DOCSLIB.ORG

NAAB-Accredited Architecture Programs in the United States

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
NAAB-Accredited Architecture Programs in the United States NAAB-Accredited Architecture Programs in the United States ALABAMA Auburn University College of Architecture, Design & Construction School of Architecture Auburn University, AL www.cadc.auburn.edu/soa/ B. Arch. Tuskegee University College of Engineering, Architecture and Physical Sciences Department of Architecture Tuskegee, AL www.tuskegee.edu/ceaps/ B. Arch. ALASKA - None ARIZONA University of College of Architecture and Landscape Architecture School of Architecture Tuscon, AZ www.architecture.arizona.edu/ B. Arch. ARKANSAS University of School of Architecture Fayetteville, AR architecture.uark.edu/ B. Arch. CALIFORNIA Academy of Art University School of Architecture San Francisco, CA www.academyart.edu/architecture-school B. Arch. (Candidate) California College of the Arts School of Architectural Studies San Francisco, CA www.cca.edu/ B. Arch. California Polytechnic State University – San Luis Obispo College of Architecture & Environmental Design Architecture Department San Luis Obispo, CA www.arch.calpoly.edu/ B. Arch. California State Polytechnic University – Pomona College of Environmental Design Department of Architecture Pomona, CA www.csupomona.edu/~arc B. Arch. NewSchool of Architecture & Design San Diego, CA www.newschoolarch.edu B. Arch. Southern California Institute of Architecture (SCI-ARC) Los Angeles, CA www.sciarc.edu B. Arch. Southern California, University of School of Architecture Los Angeles, CA arch.usc.edu/ B. Arch. Woodbury University School of Architecture and Design Burbank and San Diego, CA www.woodbury.edu B. Arch. COLORADO- None CONNECTICUT - None DELAWARE – None DISTRICT OF COLUMBIA Howard University College of Engineering, Architecture, and Computer Science School of Architecture & Planning Washington, DC www.howard.edu/ceacs/departments/architecture/ B. Arch. FLORIDA Florida A&M University School of Architecture Tallahassee, FL www.famusoa.net/ B. Arch. Florida Atlantic University College of Architecture, Urban and Public Affairs School of Architecture Ft Lauderdale, FL www.fau.edu/arch B. Arch. Miami, University of School of Architecture Coral Gables, FL www.arc.miami.edu B. Arch. GEORGIA Southern Polytechnic State University College of Architecture, Civil Engineering Technology and Construction Architecture Department Marietta, GA architecture.spsu.edu/ B. Arch. HAWAII – None IDAHO – None ILLINOIS Illinois Institute of Technology College of Architecture Chicago, IL www.iit.arch.edu B. Arch. INDIANA Notre Dame, University of School of Architecture Notre Dame, IN www.architecture.nd.edu B. Arch. IOWA Iowa State University College of Design Department of Architecture Ames, IA www.arch.iastate.edu B. Arch. KANSAS – None KENTUCKY – None LOUISIANA Louisiana State University College of Art and Design School of Architecture Baton Rouge, LA www.design.lsu.edu/Architecture/index.html B. Arch. Southern University and A&M College School of Architecture Baton Rouge, LA www.susa.subr.edu/ B. Arch. MAINE Maine at Augusta, University of College of Professional Studies Augusta, ME http://www.uma.edu/architecture-at-uma.html B. Arch. (Candidate) MARYLAND – None MASSACHUSETTS Boston Architectural College School of Architecture Boston, MA www.the-bac.edu B. Arch. MICHIGAN – None MINNESOTA – None MISSISSIPPI Mississippi State University College of Architecture, Art, and Design School of Architecture Mississippi State, MS www.caad.msstate.edu/sarc/ B. Arch. MISSOURI Drury College Hammons School of Architecture Springfield, MO www.drury.edu B. Arch. (through 12/31/13) MONTANA – None NEBRASKA – None NEVADA – None NEW HAMPSHIRE – None NEW JERSEY New Jersey Institute of Technology School of Architecture Newark, NJ www.njit.edu/Directory/Academic/SOA B. Arch. NEW MEXICO – None NEW YORK City College of the City University of New York School of Architecture, Urban Design, and Landscape Architecture Architecture Program New York, NY www1.ccny.cuny.edu/prospective/architecture/ B. Arch. The Cooper Union Irwin S. Chanin School Of Architecture New York, NY www.cooper.edu B. Arch. Cornell University College of Architecture, Art, and Planning Department of Architecture Ithaca, NY www.aap.cornell.edu/arch/ B. Arch. New York Institute of Technology School of Architecture & Design Old Westbury, NY iris.nyit.edu/architecture/ B. Arch. Pratt Institute School of Architecture Brooklyn, NY www.pratt.edu/arch B. Arch. Rensselaer Polytechnic Institute School of Architecture Troy, NY www.arch.rpi.edu B. Arch. SUNY College of Technology at Alfred State Department of Architecture and Design Alfred, NY B. Arch. (Candidate) Syracuse University School of Architecture Syracuse, NY soa.syr.edu B. Arch. NORTH CAROLINA North Carolina at Charlotte, University of College of Arts + Architecture School of Architecture Charlotte, NC www.soa.uncc.edu B. Arch. North Carolina State University College of Design School of Architecture Raleigh, NC ncsudesign.org/ B. Arch. NORTH DAKOTA – None OHIO – None OKLAHOMA Oklahoma State University College of Engineering, Architecture and Technology School of Architecture Stillwater, OK architecture.ceat.okstate.edu B. Arch. University of College of Architecture Division of Architecture Norman, OK arch.ou.edu/ B. Arch. OREGON University of School of Architecture and Allied Arts Department of Architecture Eugene, OR architecture.uoregon.edu/ B. Arch. PENNSYLVANIA Carnegie Mellon University School of Fine Arts School of Architecture Pittsburgh, PA www.cmu.edu/architecture B. Arch. Drexel University Antoinette Westphal College Media Arts and Design Department of Architecture and Interiors Philadelphia, PA www.drexel.edu/westphal/architecture/ B. Arch. Marywood University School of Architecture Scranton, PA http://www.marywood.edu/architecture/ B. Arch. (Candidate) Pennsylvania State University College of Arts and Architecture School of Architecture and Landscape Architecture Department of Architecture University Park, PA www.arch.psu.edu B. Arch. Philadelphia University School of Architecture Philadelphia, PA www.philau.edu/schools/add/ B. Arch. Temple University Tyler School of Art Architecture Program Philadelphia, PA www.temple.edu/architecture B. Arch. (through 6/30/16) PUERTO RICO Polytechnic University of Puerto Rico, The New School of Architecture San Juan, PR www.pupr.edu/arqpoli/homepage.htm B. Arch. Pontifical Catholic University of Puerto Rico Ponce, PR B. Arch. RHODE ISLAND Rhode Island School of Design Architecture + Design Department of Architecture Providence, RI www.risd.edu B. Arch. SOUTH CAROLINA – None SOUTH DAKOTA – None TENNESSEE Tennessee-Knoxville, University of College of Architecture and Design School of Architecture Knoxville, TN www.arch.utk.edu/ B. Arch. TEXAS Houston, University of Gerald D. Hines College of Architecture Houston, TX www.arch.uh.edu B. Arch. Rice University School of Architecture Houston, TX www.arch.rice.edu B. Arch. Texas at Austin, University of School of Architecture Austin, TX soa.utexas.edu/ B. Arch. UTAH – None VERMONT – None VIRGINIA Virginia Tech College of Architecture & Urban Studies School of Architecture + Design Blacksburg, VA www.archdesign.vt.edu/ B. Arch. WASHINGTON – None WEST VIRGINIA – None WISCONSIN - None WYOMING - None .
Load more

Recommended publications
  • Meaningful Urban Design: Teleological/Catalytic/Relevant
    Journal ofUrban Design,Vol. 7, No. 1, 35– 58, 2002 Meaningful Urban Design: Teleological/Catalytic/Relevant ASEEM INAM ABSTRACT Thepaper begins with a critique ofcontemporary urban design:the eldof urban designis vague because it isan ambiguousamalgam of several disciplines, includingarchitecture, landscapearchitecture, urban planningand civil engineering; it issuper cial because itisobsessedwith impressions and aesthetics ofphysical form; and it ispractised as an extensionof architecture, whichoften impliesan exaggerated emphasison theend product. The paper then proposesa meaningful(i.e. truly consequential to improvedquality of life) approach to urban design,which consists of: beingteleological (i.e. driven by purposes rather than de ned by conventional disci- plines);being catalytic (i.e. generating or contributing to long-term socio-economic developmentprocesses); andbeing relevant (i.e. grounded in rst causes andpertinent humanvalues). The argument isillustratedwith a number ofcase studiesof exemplary urban designers,such asMichael Pyatok and Henri Ciriani,and urban designprojects, such asHorton Plazaand Aranya Nagar, from around the world. The paper concludes withan outlineof future directionsin urban design,including criteria for successful urban designprojects (e.g. striking aesthetics, convenient function andlong-term impact) anda proposedpedagogical approach (e.g. interdisciplinary, in-depth and problem-driven). Provocations In the earlypart of 1998,two provocative urban design eventsoccurred at the Universityof Michigan in Ann Arbor.The rstwas an exhibition organizedas partof aninternationalsymposium on ‘ City,Space 1 Globalization’. The second wasa lecture by the renowned Dutch architectand urbanist, Rem Koolhaas. By themselves,the events generated much interestand discussion, yet were innocu- ous,compared to, say, Prince Charles’s controversialcomments on contempor- arycities in the UKorthe gathering momentumof the New Urbanism movementin the USA.
    [Show full text]
  • On the Value(S) of an Architect
    2 A Discipline Adrift? Teaching Architectural Ethics in Today’s World On the Value(s) of an Architect ANASTASIA H. CORTES Virginia Tech This paper situates architectural ethics in the context of observer: they either like it or they don’t. Architects earn practice by using stakeholder theory and the concept of pro- professional degrees and are licensed, like doctors, lawyers, fessional judgment to describe the activities of architectural and engineers. However, architecture is the lowest paid of practice. Architects are taught the skills necessary to make these four professions. Although buildings are tangible arti- ethical professional judgments in the contexts of design and facts of an architect’s work, the design of a building is less professional service, but they are not necessarily taught easily understood by the lay person than, say, recovery from how to effectively communicate the value of those skills to an illness. Often the public may value the architect’s work those outside the profession. Stakeholder theory provides a based on the subjective evaluation of the observer: they framework to describe the practice of architecture in a way either like it or they don’t. The profession cannot survive on that enables non-practitioners to appreciate value of the the basis of the public’s “like” of their work, as discussed in complex decisions and activities performed by architects. a 2015 article in Forbes magazine, which declared contem- porary architecture to be ugly, irrelevant, and out of touch “There’s a snobbery at work in architecture…The sub- with society.3 In support of this claim, the author offered up ject is too often treated as a fine art, delicately wrapped a description of the American Institute of Architects’ effort in mumbo-jumbo.
    [Show full text]
  • An Overview of the Building Delivery Process
    An Overview of the Building Delivery CHAPTER Process 1 (How Buildings Come into Being) CHAPTER OUTLINE 1.1 PROJECT DELIVERY PHASES 1.11 CONSTRUCTION PHASE: CONTRACT ADMINISTRATION 1.2 PREDESIGN PHASE 1.12 POSTCONSTRUCTION PHASE: 1.3 DESIGN PHASE PROJECT CLOSEOUT 1.4 THREE SEQUENTIAL STAGES IN DESIGN PHASE 1.13 PROJECT DELIVERY METHOD: DESIGN- BID-BUILD METHOD 1.5 CSI MASTERFORMAT AND SPECIFICATIONS 1.14 PROJECT DELIVERY METHOD: 1.6 THE CONSTRUCTION TEAM DESIGN-­NEGOTIATE-BUILD METHOD 1.7 PRECONSTRUCTION PHASE: THE BIDDING 1.15 PROJECT DELIVERY METHOD: CONSTRUCTION DOCUMENTS MANAGEMENT-RELATED METHODS 1.8 PRECONSTRUCTION PHASE: THE SURETY BONDS 1.16 PROJECT DELIVERY METHOD: DESIGN-BUILD METHOD 1.9 PRECONSTRUCTION PHASE: SELECTING THE GENERAL CONTRACTOR AND PROJECT 1.17 INTEGRATED PROJECT DELIVERY METHOD DELIVERY 1.18 FAST-TRACK PROJECT SCHEDULING 1.10 CONSTRUCTION PHASE: SUBMITTALS AND CONSTRUCTION PROGRESS DOCUMENTATION Building construction is a complex, significant, and rewarding process. It begins with an idea and culminates in a structure that may serve its occupants for several decades, even centuries. Like the manufacturing of products, building construction requires an ordered and planned assembly of materials. It is, however, far more complicated than product manufacturing. Buildings are assembled outdoors by a large number of diverse constructors and artisans on all types of sites and are subject to all kinds of weather conditions. Additionally, even a modest-sized building must satisfy many performance criteria and legal constraints, requires an immense variety of materials, and involves a large network of design and production firms. Building construction is further complicated by the fact that no two buildings are identical; each one must be custom built to serve a unique function and respond to its specific context and the preferences of its owner, user, and occupant.
    [Show full text]
  • Architecture
    Architecture Architects are licensed professionals who design buildings and other structures. The design of a building involves far more than its appearance alone. Buildings also must be functional, safe, economical, and suit the needs of the people who use them. There are three main steps to become an architect: the attainment of a professional degree in architecture, work experience through an internship, and licensure through the passing of the Architect Registration Exam. Explore Become an Architect at NCARB.org. Degree Students choose from three paths to obtain a professional degree in architecture: • 5-year Bachelor of Architecture (B. Arch) degree: most transfer students do not choose this option due to course sequencing or • 2-year master’s degree after obtaining a 4-year bachelor’s degree in architecture or related area (M. Arch) or • 3 to 4-year master’s degree after obtaining a 4-year bachelor’s degree in a major other than architecture (M. Arch) Criteria of Importance for Acceptance to Architecture School May Include • Grade point average • Portfolio if required (freehand drawing, painting, graphic design, sculpture, etc.) • Personal interview • Past practical work experience related to the field (construction, building, planning, etc.) • Strong art, math, and science skills (especially physics) Important Notes • Due to the sequential nature of the coursework, transfer applicants for bachelor degree programs in architecture are often considered for admission as first year students. Four or five additional years to complete the program may be required. • Each architecture school has its own set of requirements. Research each school for specific information. • Make sure to check application deadline dates.
    [Show full text]
  • Contemporary Design Philosophy in American Architecture
    ^O 1 CONTEMPORARY DESIGN PHILOSOPHY IN AMERICAN ARCHITECTURE by KENNETH EDWARD LAY, JR. B. Arch., The Pennsylvania State University, 1956 e\\i A MASTER'S REPORT submitted in partial fulfillment of the requirements for the degree MASTER OF ARCHITECTURE College of Architecture and Design KANSAS STATE UNIVERSITY Manhattan, Kansas 1966 Approved by: Ma^or Professor , Lb 2j>^i ii a.o- ACKNOWLEDGEMENTS I gratefully acknowledge the guidance and encouragement given me during the planning and writing of this report by Professor Emil C. Fischer, Dean of the College of Architecture and Design at Kansas State University. My most sincere appreciation goes to my wife, Margaret F. Lay, A.S.L.A. whose professional advice and understanding helped immeasurably in its preparation. Appreciation is further extended to my committee members, Professor Jack C. Durgan, Professor J. Cranston Heintzelman, Professor Cecil H. Miller, and Dr. William C. Tremmel, and to my typist, Mrs. Michael R. Hawkins. , TABLE OF CONTENTS CHAPTER PAGE I. INTRODUCTION: THE MODERN MOVEMENT 1 Prior to the Chicago School 2 The Chicago School of Architecture 4 L'Art Nouveau and Cubism 6 The Organic Architecture of Frank Lloyd Wright . 8 The International Style 10 Mies van der Rohe 12 LeCorbusier 14 The Present Situation .............. 16 Design Trends in Architectural Education 17 The Rediscovery of History 19 Structural Experimentation 20 II. THE CLASSIC ARTICLE 22 III. STRUCTURAL EXPRESSIONISM 27 IV. THE AESTHETIC REVIVAL 36 V. THE DIRECTION OF AMERICAN ARCHITECTURE 42 VI. CRITICISM OF CONTEMPORARY DESIGN PHILOSOPHY .... 45 VII. THE NEW FREEDOM WITHIN THE MODERN MOVEMENT 57 VIII. THE NEW FREEDOM'S AVANT-GARDE 71 Dr.
    [Show full text]
  • When Is Typography Conceptual? Steen Ejlers, the Royal Danish Academy of Fine Arts, School of Architecture
    2013 | Volume III, Issue 1 | Pages 1.1-1.10 When is typography conceptual? Steen Ejlers, The Royal Danish Academy of Fine Arts, School of Architecture A conceptual artwork is not necessarily constituted the sentences disappeared in an even vertical/ by exceptional practical skill, sublime execution or horizontal pattern of letters: beautiful and orderly - whatever might otherwise regularly characterize and difficult to access. “fine art”. Instead, the effort is seated in the Both of these strategies of making stone preparatory process of thought – or as Sol Lewitt inscriptions appear strange to our eyes but once put it: “The idea becomes a machine that apparently it must have worked out. And even so! makes art” (LeWitt 1967). The conceptual work of – the everyday frequency of stone inscriptions that art typically speaks primarily to the intellect and not had to be decoded by the ancient Greeks can hardly necessarily to an aesthetic/sensual experience. be likened to the text bombardment, let alone the But what about the notion of “conceptual reading process, that we live with today. Moreover, type”? Could this be, in a way that is analogous to the Greek inscriptions, like the Roman ones of “conceptual art”, typefaces that do not necessarily the same time, consisted solely of capital letters, function by virtue of their aesthetic or functional all of which could, characteristically enough, be qualities but are interesting alone owing to the deciphered when laterally reversed. However, when foregoing idea-development process? Or is a boustrophedon was brought into practice with the typeface which, in its essential idiom, conveys a Latin alphabet’s majuscule and minuscule letters, message or an idea, conceptually? In what follows, I a number of confusing situations could arise and will try to examine these issues by invoking a series of crucial moments in the history of typeface, from antiquity up to the twenty-first century.
    [Show full text]
  • 2.0 the Economic Benefits of Sustainable Design
    The Economic Benefits of Sustainable Design Evidence is growing that sustainable buildings provide financial rewards for building owners, operators, and occupants. Sustainable buildings typically have lower annual costs for energy, water, maintenance/repair, churn (reconfiguring space because of changing needs), and other operating expenses. These reduced costs do not have to come at the expense of higher first costs. Through integrated design and innovative use of sustainable materials and equipment, the first cost of a sustainable building can be the same as, or lower than, that of a traditional building. Some sustainable design features have higher first costs, but the payback period for the incremental investment often is short and the lifecycle cost typically lower than the cost of more traditional buildings. In addition to direct cost savings, sustainable buildings can provide indirect economic benefits to both the building owner and society. For instance, sustainable building features can promote better health, comfort, well-being, and productivity of building occupants, which can reduce levels of absenteeism and increase productivity. Sustainable building features can offer owners economic benefits from lower risks, longer building lifetimes, improved ability to attract new employees, reduced expenses for dealing with complaints, less time and lower costs for project permitting resulting from community acceptance and support for sustainable projects, and increased asset value. Sustainable buildings also offer society as a whole economic benefits such as reduced costs from air pollution damage and lower infrastructure costs, e.g., for avoided landfills, wastewater treatment plants, power plants, and transmission/distribution lines. Section 2.1 explains how using integrated design and various low-cost sustainable features reduces first costs.
    [Show full text]
  • Architecture Associate of Applied Science (A.A.S.) 2018–2019
    Architecture Associate of Applied Science (A.A.S.) 2018–2019 DESCRIPTION: additional two years of coursework is divided between Columbus The Architecture A.A.S. degree program involves manual and CAD State and Franklin. Approximately one additional year of courses drafting, Building Information Modeling, detailing, product selection can be completed at Columbus State with the remaining year of and specification, design, the study of architectural history, code courses taken at Franklin University. Once the student has acquired evaluation, and other skills used daily in the occupation. Students the bachelor’s degree, most architectural schools offer a three-to- in the program share common courses in materials, structures, four-year master’s degree program for individuals with a bachelor’s blueprint reading, and other programs in the Construction Sciences degree in some field other than Architecture. Students who complete and Engineering Technology Department. This provides architecture a master’s degree program in Architecture are then eligible to sit for students with a strong foundation of technical skills and a sense the Architectural Registration Exam in most states. of the teamwork required in the construction industry. For more information, see cscc.edu/arch. Most states require the completion of a “professional” degree in Architecture, which is typically a master’s degree at most colleges. ADMISSION REQUIREMENTS: Individuals who pass the Architectural Registration Exam are This is a non-selective, open-admission program. Students can enter then licensed to practice Architecture in that state and can legally the Architecture program in any semester. call themselves an “Architect.” Please note that licensure is not a requirement to work in an architectural firm.
    [Show full text]
  • WEARABLE ARCHITECTURE Introduction
    In association with Regent’s International Fashion Competition 2019-20 WEARABLE ARCHITECTURE Introduction simultaneously. Regardless of scale, the point of Parallel practices: the origin for both practices is the body. Both protect blurring of two disciplines and shelter, while providing a means to express identity. While the fashion designer and architect Architecture and fashion have a great deal in create objects that differ in size and materials, their common. This may surprise people, given the obvious creative processes are strikingly similar. Both begin differences between the two disciplines. Fashion is with a flat, two-dimensional medium, transforming thought of as ephemeral and superficial, using soft, it to create complex three-dimensional forms. The sometimes fragile, materials, whereas architecture is same prevailing aesthetic tendencies, ideological and considered monumental and permanent, using rigid, theoretical foundations, and technological innovations highly durable materials. The scales of production have influenced each, resulting in garments and too, are wildly different: fashion designers create buildings that share stylistic or structural qualities or garments for the human body, while architects create derive from common creative impulses. Over time, buildings large enough for many bodies to inhabit designers in both fields have drawn from each other for inspiration as well as certain technical strategies. The brief You are asked to research the topic of ‘Wearable You will need to look at clothes in the shops and research Architecture’ and design an outfit that you will then what is current and what is about to appear by looking construct. at www.style.com and other fashion sites. Keeping up to date with what is happening in fashion by viewing relevant An outfit can be a single item of clothing, possibly a dress, fashion magazines is very important.
    [Show full text]
  • Ten Principles for Building Healthy Places
    Ten Principles for Building Healthy Places Building Healthy Places Initiative 10P_BHP.indd 2 10/21/13 1:32 PM Ten Principles for Building Healthy Places Thomas W. Eitler Edward T. McMahon Theodore C. Thoerig This project was made possible through the generous financial support of James and Sharon Todd. ULI also wishes to acknowledge the following organizations for their help, support, and involvement with this effort: The Colorado Health Foundation, Denver, Colorado The Center for Active Design, New York City The University of Virginia School of Architecture, Center for Design and Health, Charlottesville, Virginia 1 10P_BHP.indd 1 10/21/13 1:32 PM About the Urban Land Institute About the Building Healthy Places Initiative The mission of the Urban Land Institute is to provide leadership Leveraging the power of ULI’s global networks to shape proj- in the responsible use of land and in creating and sustaining ects and places in ways that improve the health of people and thriving communities worldwide. communities. Established in 1936, the Institute today has nearly 30,000 mem- Around the world, communities face pressing health challenges bers, representing the entire spectrum of land use and develop- related to the built environment. For many years, ULI and its ment disciplines. Professionals represented include develop- members have been active players in discussions and projects ers, builders, property owners, investors, architects, planners, that make the link between human health and development; we public officials, real estate brokers, appraisers, attorneys, know that health is a core component of thriving communities. engineers, financiers, academics, and students. In January 2013, ULI’s Board of Directors approved a focus ULI is committed to on healthy communities as a cross-disciplinary theme for the organization.
    [Show full text]
  • Distilled Avant-Garde Echoes: Word and Image in Architectural Periodicals of the 1920S and 1930S
    $UFKLWHFWXUDO Jannière, H 2016 Distilled Avant-Garde Echoes: Word and Image in Architectural Periodicals of the 1920s and 1930s. Architectural +LVWRULHV Histories, 4(1): 21, pp. 1–21, DOI: http://dx.doi.org/10.5334/ah.211 RESEARCH ARTICLE Distilled Avant-Garde Echoes: Word and Image in Architectural Periodicals of the 1920s and 1930s Hélène Jannière Since the 1980s, architectural avant-garde publications, seen as a laboratory for artists and architects, have given rise to numerous research projects. Although recent scholarship tends toward a more balanced interpretation of architectural publications of the interwar period than studies from the 1980s, most research on architectural books and journals continues to point out only the parallels, or even just the ‘alliances’, between the innovative visual form – typography and photography – of those books and magazines and the ‘new architecture’ they intended to promote: relationships between form and contents. This article tackles the issue of this historical and aesthetical convergence. It draws on a new generation of studies that takes into account photography, graphic design and texts, simultaneously, and focuses on their association in the space of the book. By examining several case studies, it brings to light relationships of texts and images different from those dramatic and disruptive ones elaborated by the avant-garde. This is done, first, by considering a wider range of professional periodicals of the late 1920s and 1930s – both avant-garde and traditional – and second, by focusing more on the modes of perception photography introduced within the space of the book than on photographic or typographic experiments. The driving hypothesis is that in periodicals of the late 1920s and 1930s, even in those of a rather traditional form (L’Architecte, L’Architecture vivante, Quadrante), new modes of perceiving the space of the book as a whole gave rise to semantic associations generated by juxtapositions or effects of distance between word and image.
    [Show full text]
  • Emotional Architecture- a Study of Tadao Ando's Genius Loci Design
    International Journal of Chemical, Environmental & Biological Sciences (IJCEBS) Volume 3, Issue 6 (2015) ISSN 2320–4087 (Online) Emotional Architecture - A Study of Tadao Ando’s Genius Loci Design Philosophy and Design Syntax Hao-Long Hsu1, Yu-Li Chang 2, and Hsiu-Hui Lin 3 cross-shaped opening; this enabled people to appreciate the Abstract—Tadao Ando’s design presents the concept of the spirit religious setting and connotation. In the ―Church of the Wind‖ of place and establishes the nature and soul of architecture. The design, the arrangement of a space opening in the lateral creation of a situation is to enlighten people and enable them to rectangular wall provided visual access from the indoor to the understand the potential meaning, revealing a state of awareness. outdoor gardens having vegetation, revealing the rhythmic flow Tadao Ando enables people to relate to his emotional design situation of the wind blowing through the treetops: this provided an easy that reflects the Zen state of mind inherent in traditional Japanese culture, which is characterized as being quiet, distant, clear, and and comfortable spatial dimension and ambience. In the poetic. In this study, literature reviews and field investigations have ―Church of the Water‖ design, the indoor rectangular forward been used to observe and analyze the detail composition syntax wall is completely opened, extending the vision outward toward created in Tadao Ando’s spatial situation for summarizing the the pool: this presented a kind, gentle, and natural religious composing mode and design method of its detail aesthetics. The ambience. In the ―Church of the Sea‖ design, the cross-shaped analysis on the composing method of Tadao Ando’s design syntax opening in the roof slab of the church reflected light onto the was carried out according to Norberg Schulz's "Genius Loci" theory forward indoor wall, which diffused a gentle shadow of the and Donald A.
    [Show full text]