Course Title and Number ARCH 606 Architectural Design II
Instructor Information Michael OBrien 326 Langford
979.845.6719
mjobrien@tamu.edu
Office Hours: Friday Mornings 9:00 – 11:30
Syllabus: Spring Semester 2010
Prerequisites: Arch. 605 (any student enrolled in ARCH 606 certifies they have completed ARCH 605.)
Description:
Application of verbal, graphic, research, critical thinking and fundamental design skills to architectural projects that emphasize the integration of structural, environmental, life safety, building envelope systems, and building service systems; includes code compliance, resource conservation, cost control and economic analysis. ARCH 606 is a core design studio for professional degree candidates.
Learning Outcomes: Skills to acquire by the end of the course:
1. Timely submission of weekly deliverables (clearly identified with the student’s name, course number, and semester.)
2. Development of professional standards for care in presentation of interim deliverables and presentation materials (page size, page layout, no spelling or math errors.)
3. Ability to integrate current IBC & ADA standards for Life-Safety and Accessibility into the students design work.
4. Ability to develop alternative schemes demonstrating the investigation of alternative points of view about the subject, not simple derivations of a single scheme.
5. Ability to meet design requirements without formal compromise.
6. Demonstrate the result of insights learned from program, precedents, context, and site analysis.
7. Demonstrate a range of media employed to present specific aspects of the character of the work.
8. Demonstrate a range of scales of inquiry from detail to component to an overall whole in the presented design work.
9. Ability to present the alternatives and final design scheme in the context of the site (extending at least the dimension of the parcel in all directions) and climate (shadows)
10. Ability to present the alternatives and final design scheme demonstrating the development of a single train of thought across program, core, structure, and envelope.
11. Ability to present the alternatives and final design scheme’s historical precedents that play a meaningful part of your study (and are included in each deliverable).
12. The ability to articulate the sustainable characteristics of the alternatives (in terms of LEED NC 2.2) in each deliverable.
Expectations: You will need to meet the following expectations to be considered for a passing grade:
• You will attend and participate in all meetings of the class for the full duration of the class. (working in the studio during studio hours)
• You will participate in all studio reviews, pin-ups and presentations (including midterm and final presentations)
• You will meet all Texas A&M student rules in terms of honor, conduct, integrity, and classroom behavior
• You will complete and submit all deliverables on time.
• You will maintain a small first-aid kit at your studio desk.
• You will refrain from operating shop-type tools (drills, saws, grinders, hammers, sanders) at your studio desk and conduct these processes in the shop.
• You will refrain from conducting wet casting processes (plaster, concrete, leveling concrete) in the studio and conduct these processes outside on a tarp that you provide and will cleanup after yourself.
• You will refrain from conducting solvent based painting or staining operations in the studio (watercolor ok) and conduct these processes outside on a tarp that you provide and will clean up after yourself.
• You will clean up after yourself in the studio and maintain your workspace in a manner expected of a professional.
• You will clean up your studio space and move out of your studio space by the first day of exam week. Failure to comply will result in no grade being issued.
Time Management
The calendar below is shown to facilitate your understanding of due dates.
The semester is structured to support your steady progress towards completing the semester with the goal of reducing or eliminating “crunch” times. To this end, it is important that all the work you do be “presentable” which doesn’t mean plotted, colored renderings or full 3d BIM models at every step. Sketches, freehand scaled drawings, sketch models, diagrams should all be considered at each submittal stage.
You drive your own design. I will ask you about how you might resolve issues, or the basis for what you have done. I won’t “prevent” you from going in a direction that may receive strong criticism in reviews. Your designs and the resolution of the designs from a professional perspective are your responsibility. I’ll help you accomplish your goals any way I can.
You should plan for at least one hour of time outside of studio hours for each hour of studio per week. This means for our 12 hours of studio, you should budget, and invest 12 hours of additional time on studio work per week. I strongly recommend that you NOT try to put the outside hours together at the end of the semester to crunch out your work. Generally, its not productive to try and put a few hundred hours of work in a single week. That’s what the interim due dates for deliverables are all about.
Calendar:
Week Study Friday Deliverable
1
Design & the Ordinary
All School Charrette Full size model
Drawings as per guidelines
2
Trochilidae Exhibition Hall 3 Alternative sketch models at scale 1”=20’
3
Trochilidae Garden and Exhibition Hall Program document:
Space req’s
Environmental req’s
Environmental equip req’s
User req’s
Staff req’s
Plant req’s
Site Issues
Accessibility issues
IBC code issues
1 page exec. Summary
..table of floor areas
total floor area
4
Trochilidae Garden and Exhibition Hall Schematic model 1/8”=1’-0”
5
Trochilidae Garden and Exhibition Hall Schematic plans and Sections (longitudinal and transverse)
6
Trochilidae Garden and Exhibition Hall Presentation design mockup
7
MidTerm Reviews: Deliver:
Alternative models (physical)
Schematic model (physical)
Drawings (scans or digital)
Model images (digital)
..powerpoint presentation
portfolio pages (pdf)
Digital file for presentation boards (pdf)
8
Trochilidae Garden and Exhibition Hall Design Development, ident. Primary spaces (3) for development
9
Trochilidae Garden and Exhibition Hall Primary space development: floor and door design
10
Trochilidae Garden and Exhibition Hall Primary space development: wall and ceiling surface development
11
Trochilidae Garden and Exhibition Hall Primary space development: lighting layout
12
Trochilidae Garden and Exhibition Hall Structural system schematic, structural model
13
Trochilidae Garden and Exhibition Hall Mechanical system and ductwork layout
14
Trochilidae Garden and Exhibition Hall Final presentation board design
15
Wed.
May 5 A.M. Trochilidae Garden and Exhibition Hall Final presentations: Deliver final CD and boards, cleanup studio, moveout
You will maintain a small first-aid kit at your
Grading:
• Two grades will be given, a pre-midterm grade issued following submittal of deliverable on in the seven week. This grade will constitute 47% of the semester grade and a grade based on work completed and submitted as weekly deliverables and a final presentation and deliverables constituting 53% of the semester grade based on the work from the 7th week forward. To earn a passing grade all deliverables and presentations are required.
• Grading will be qualitative and based on the completed projects and on deliverables submitted at the close of business on the Friday of each week (following in-class sketching). Qualitative grades will be guided by the grading guideline shown below.
• All deliverables shall be submitted on time. Exceptions only with excused absences per student rules posted at: http://student-rules.tamu.edu
Grading rubric: Spring Semester 2010 (please note that not all the following characteristics will be assigned, individual initiative is required to demonstrate the presence of many of the following characteristics.)
A student’s work may be considered for an Excellent (A) grade when the following characteristics are visibly evident in the work:
• The weekly deliverables have been completed and submitted on-time (late submittals may lose 1 letter grade) and are clearly identified with the student’s name, course number, and semester.
• Care in presentation of interim deliverables is apparent (page size, page layout, no spelling or math errors.)
• Design meets current IBC & ADA for Life-Safety and Accessibility
• Alternative schemes demonstrate the investigation of alternative points of view about the subject, not simple derivations of a single scheme.
• The projects are not formally compromised
• The projects demonstrate the result of insights learned from program, precedents, context, and site analysis.
• The work demonstrates a range of media employed to present specific aspects of the character of the work.
• The work demonstrates a range of scales of inquiry from detail to component to an overall whole.
• The alternatives are presented in the context of the site (extending at least the dimension of the parcel in all directions) and climate (shadows)
• The alternatives demonstrate the development of a single train of thought across program, core, structure, and envelope.
• Relevant historical precedents play a meaningful part of your study (and are included in each deliverable).
• Sustainable characteristics of the alternatives (in terms of LEED NC 2.2) are described in each deliverable.
A student’s work may be considered for an Above Average (B) grade when the following characteristics are visibly evident in the work:
• The weekly deliverables have been completed and submitted on-time (late submittals may lose 1 letter grade) and are clearly identified with the student’s name, course number, and semester.
• Care in presentation of interim deliverables is apparent (page size, page layout, no spelling or math errors.)
• Design meets current IBC & ADA for Life-Safety and Accessibility
• Alternative schemes demonstrate the investigation of alternative points of view about the subject, not simple derivations of a single scheme.
• The projects are not formally compromised
• The projects demonstrate the result of insights learned from program, precedents, context, and analysis.
• The work demonstrates a range of media employed to present specific aspects of the character of the work.
• The work demonstrates a range of scales of inquiry from detail to component to an overall whole.
• The alternatives are presented in the context of the site (extending at least the dimension of the parcel in all directions) and climate (shadows)
• The alternatives demonstrate the development of a train of thought across program, core, structure, and envelope.
• Relevant historical precedents play a meaningful part of your study (and are included in each deliverable).
• Sustainable characteristics of the alternatives (in terms of LEED NC 2.2) are described in each deliverable.
A student’s work may be considered for an Average (C) grade when the following characteristics are visibly evident in the work:
• The weekly deliverables have been completed and submitted on-time (late submittals may lose 1 letter grade) and are clearly identified with the student’s name, course number, and semester.
• Care in presentation of interim deliverables is apparent (page size, page layout, no spelling or math errors.)
• Design meets current IBC & ADA for Life-Safety and Accessibility
• Alternative schemes demonstrate the investigation of alternative points of view about the subject, not simple derivations of a single scheme.
• The projects are not formally compromised
• The projects demonstrate the result of insights learned from program, precedents, context, and analysis.
• The work demonstrates a range of media employed to present specific aspects of the character of the work.
• The work demonstrates a range of scales of inquiry from detail to component to an overall whole.
• The alternatives are presented in the context of the site (extending at least the dimension of the parcel in all directions) and climate (shadows)
• The alternatives demonstrate the development of a train of thought across program, core, structure, and envelope.
• Relevant historical precedents play a meaningful part of your study (and are included in each deliverable).
• Sustainable characteristics of the alternatives (in terms of LEED NC 2.2) are described in each deliverable.
A student’s work may be considered for a Below Average (D) grade or failing grade (F) when any of the following have not been met:
• The weekly deliverables have been completed and submitted on-time (late submittals may lose 1 letter grade) and are clearly identified with the student’s name, course number, and semester.
• Care in presentation of interim deliverables is apparent (page size, page layout, no spelling or math errors.)
• Design meets current IBC & ADA for Life-Safety and Accessibility
• Alternative schemes demonstrate the investigation of alternative points of view about the subject, not simple derivations of a single scheme.
• The projects are not formally compromised
• The projects demonstrate the result of insights learned from program, precedents, context, and analysis.
• The work demonstrates a range of media employed to present specific aspects of the character of the work.
• The work demonstrates a range of scales of inquiry from detail to component to an overall whole.
• The alternatives are presented in the context of the site (extending at least the dimension of the parcel in all directions) and climate (shadows)
• The alternatives demonstrate the development of a train of thought across program, core, structure, and envelope.
• Relevant historical precedents play a meaningful part of your study (and are included in each deliverable).
• Sustainable characteristics of the alternatives (in terms of LEED NC 2.2) are described in each deliverable.
List of Assignments, tests, etc.
• Assignments and deliverables as listed on the calendar and
supplemented by handouts issued in-class.
Academic Integrity Statement and Policy
All work and conduct related to this class is governed by the Aggie Honor Code, http://www.tamu.edu/aggiehonor.
“An Aggie does not lie, cheat or steal, or tolerate those who do.”
Statements on attendance:
The university views class attendance as an individual student
responsibility. Students are expected to attend class and to complete
all assignments. Instructors are expected to give adequate notice of the
dates on which major tests will be given and assignments will be due.
This information should be provided on the course syllabus, which
should be distributed at the first class meeting. Graduate students are
expected to attend all examinations required by departments or
advisory committees as scheduled formally.
Students who are requesting an excused absence are expected to
uphold the Aggie Honor Code and Student Conduct Code (See Rule
24).
Excused Absences
7.1 The student is responsible for providing satisfactory evidence to the
instructor to substantiate the reason for absence. Among the reasons
absences are considered excused by the university are the following:
(1 Muster)
7.1.1 Participation in an activity appearing on the university authorized
activity list. (see List of Authorized and Sponsored Activities
http://studentactivities.tamu.edu/online/sponsauth/)
7.1.2 Death or major illness in a student’s immediate family. Immediate
family may include: mother, father, sister, brother, grandparents,
spouse, child, spouse’s child, spouse’s parents, spouse’s grandparents,
stepmother, step-father, step-sister, step-brother, step-grandparents,
grandchild, step-grandchild, legal guardian, and others as deemed
appropriate by faculty member or student’s academic dean.
7.1.3 Illness of a dependent family member.
7.1.4 Participation in legal proceedings or administrative procedures
that require a student’s presence.
7.1.5 Religious holy day. (See Appendix IV. http://studentrules.
tamu.edu/append4.htm)
7.1.6 Injury or Illness that is too severe or contagious for the student to
attend class.
7.1.6.1 Injury or illness of three or more days. For injury or illness that
requires a student to be absent from classes for three or more business
days (to include classes on Saturday), the student should obtain a
medical confirmation note from his or her medical provider. The Student
Health Center or an off-campus medical professional can provide a
medical confirmation note only if medical professionals are involved in
the medical care of the student. The medical confirmation note must
contain the date and time of the illness and medical professional’s
confirmation of needed absence.
7.1.6.2 Injury or illness less than three days. Faculty members may
require confirmation of student injury or illness that is serious enough for
a student to be absent from class for a period less than three business
days (to include classes on Saturday). At the discretion of the faculty
member and/or academic department standard, as outlined in the
course syllabus, illness confirmation may be obtained by one or both of
the following methods:
Texas A&M University Explanatory Statement for Absence from Class
form available at http://attendance.tamu.edu.
Confirmation of visit to a health care professional affirming date and
time of visit.
7.1.6.3 An absence for a non acute medical service does not constitute
an excused absence.
7.1.7 Required participation in military duties.
Americans with Disabilities Act (ADA) Policy Statement
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Cain Hall, Room B118, or call 845-1637. For additional information visit http://disability.tamu.edu.
Studio Culture Policy
August 5th, 2009
Page 1 of 2
DEPARTMENT OF ARCHITECTURE / TEXAS A&M UNIVERSITY
The Studio Culture Statement is the official policy of the Department of Architecture at Texas
A&M University and will be published widely and used to guide design studio pedagogy.
STUDIO CULTURE AT TEXAS A&M UNIVERSITY: A POLICY STATEMENT
All students, faculty, administration and staff of the Department of Architecture at Texas A&M
University are dedicated to the principle that the Design Studio is the central component of an
effective education in architecture.
They are equally dedicated to the belief that students and faculty must lead balanced lives and
use time wisely, including time outside the design studio, to gain from all aspects of a university
education and world experiences. They also believe that design is the integration of many parts,
that process is as important as product, and that the act of design and of professional practice is
inherently interdisciplinary, requiring active and respectful collaboration with others.
The Operational Procedures are intended to provide a framework for the successful
development of an effective Studio Culture, both as a part of the academic program and as a model for
future professional practice.
OPERATIONAL PROCEDURES
Students and faculty in every design studio will embody the fundamental values of optimism,
respect, sharing, engagement, and innovation. Every design studio will therefore encourage the
rigorous exploration of ideas, diverse viewpoints, and the integration of all aspects of
architecture (practical, theoretical, scientific, spiritual, and artistic), by providing a safe and
supportive environment for thoughtful innovation.
Every design studio will increase skills in professional communication, through drawing,
modeling, writing and speaking.
Every design studio will, as part of the syllabus introduced at the start of each class, include a
clear statement on time management, and recognition of the critical importance of academic and
personal growth, inside and outside the studio environment. As such it will be expected that
faculty members and students devote quality time to studio activities, while respecting the need
to attend to the broad spectrum of the academic life.
Every design studio will establish opportunities for timely and effective review of both process
and products. Studio reviews will include student and faculty peer review. Where external
reviewers are introduced, the design studio instructor will ensure that the visitors are aware of
the Studio Culture Statement and recognize that the design critique is an integral part of the
learning experience.
The design studio will be recognized as place for open communication and movement, while
respecting the needs of others, and of the facilities.
August 5th, 2009
Page 2 of 2
The Dissemination and Oversight Procedures are intended to ensure that all students, and
all faculty members, whether assigned to design studios or not, are aware of the Studio Culture Policy
and work together productively to maximize the value of this component of the departmental pedagogy.
Oversight suggests peer-review and mentoring at all levels, and presumes a positive role for those
charged with administration, including the exploration of innovative teaching approaches, and
opportunities to demonstrate collaboration both within the academy, with the design professions, and
with the society we serve.
DISSEMINATION AND OVERSIGHT PROCEDURES
The Studio Culture statement shall appear on all studio syllabi, with a verbal introduction and
personal philosophy statement provided by individual design faculty member at the start of each
semester.
The statement will also be posted on the department and AIAS websites.
The Department Design Caucus will initiate a formal discussion on the statement at the start of
each academic year, with express purpose of ensuring that all new and returning faculty
members understand and embrace its philosophies, and understand its opportunities.
The AIAS and the administration of the Department will ensure regular and open
communication on all aspect of the academic program, including Studio Culture.
The Head of Department will include consideration of Studio Culture as part of the Annual
Review of faculty members. This may suggest the use of peer review, encouragement of visiting
critics, and recognition that productive review of the process and outcomes of design is not the
exclusive domain of those assigned to teach design studios.
Textbook/resource material listing
Recommended for purchase:
“Thinking Architecture”, Peter Zumthor, Birkhauser. Either new or used, Amazon lists at $22.40.
“The Architect’s Studio Companion”, Edward Allen, Joseph Iano, (any
edition, the more recent the better) newest edition listed at $63. at
Amazon, $10.00 and up at ABE.com.
Online Resources:
• http://www.tpwd.state.tx.us/learning/texas_nature_trackers/hummingbird_roundup/identification/county_ecoregions/
Electrical Load Calculator:
• http://www.zenfixit.com/load_calculations.shtml
Photovoltaic System Calculator:
• http://www.solarpower.org/art18.html
Battery and PV system Calculator:
• http://www.jgsee.kmutt.ac.th/exell/Solar/PVSystems.html
Residential Sustainablitity
• http://www.seco.cpa.state.tx.us/re_sustain_links.htm
Americans with Disabilties Act Accessibility Guidelines
• http://www.access-board.gov/adaag/html/adaag.htm
Podcasts about the ADA, Building Code, Materials and Methods of Construction can be downloaded (right click, save-as) and viewed in itunes or quicktime. These are found at: podcast_lectures