W1_Introduction.pdf

ARC132H1 CONTEMPORARY ARCHITECTURE

Zeynep Çelik

Thursdays, 9-‐11am Isabel Bader Theatre, 93 Charles St. W

Email protocol StudentàTAàHead TAàProfessor

Give your TA or prof 24 hours to respond

Office Hours TAs: each TA will announce his/her office hours

Prof: You have to sign up

Grading protocol No objecGons for 24 hours aHer you receive

your grade!

Notes of a Durand student, 1823

Technology protocol Put down your devices during the lecture and

look, listen, and take notes.

How to study for this course Set aside 2 hours aHer every week’s lecture:

•  Complete the readings •  Look over your journal and the slide lecture •  Make your outline •  Make a list of terms and buildings •  QuesGons: Use the Discussion Board

Buildings, Landscapes, CiGes

CONTEMPORARY ARCHITECTURE Architecture as Discourse*

*Discourse 1. verbal interchange of ideas; especially conversation

2. formal and orderly and usually extended expression of thought on a subject 3. a mode of organizing knowledge, ideas, or experience that is rooted in language

Buildings, Landscapes, CiGes

CONTEMPORARY ARCHITECTURE Premodern? Modern? Postmodern? Late modern? Contemporary?

Office for Metropolitan Architecture (OMA), Sea^le Public Library, 2004

Ginzburg and Milinis, Narkomfin Housing Complex, Moscow, 1928-‐30

Jan. 9 IntroducNon

What Kind of Discipline is Architecture?

discipline, n.

1. A branch of instrucNon or educaNon; a department of learning or knowledge; a science or art in its educaNonal aspect. 2. InstrucNon having for its aim to form the pupil to proper conduct and acNon; the training of scholars or subordinates to proper and orderly acNon by instrucNng and exercising them in the same; mental and moral training; also used fig. of the training effect of experience, adversity, etc. 3. CorrecNon; punishment inflicted by way of correcNon and training; in religious use, the morNficaNon of the flesh by penance; also, in more general sense, a beaNng or other inflicNon assumed to be salutary to the recipient.

Pedagogy: method and pracNce of teaching

Design Studio

École des Beaux-‐Arts (1793-‐1968) École Polytechnique (1794-‐present)

Bauhaus (1919-‐1933)

François Blondel, Cours D'Architecture , 1698

Vitruvius: 1st-‐century Roman engineer and author AlberG: 15th-‐century Italian architect and theorist

Felix Duban, Ecole des Beaux-‐Arts, 1832-‐40

Felix Duban, Ecole des Beaux-‐Arts, 1832-‐40 Plan: top or horizontal view

SecGon: verGcal view

Atelier Pascal, c. 1890

Lepreux, Court Complex, Grand Prix entry,1824

Charede: 1. carriage, chariot, cart, wagon 2. A period of intense (group) work, typically undertaken in order to meet a deadline.

*

Poché: The method or result of represenGng the solid part of a building (as a wall, etc.) by a darkened area on an architectural plan

*

ParN: basic scheme of spaGal arrangement *


Bauhaus (1919-‐1933)

“AnalyNc Thinking”

Notes of a Durand student, 1823

Jean-‐Nicolas-‐Louis Durand, Précis of the Lectures on Architecture, 1802-‐1805

Beaux-‐Arts vs. Polytechnique


Bauhaus (1919-‐1933)

Walter Gropius, Bauhaus, Dessau, 1925-‐26

Debschitz School, Munich, ca. 1903.

“The Bauhaus strives to bring together all creaGve effort into one whole, to reunify all the disciplines of pracGcal art—sculpture, painGng, handicraHs, and craHs—as inseparable components of a new architecture (Bau)”

Walter Gropius, Bauhaus Manifesto, 1919

Bauhaus curriculum diagram, 1922

Johannes I^en in Mazdaznan ouqit at the Bauhaus

Johannes I^en School, Berlin, ca. 1930.

Student work at the Bauhaus, 1920s. Student of Paul Klee at the Bauhaus, Exercises for the Color Course, 1923-‐24

Glass lantern slide and the corresponding card from the slide collecGon of Walter Gropius, Bauhaus-‐Archiv, Berlin.

From Johannes I^en, “Analyse alter Meister,” Utopia: Dokumente der Wirklichkeit, 1921.

Bauhaus curriculum diagram, 1922.

1923 ExhibiGon at the Bauhaus: Art and Technology: A New Unity

Bauhaus curriculum diagram, 1927 Bauhaus curriculum diagram, 1922

From The Modern Architect, Boston, 1854

F. L. Wright and members of the Taliesin fellowship, 1937

F. L. Wright students in Taliesin, 1937

Harvard Graduate School of Design

University of Toronto 1923

Temporary architecture studios at the University of Toronto, circa 1960. The school expanded dramaGcally aHer WWII and occupied this building, the former Victoria Curling Rink on Huron Street, from the winter of 1958 unGl its demoliGon in 1961

W1_Introduction.pdf

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