Professional Documents
Culture Documents
130 syllabus
4.130 syllabus
with global implications. In 1947, he argued that historians and critics would have to find an appropriate
way to account for and evaluate bureaucratic architecture. A product of large-scale offices, bureaucratic
architecture, Hitchcock thought, worked well for large scale, complicated projects that had no need for
overt formal expression or representational dimension. On the other end of Hitchcocks binary divide,
smaller avant-garde enterprises still engaged in traditional forms of authoring specific formal solutions
for significant public institutions. But more than half a century later it would be hard to argue that these
two opposing ends are not both subject to the same forces of modernization, even though the argument
regarding their respective capacity to deal with scale and complexity of projects may still hold.
Furthermore, if at some point the scale of the office may have been a determining factor in its ability to
function internationally, the contemporary protocols of communication, construction and consumption
have ensured that every office taps into and contributes to the global flows of architectural knowledge. On
the historical scale the form of international architectural practice itselfand the body of work worldwide
that such US offices have produced over the past 100 yearsmight ultimately represent one of Americas
most significant contributions to architecture. The professionalization of architectural knowledge
fundamentally intertwines the market considerations like profitability and efficiency (both for architects
and in the service of their clients) with expertise on various scales of architectural know-how (from
organizational diagram, through brick, to the image of the city). We will research offices and their
purported expertise through specific projects, their media coverage, archival records, broadcasting,
uptake, and potential. And we will do this based on students personal interests in theoretical arguments
about practice and discourse, and personal (read: instrumental) needs for constructing lineages and
positions today.
DELIVERABLES:
Throughout the semester we will run a blog on Stellar to help us discuss our historical and theoretical
readings. Students will have assigned sessions for which they will help run the discussion. There will be
several formats for presenting research including collective maps. The final deliverable will be a visual and
written dossier presenting archival findings as well as a speculative historical narrative built upon those
findings. Some of the work will be transformed into exhibition material over the IAP and the Spring
semester.
REQUIREMENTS:
- Attendance is mandatory for all students enrolled in the workshop
(failure to attend the class will affect the final grade).
- Students need to complete the course assignments in a timely manner, need to be prepared to discuss
the assigned readings and are expected to actively participate in the workshop.
- The final requirement of the class is a research dossier or some other medium agreed upon by the
student and the instructors.
GRADING:
- 50% Participation in class discussions
- 50% Research and production
In all cases, the grading will be determined based on students command of disciplinary and cultural
material, conceptual clarity, and craft and care with which the deliverables (including arguments) are
produced.
4.130 syllabus
SCHEDULE:
1. September 6, The Prompt
4.130 syllabus
4.130 syllabus
Colquhoun, Alan, Three kinds of historicism, Modernity and the Classical Tradition:
Architectural Essays, 1980-87, The MIT Press, 1991, pp. 331.
Bruno Latour, An attempt at A Compositionist Manifesto New Literary History 41, 2010.
10. November 8
due: broadcasting proofs and bibliographies
13. December 6, Dossier drafts due individual comments w/ Michael Kubo as guest critic