
York:
Routledge,
2006).
Sue
McGlynn,
Ian
Bentley,
Graham
Smith,
Alan
Alcock,
Paul
Murrain,
and
John
Bennett,
Responsive
Environments,
(London:
Architectural
Press,
1985).
This
term
was
coined
by
the
110th
American
Assembly
held
in
Detroit
in
2011.
The
Lincoln
Land
Institute
Policy
Report
was
an
outgrowth
of
the
Assembly.
One
of
the
authors
is
a
senior
fellow
at
the
CCP
a
co-sponsor
of
that
Assembly.
http://americanassembly.org/project/reinventing-americas-legacy-cities
1
Schedule
Schedule at a Glance
Wk
1
Scheduled
tasks
Introduction
and
reading
discussions
Thursday
September
4
WP
Friday
September
5
SARUP
Tu
September
9
SARUP
Th
September
11
SARUP
F
September
12
SARUP
Tu
September
16
SARUP
Th
September
18
SARUP
F
September
19
WP
Tu
September
23
WP
Project
due
Complete
readings
before
class
ALL
COURSES
MEET
@
SARUP
FA255/355/455,
Dance
491,
ARCH
645/845,
URB
PLN
858
ALL
COURSES
MEET
@
WP
FA255/355/455,
Dance
491,
ARCH
645/845,
URB
PLN
858
Desk critique
In
class
review
Project
2
handed
out
Reading
discussions
and
desk
critique
Project 1 review
Desk critique
Th
September
25
SARUP
F
September
26
SARUP
Tu
September
30
SARUP
Th
October
2
SARUP
Desk critique
F
October
3
SARUP
Tu
October
7
SARUP
Th
October
9
WP
Desk critique
Project
review
Sen
out
of
town
Out
of
Town
F
October
10
SARUP
Tu
October
14
Th
October
16
WP
F
October
17
SARUP
Tu
October
21
SARUP
Th
October
23
SARUP
Desk critique
SARUP REVIEW
10
11
12
13
14
15
F
October
24
SARUP
Tu
October
28
SARUP
Th
October
30
SARUP
F
October
31
(Halloween)
SARUP
Tu
November
4
WP/Quorum
Th
November
6
SARUP
F
November
7
SARUP
Tu
November
11
SARUP
Th
November
13
SARUP
F
November
14
SARUP
Tu
November
18
SARUP
Th
November
20
SARUP
F
November
21
SARUP
Tu
November
25
WP
Th
November
27
BREAK
F
November
28
BREAK
Tu
December
2
SARUP
Th
December
4
SARUP
F
December
5
SARUP
Tu
December
9
SARUP
Th
December
11
WP
FINAL
EXHIBITION
AND
GALA
In
class
review
Project
5
(11
days)
handed
out
Reading
discussions
and
desk
critique
Project Review
Desk critique
Desk critique
Project
review
Desk
critique
Project
6
(8
days)
handed
out
Desk
critique
Desk critique
In
class
review
Project
7
(11
days)
handed
out
Reading
discussions
and
desk
critique
Desk critique
Desk critique
Production
Production
Detailed
Schedule
This
schedule
is
tentative.
We
may
decide
to
change
sections
depending
on
the
nature
of
in-class
progress.
Day
1
readings:
Amos
Rapoport,
On
the
Cultural
Responsiveness
of
Architecture,
JAE
41
(Autumn,
1987),
10-15.
Chapter
1,
Analysis
of
Poetic
Language,
Umberto
Eco,
The
Open
Work,
(Cambridge:
Harvard
University
Press,
1989),
24-43.
1.
Defining
Context:
Identifying
constraints
and
opportunities
at
the
land-use
and
tissue
levels
Assignments:
1,2
Required
Readings:
Roger
Trancik,
Three
Theories
of
Urban
Spatial
Design.
In
Finding
Lost
Space:
Theories
of
Urban
Design,
(New
York:
Van
Nostrand
Reinhold,
1986),
97-124.
Amos
Rapoport,
On
Cultural
Landscapes,
Traditional
Dwellings
and
Settlements
Review
3:2
(1992),
33
47.
Miwon
Kwon,
By
Way
of
Conclusion:
One
Place
after
Another,
One
Place
After
Another:
Site-
specific
Art
and
Locational
Identity,
(Cambridge:
MIT
Press,
2004),
156-167.
Recommended
readings
for
further
clarification
if
necessary:
Emily
Talen,
Urban
Design
Reclaimed,
(Chicago:
APA
Planners
Press,
2009).
Amos
Rapoport,
"Systems
of
activities
and
systems
of
settings,"
in
S.
Kent
(Ed.)
Domestic
Architecture
and
the
Use
of
Space
(Cambridge:
Cambridge
University
Press,
1990),
9-20.
Plan:
Students
will
study
the
urban
context
and
analyze
transects
within
larger
contexts.
They
will
consider
the
impact
of
the
street
grid.
They
will
consider
social,
demographic
and
economic
data,
and
document
the
formal
spatial
as
well
as
social
character
of
their
area
of
study.
As
a
design
question
the
students
will
be
challenged
to
show
how
the
urban
grammar
(see
Trancik
reading
for
three
versions)
of
this
neighborhood
delineates
constraints
as
well
as
creative
opportunities
to
enhance
capacity
and
urban
vitality.
Week
1:
September
2:
Introductions
and
reading
discussions.
Planning
discussion
for
final
website,
monograph
and
exhibit.
Assignment
1
handed
out.
September
4:
At
Washington
Park;
Reading
discussions.
September
5:
Desk
Critiques
Week
2:
Neighborhood
and
cultural
landscape
studies.
Student
groups
produce
drawings
related
to
demographic,
Built/unbuilt,
experiential/place,
and
network
analysis.
They
identify
systems
of
settings
and
activities
for
their
case
study
areas.
September
9:
Reading
discussions/desk
critiques
September
11:
Desk
Critiques
September
12:
Review
of
neighborhood
analysis;
Assignment
2
handed
out
Week
3:
Infrastructure,
topography,
ecologies
added
to
the
systems
identified
by
students.
September
16:
Reading
discussions/desk
critiques;
Landscape
urbanism
assignment
(assignment
2)
discussion.
Workshop
scheduled
in
the
resource
center
in
order
to
examine
precedents.
September
18:
Desk
critiques
September
19:
Meeting
with
community
groups
in
order
to
identify
infrastructure/
desk
critiques
Review:
Tuesday,
September
23,
2014
Review
at
Quorum
Architects
premises
2.
Examining
landscapes
of
the
in-between:
Support
level
Assignments:
3
Required
Readings:
Nan
Ellin,
Integral
Urbanism,
(New
York:
Routledge,
2006).
Sue
McGlynn,
Ian
Bentley,
Graham
Smith,
Alan
Alcock,
Paul
Murrain,
and
John
Bennett,
Responsive
Environments,
(London:
Architectural
Press,
1985).
Nato
Thompson,
In
Two
Directions:
Geography
as
Art,
Art
as
Geography,
Experimental
Geography:
Radical
Approaches
to
Landscape,
Cartography
and
Urbanism,
(New
York:
Melville
House,
2009),
13-25.
Additional
readings
for
further
clarification:
Jan
Gehl,
Life
between
Buildings:
Using
Public
Space,
(Washington
DC:
Island
Press,
2011).
Emily
Talen,
Urban
Design
Reclaimed,
(Chicago:
APA
Planners
Press,
2009).
Plan:
Students
will
examine,
identify
and
document
spaces
that
stitches,
mediates
and
repairs
a
broken
neighborhood
fabric.
The
designs
should
connect
blocks,
buildings
and
objects
to
create
a
larger
interconnected
landscape,
topography
and
flora.
They
will
explore
the
in-between
as
a
productive
asset
and
suggest
ways
that
the
in-between
can
serve
as
generative
and
regenerative
assets
for
the
community.
Week
4:
September
23:
Review
at
the
Washington
Park
Partners
premises.
September
25:
Assignment
3
handed
out,
Reading
discussions/desk
critiques
September
26:
Mapping
and
identifying
support.
Policy,
community
plans
and
regulations.
Week
5:
Work
in
studio
September
30:
Reading
discussions/desk
critiques
October
2:
Review;
Sen
out
of
town
October
3:
Desk
critiques;
Sen
out
of
town
Week
6:
October
7:
Reading
discussions/desk
critiques.
October
9:
Review
at
Quorum
Architects
premises;
Sen
out
of
town
October
10:
New
Assignment,
discussions;
Sen
out
of
town
3.
Building-Infill
levels:
Fitting
programs
Assignments:
4-7
(ASSIGNMENT
4
HAS
MANY
PARTS)
Required
Readings:
During
this
period
students
will
put
together
a
final
exhibit,
website
and
monograph
for
the
course.
Your
final
project
has
to
respond
to
the
following
reading:
Required
Reading:
Cal
Swann,
Action
Research
and
the
Practice
of
Design,
Design
Issues
19:2
(Winter
2002),
49-61.
Rachel
Minnery,
Public
Interest
Design,
The
Architects
Handbook
of
Professional
Practice,
(New
York:
Wiley,
2013),
117-166.
Week
14:
Programming
reviews.
December
2:
Assignment
handed
out,
Reading
discussions
from
textbook
and
desk
critiques;
Finalize
final
products
and
documents
December
4:
Final
boards
and
multi-media
documents
December
5:
Final
boards
and
multi-media
documents
Week
15:
Production
week
December
9:
Reading
discussions
from
textbook
and
desk
critiques;
Final
boards
and
multi-media
documents
December
11:
Final
boards
and
multi-media
documents
10
University
Policies
1.
The
university
has
a
responsibility
to
promote
academic
honesty
and
integrity
and
to
develop
procedures
to
deal
effectively
with
instances
of
academic
dishonesty.
Students
are
responsible
for
the
honest
completion
and
representation
of
their
work,
for
the
appropriate
citation
of
sources,
and
for
respect
of
others'
academic
endeavors.
http://www4.uwm.edu/acad_aff/policy/academicmisconduct.cfm
2.
Disabilities:
If
you
need
special
accommodations
in
order
to
meet
any
of
the
requirements
of
this
course,
please
contact
me
as
soon
as
possible.
3.
Sexual
harassment
will
not
be
tolerated
by
the
university.
It
subverts
the
university's
mission
and
threatens
the
careers,
educational
experience,
and
well-being
of
students,
faculty
and
staff.
4.
All
projects
shall
be
designed
to
engage
the
environment
in
a
way
that
dramatically
reduces
or
eliminates
the
need
for
fossil
fuels,
and
to
convey
an
ethical
position
in
regard
to
the
use
of
non-renewable
materials
and
materials
that
pose
a
threat
to
human
and
environmental
health.
5.
Religious
observances.
Accommodations
for
absences
due
to
religious
observance
should
be
noted.
http://www4.uwm.edu/secu/docs/other/S1.5.htm
6.
Students
called
to
active
military
duty.
Accommodations
for
absences
due
to
call-up
of
reserves
to
active
military
duty
should
be
noted.
http://www4.uwm.edu/current_students/military_call_up.cfm
7.
Incompletes.
Generally
no
incompletes
will
be
given
in
this
course.
A
notation
of
"incomplete"
may
be
given
in
lieu
of
a
final
grade
to
a
student
who
has
carried
a
subject
successfully
until
the
end
of
a
semester
but
who,
because
of
illness
or
other
unusual
and
substantiated
cause
beyond
the
student's
control,
has
been
unable
to
take
or
complete
the
final
examination
or
to
complete
some
limited
amount
of
term
work.
http://www4.uwm.edu/secu/docs/other/S31.pdf
8.
Complaint
procedures.
Students
may
direct
complaints
to
the
head
of
the
academic
unit
or
department
in
which
the
complaint
occurs.
If
the
complaint
allegedly
violates
a
specific
university
policy,
it
may
be
directed
to
the
head
of
the
department
or
academic
unit
in
which
the
complaint
occurred
or
to
the
appropriate
university
office
responsible
for
enforcing
the
policy.
http://www4.uwm.edu/secu/docs/other/S49.7.htm
9.
Grade
appeal
procedures.
A
student
may
appeal
a
grade
on
the
grounds
that
it
is
based
on
a
capricious
or
arbitrary
decision
of
the
course
instructor.
These
procedures
are
available
in
writing
from
the
respective
department
chairperson
or
the
Academic
Dean
of
the
College/School.
http://www4.uwm.edu/secu/docs/other/S28.htm
10.
Selected
Academic
and
Administrative
Policy
24.5,
Firearms
and
Dangerous
Weapons
Policy.
11
ASSIGNMENTS
12
Time:
9
days
This
assignment
is
based
on
issues
described
in
the
following
reading:
Roger
Trancik,
Three
Theories
of
Urban
Spatial
Design.
In
Finding
Lost
Space:
Theories
of
Urban
Design,
(New
York:
Van
Nostrand
Reinhold,
1986),
97-124.
James
Corner,
The
Agency
of
Mapping:
Speculation,
Critique
and
Invention.
Mappings,
Denis
Cosgrove,
Ed.,
(London:
Reaktion,
1999),
213-52.
Simon
Sadler,
Formulary
for
a
New
Urbanism,
Rethinking
the
City,
The
Situationist
City,
(Cambridge:
MIT
Press,
1998):
62-104.
Miwon
Kwon,
By
Way
of
Conclusion:
One
Place
after
Another,
One
Place
After
Another:
Site-
specific
Art
and
Locational
Identity,
(Cambridge:
MIT
Press,
2004),
156-167.
The
first
assignment
will
focus
on
the
delineation
of
site
and
context
for
the
project.
The
assignment
requires
you
to
compare
and
map
site
in
two
contrasting
ways.
Task
1
is
to
map
the
site
as
property.
Identify
and
map
all
available
city
owned
properties
(such
as
empty/open
lots,
foreclosed
and
boarded
up
properties,
parking
lots).
Create
map
overlays
using
demographic,
climatic
(wind,
runoff,
soil
quality),
topographical,
physical
(figure-ground
variations,
objects,
buildings,
gates,
hardscapes
and
softscapes),
transportation
networks
(bus-lines,
streets,
sidewalks)
or
assets.
Correlate
one
or
more
of
these
variables
to
craft
a
visual
narrative
to
define
this
site.
Refer
to
the
Trancik
and
Corner
readings.
Task
2,
designed
by
Professor
Sebastian,
is
to
map
experience,
affect,
movement
and
emotions
as
a
way
to
delineate
site.
It
requires
you
to
be
more
experimental
in
your
cartography.
Using
the
phone
app
EveryTrail
(www.everytrail.com;
The
Bike
Computer;
or
a
comparable
GPS
tracking
system)
create
a
GPS
drawing
that
amplifies
points
made
by
Miwon
Kwon
or
Simon
Sadler.
Consider
a
description
of
this
mediated
medium
by
an
early
proponent.
Jeremy
Wood
started
GPS
drawing
to
explore
the
expressive
qualities
of
digitally
tracing
his
daily
movements.
His
work
binds
the
arts
and
sciences
by
using
languages
of
drawing
and
technology
to
present
a
personal
cartography.
By
revealing
ones
tracks
the
technology
can
introduce
new
approaches
to
travel,
navigation
and
local
awareness.
GPS
drawing
engages
a
range
of
creative
applications
and
challenges
perceptions
of
scale
by
traveling
as
a
geodetic
pencil.
Some
suggested
strategies
include:
1. A
virtual
journey:
Plotting
a
course
for
others
to
follow
with
highlights
and
points
of
interest,
can
contain
photographs.
2. Drawing
overlay:
Journey
of
the
possible/impossible.
Draw
over
a
map
in
advance
with
your
own
iconography-maybe
challenging
to
traverse.
3. Pre-planned
working
with
the
map:
Extrapolate
a
route
by
studying
a
map
ahead
of
time
and
find
premeditated
image
therein.
13
Open
space
as
empty
canvas:
Turn
on
tracking
in
Everytrail and
watch
your
phone
as
you
move
making
a
trail
or
drawing
in
real
timeallows
engagement
and
interactivity
as
you
discover
the
site.
This
process
challenges
you
to
transform
a
affective
experience
into
something
that
makes
sense
to
others.
5. Conceptual
and
experimental:
Explore
the
creative
potentials
of
technology.
Please
work
with
your
community
mentors!
End
products:
Site
analysis
document,
policy
document,
landscape
maps
showing
asset
categories
and
GPS
maps.
In
addition
to
final
boards,
please
upload
these
maps
and
short
descriptions
on
to
the
blog-site.
4.
14
15
Assignment
3:
Designing
the
In-between:
Support
level
Time:
3
weeks
Description
http://www.ted.com/talks/amanda_burden_how_public_spaces_make_cities_work?language=en
https://www.ted.com/talks/janette_sadik_khan_new_york_s_streets_not_so_mean_any_more?langua
ge=en
http://www.ted.com/talks/natalie_jeremijenko_the_art_of_the_eco_mindshift
Task
1:
Design
the
in-between
This
assignment
challenges
you
to
design
spaces
in
between
buildings
streets,
sidewalks,
niches,
backyards,
alleys,
rooftops,
empty
lots
and
open
spaces.
Any
community
is
built
on
agreement
and
trust.
Based
on
the
four
principles
of
integral
urbanism
(hybridity,
porosity,
vulnerability
and
authenticity)
you
are
asked
to
design
spaces
in
between
buildings
(edges,
sidewalks,
yards,
alleys).
Consider
multiple
hierarchies
of
privacy
as
you
design
these
spaces.
Consider
how
the
5
ordering
systems
(dimensions,
structure,
access,
privacy,
assemblage/tectonics,
form,
and
light)
may
help
you
design
a
system
of
outdoor
settings
in
this
neighborhood.
Task
2:
Create
a
visual
taxonomy
chart
This
project
challenges
you
to
identify
and
create
taxonomy
of
outdoor
and
in-between
spaces.
In
order
to
do
this,
1. Categorize
a
series
of
open
spaces
based
on
dimensions
and
proportions.
2. Identify
and
classify
a
series
of
open
spaces
based
on
micro-climates
(that
may
include
eddies,
topography,
water
runoff,
flora
and
fauna)
3. Organize
a
taxonomy
based
on
light
16
4.
5.
Identify
spatial
zones
based
on
materials
(soft,
hard,
concrete,
grass
etc.)
Define
a
series
of
place-types
based
on
activities.
Task
3:
Suggest
rules
of
engagement
and
change
But
just
because
you
design
a
publicly
accessible
space,
does
it
automatically
mean
that
people
will
come
and
use
these
spaces?
No.
How
then
would
your
design
encourage
innovative
and
appropriate
uses?
How
could
you
design
for
long-term
use
and
ownership?
Clarify
a
series
of
rules/agreements
that
will
define
future
interventions.
What
could
potentially
happen
over
a
5
years,
10
years
and
50
years
period?
Remember,
on
the
one
hand,
when
agreements
and
rules
are
too
restrictive
and
proscriptive,
cultural
innovations,
change,
and
diversity
are
stifled.
On
the
other
hand
rules
and
agreements
that
are
too
loose
produce
anarchy
and
a
lack
of
identity.
Be
very
thoughtful.
This
assignment
has
major
repercussions.
The
rules
and
agreements
that
you
create
will
rule
your
design
moves
in
Assignment
4-7.
Dont
forget
to
work
closely
with
your
community
mentors!
This
assignment
is
based
on
issues
described
in
the
following
reading:
Nato
Thompson,
In
Two
Directions:
Geography
as
Art,
Art
as
Geography,
Experimental
Geography:
Radical
Approaches
to
Landscape,
Cartography
and
Urbanism,
(New
York:
Melville
House,
2009),
13-25.
Philip
Thiel,
People,
Paths,
and
Purposes:
Notations
for
a
Participatory
Envirotecture,
(Seattle:
University
of
Washington
Press,
1996)
End
products:
Landscape
design
intervention
documents,
material
and
dimension
systems
diagrams,
visual
taxonomy
of
place-types,
5-50
years
plan,
material
and
planting
suggestions.
http://www10.aeccafe.com/blogs/arch-showcase/files/2011/12/Loop-City_diagrams_copyright-dark-adept.jpg
17
http://www.globalquakemodel.org/media/cms_page_media/98/findings-indonesia.png.1280x1024_q85.png
http://www.cudc.kent.edu/blog/wp-content/uploads/2012/11/diagram_strategrams_1.jpg
18
http://www.presidentsmedals.com/showcase/2010/l/2594_25144859619.jpg
New
York
Deconstructed:
http://landscapeandurbanism.blogspot.com/2011/02/deconstructed-city.html
19
This
is
a
major
project
that
will
have
smaller
sub-projects.
You
will
be
programming
and
designing
a
system
of
settings.
These
sub-projects
are
subject
to
change.
Time:
6
weeks
Description
This
is
the
final
set
of
projects
that
asks
students
to
design
a
system
of
building
spaces
(and
interiors)
into
a
system
of
settings.
You
may
choose
to
suggest
programs
for
a
series
of
adjoining
plots,
a
network
of
dispersed
sites,
or
a
set
of
similar
building
types.
Your
programming
ideas
should
repair
the
sundered
socio-spatial
fabric
and
your
programs
should
identify
programmatic
responses
beyond
mere
housing.
This
assignment
is
based
on
issues
described
in
the
following
reading:
N.
John
Habraken,
The
Control
of
Complexity,
Places
4:
2
(1987),
3-15.
Renee
Y.
Chow,
Suburban
Space,
(Berkeley:
University
of
California
Press,
2002).
Anne
Vernez
Moudon,
Built
for
Change:
Neighborhood
Architecture
in
San
Francisco,
(Cambridge:
MIT
Press,
1989).
End
products:
Building
models,
drawings,
plans,
sections,
elevations,
building
type
typology,
detailed
programs,
cost-estimation.
Assignment
details
TBA
20
http://stoss.net/directus/media/thumbnails/09671ece33d221c6f9f9bf6d06cb80d8.jpg?w=1280&h=1024&c=false
Assignment
8
Time:
2
weeks
Description
The
final
assignment
focuses
on
the
production
of
the
final
exhibit,
website
and
monograph.
This
assignment
will
also
require
you
to
reflect
on
the
action-research
project
and
write
a
reflection
paper.
This
assignment
is
based
on
issues
described
in
the
following
reading:
Cal
Swann,
Action
Research
and
the
Practice
of
Design,
Design
Issues
19:2
(Winter
2002),
49-61.
Rachel
Minnery,
Public
Interest
Design,
The
Architects
Handbook
of
Professional
Practice,
(New
York:
Wiley,
2013),
117-166.
End
products
Exhibit:
Building
models,
drawings,
plans,
sections,
elevations,
building
type
typology,
detailed
programs,
cost-estimation
Website
and
monograph:
Project
description,
reflection
and
analysis,
process
documentation,
drawings
and
models.
21