SAMPLE COURSE SYLLABI

Willow Lung Amam Department of Landscape Architecture and Environmental Planning University of California, Berkeley [email protected]

Contents

SOCIAL NEEDS AND PRACTICES IN THE LANDSCAPE: DESIGNING FOR DIVERSITY Landscape Architecture and Environmental Planning, Spring 2011 University of California, Berkeley

LANDSCAPES AS SACRED PLACE Landscape Architecture and Environmental Planning, Spring 2010 University of California, Berkeley

LANDSCAPE ARCHITECTURE AND ENVIRONMENTAL PLANNING COLLOQIUM Landscape Architecture and Environmental Planning, Fall 2009 University of California, Berkeley

CULTURAL LANDSCAPES, 1945 TO PRESENT Cross-listed in Geography, Environmental Design and American Studies, Spring 2009 University of California, Berkeley

University of California, Berkeley LD ARCH 140 College of Environmental Design Spring 2011

Social Needs and Practices in the Landscape: Designing for Difference

Instructor: Willow Lung Amam [email protected]

Office Hours: By appointment only Location TBD

Class Information: 3 units; CCN# 48550 class website on bSpace Tuesdays and Thursdays, 11am – 12:30pm Room #315C Wurster

In a world in which people and social practices and processes interact and intermix with increasing rapidity and fluidity, designers are ever more challenged to understand how people perceive, experience, make meaning in, and identify with the places and spaces around them. From high- style urban squares to parking plazas, community centers to coffee shops, upscale shopping malls to night markets, suburban single-family homes to downtown artist lofts – designing in a complex world, requires and equally complex set of analytical tools to make sense of the various uses and users of urban spaces.

LA 140 remixes the venerable traditions of social factors analysis to investigate questions about who and what we design for and the norms we apply to design. The course moves towards user- centered approaches that honor the needs, preferences, meanings, experiences, identities, ideas, ideals, and various forms of knowledge that people bring to their everyday life spaces. At the same time, it casts a critical lens on the ways in which larger cultural, political, and economic processes structure people’s understanding of and access to various arenas in the urban landscape.

Prerequisites: None. Open to all students in the college (undergraduate, graduate, and doctoral). Satisfies LAEP social factors requirement.

Objectives: • Evaluate traditional social factors approaches in light of recent social science and urban theories • Analyze how changing demographics and identity politics influence design practice • Understand how diverse spatial practices and preferences impact the design of everyday spaces • Explore multiple methodologies for investigating user wants and needs. • Understand how cultural, economic, and political processes influence the users of, relations within, and the design of urban space • Question personal and professional design norms and the ethical implications of designing for difference

1 University of California, Berkeley LD ARCH 140 College of Environmental Design Spring 2011

Class Correspondence: Throughout the semester I will periodically send e-mails to the class. You are responsible for checking your e-mail and for any content of the e-mails that I send out. These emails will be sent through b-space, so please make sure your information is up-to-date.

Assignments & Grading:

Participation: 30% Reading summaries / discussion: 10% Design Examples: 10% Open City Manifesto: 20% Design Evaluation and Critique (Final Project): 30%

Attendance/Participation: Because this is primarily a discussion course, attendance and participation in the course is very important. Please be on time to class. Absences or repeatedly coming late to class will result in lowered participation grades. I recognize that not all students participate in the same way. The participation grade for this course is therefore broadly defined. Students will be considered to be actively engaging if they: • Attend class on time. • Ask questions or engage in discussion. • Display engagement through active listening. • Attend office hours to discuss issues or questions. • Demonstrate thoughtful engagement with lecture and assigned materials.

Reading summaries and group discussions: For each class period, a student(s) will prepare a one to two page summary of the various articles, main points, key themes, and some questions that come out of the readings. Students should make copies of the summary for all students in the class. The student(s) will give a short 5-minute presentation of their summary and analysis at the beginning of the class and will help to lead the class discussion. Student sign up sheets will be passed around during the second class.

Designing the Open City: For the class on April 21st, students should bring in at least one example of a professionally designed or vernacular space that they consider to be well suited for multiple social uses and users. These examples may be at any scale and from any part of the world. For instance, you may bring in pictures from your personal home or work space, a roadside memorial, a park bench, a neighborhood or even an entire city – try to bring in provocative images that give us a sense about the qualities of space and users. If these are digital images, please bring them on a thumb drive so that we can load them on my computer before class. Be prepared to discuss the space designer(s) (professional or otherwise), what uses and users the space accommodates, whether it is contested space, and the ways in which the design of the space accommodates the needs of its various user groups. In other words, what features of the space contribute to its qualities of “open”, “flexible” or “inclusive” design?

Open City Manifesto: This exercise is a chance for you to synthesize what the materials in this class have meant to you in terms of your own design and planning practice, research, personal and professional life. Some questions you may want to consider include: How will you apply the

2 University of California, Berkeley LD ARCH 140 College of Environmental Design Spring 2011 lessons you’ve learned throughout the semester in your professional practice? How might you create more a open city or user-friendly spaces in your own work? How will core course themes of social justice and difference impact where and how you practice? How will you deal with user conflicts and contests over space? Your manifesto may be done in any way you like - written, drawn, or, recorded – using any number of media. The point is that it be something that is meaningful to you and hopefully, will be something that you can refer back to in your own design/planning practice, research, or other work in the future. Be prepared to give a 5 – 10 minute presentation in class about your manifesto on April 26th and turn your manifestos.

Design Assessment and Critique: The final project aims to find ways to assess different users, uses, and place values and meanings and how to incorporate these various perspectives in the design of urban space. Your final presentation will be about a particular place that you select and study at length during the course of the semester. This space can be a place that either you are familiar with or is new to you, but must be reasonably accessible for you to visit on a regular basis.

Your goal as a design researcher is to assess the space from the perspective of its different user groups and to critically evaluate the site’s design. This entails identifying the sites’ various user groups and their uses, meanings, preferences for, ideas about the space. To put the space in context, you should investigate relevant information about the site’s historical, cultural, political, and economic processes that impact the spaces’ design and use for both users and non-users. You should use a variety of methods discussed during the course of the semester, including, but not limited to: 1) observation (both people and place); 2) ethnography and personal interviews; 3) histories / archives; 4) census data analysis / GIS mapping; and 5) visualization and mapping. Your presentation should describe the space, its users, uses, and the various meanings ascribed to the place. Try to think both spatially and temporally about the users and non-users. When is it used (times of day, days of the week, and on special occasions)? By whom and for what purpose? Who is not using the space and why? Are there conflicts over the use of space? What factors (design, social, or otherwise) contribute to these conflicts? Which areas are most/least popular and why? Finally, if you were to redesign the site to better accommodate a particular user group(s) that you define (existing users, future users, or non-users of the site), what changes to the site design (which can include both physical design and policy recommendations) would your recommend?

Proposals for the project topic are due in class on February 10th. Proposals should include a description of the place that you are studying and your main research question(s). Also, what is intriguing or interesting about the space and what do you hope to accomplish by studying it? On March 17th, the methods portion of your proposal is due, which should include a description of the methods that you propose in your project. These may not be the actual methods that you end up using, as when you spend more time in the field, you may discover that there are other more appropriate methods that you wish to employ. While we will explore a variety of methods in class that you can apply to the study of your site, students are also encouraged to experiment with different methodologies that they find particularly useful. Final presentations will occur on Thursday, May 12th. Presentations may be in the form of design boards, power point presentations, or any other visual format that you feel is appropriate. Presentations should include descriptions of the research question, space and its users, history/context, methods, research

3 University of California, Berkeley LD ARCH 140 College of Environmental Design Spring 2011 findings and design implications. Presentations should be largely visual, using photographs, hand drawings, graphs, figures, and other visual aides.

Required Readings:

All readings for the course will be posted on bspace. Not all readings are posted at this time, but all readings will be posted at least one week in advance of time that they are to be completed. If students have readings that they would like to suggest, please bring them to me and we can consider distributing them to the class as alternative or supplemental readings.

Course Calendar:

Assigned readings should be completed by the date listed in the calendar. They will be discussed on that day.

Rethinking Social Factors

Tuesday, January 18 Course Introduction and Overview

Thursday, January 20 Traditional Social Factors Approaches Readings: Hall “The Hidden Dimension”; Tuan “Space and Place”; Sommer “Personal Space” Sign up for reading discussions

Tuesday January 25 The Postmodernism Turn Readings: hooks “Postmodern Blackness”; Dear & Flusty “How to Map a Radical Break”; Soja “Taking Los Angeles Apart”

Globalization, Cosmopolitanism, and Hybridity

Thursday January 27 Beyond Globalization Readings: Bhabha “Location of Culture”; Appadurai “Disjuncture and Difference”

Tuesday, February 1 Toward the Cosmopolitan Readings: Mitchell “Different Diasporas and the Hype of Hybridity”; Calhoun “The Class Consciousness of Frequent Travelers”

Thursday, February 3 New Geographies of (in)Difference Readings: Davis “Fortress, L.A.”; Smith “New Globalism, New Urbanism”, Li “Anatomy of a New Ethnic Settlement”

4 University of California, Berkeley LD ARCH 140 College of Environmental Design Spring 2011

Destabilizing the Normative Landscape

Tuesday, February 8 Landscapes of Privilege and Power Readings: Zukin “The Urban Landscape”; Duncan and Duncan “Landscapes of Privilege”

Thursday, February 10 Race in the Landscape Readings: Lipitz “The Racialization of Space and the Spatialization of Race”; Schein “Race and the Landscape in the U.S” Final Project Topic Due

Landscapes of Transgression

Tuesday, February 15 Claiming Urban Space and Rights Readings: DeCerteau “Walking the City”; White “The Politics and Poetics of Transgression”

Thursday, February 17 Spaces of Transgression Readings: Avila “Folklore and the Freeway”; Holsten “Spaces of Insurgent Citizenship”; Check out http://www.favelapainting.com/favela-painting

Rethinking “the Public”

Tuesday, February 22 From Public to Publics Readings: Warner “Public and Counterpublics”; Amin “Collective Culture and Urban Public Space” Guest Discussant: David de la Pena, Ph.D. Candidate, Department of Landscape Architecture and Environmental Design, University of California, Berkeley.

Thursday, February 24 The Politics of Public Space Readings: Low and Smith “The Politics of Public Space”; Low “Introduction to On the Plaza”

Designing for Difference - Methods

Tuesday, March 1 The New Demographic Reality

5 University of California, Berkeley LD ARCH 140 College of Environmental Design Spring 2011

Readings: Fisher and Hout “Where Americans Came From”; Hanlon, Vincino and Short “The New Metropolitan Reality in the U.S.” Homework: Fill out the 2010 Census Form. Go to www.census.gov. Look up the latest demographic profile of your hometown.

Thursday, March 3 Learning to Look Readings: Taplin et. al “Rapid Ethnographic Assessment”; Jacobs “Looking at Cities”; Cooper Marcus and Francis “Post Occupancy Evaluation” In-Class Exercise: A Rapid Ethnography of Telegraph Avenue

Designing for Difference – Methods Cont…

Tuesday, March 8 Ethnographic Insights Readings: Briggs “Interviewing, Power/knowledge and Social Inequity”; Low “Behind the Gates” In-Class Exercise: Writing about your hometown

Thursday, March 10 Critical Historiographies and Listening Readings: Sandercock “Framing Insurgent Histories for Planning”; Basso “Wisdom Sits in Places”

Tuesday, March 15 Visualization and Material Culture Readings: Hood “Urban Diaries”; Watch Whyte’s “The Social Life of Small Urban Spaces” at http://land8lounge.com/video Check out the following websites: http://mappingdecline.lib.uiowa.edu/; http://www.usc.edu/dept/LAS/history/historylab/LAPUHK/ Locations/Locations.htm; http://invinciblecities.camden.rutgers.edu/intro.html (Read introduction to the site)

Thursday, March 17 Public Participation Readings: Sandercock “Who Knows?”; Hou & Kinoshita “Bridging Community Difference Through Informal Processes” Guest Lecturer: Michael Rios, Associate Professor of Community and Urban Design, University of California, Davis. Final Project Methods Due

6 University of California, Berkeley LD ARCH 140 College of Environmental Design Spring 2011

Tuesday, March 22 Spring Break – no class

Thursday, March 24 Spring Break – no class

Spaces of Difference in Everyday Life

Tuesday, March 29 Public Space: The Park, Plaza, Street, and Sidewalk Readings: Rojas “The Enacted Environment”; “Crawford “Blurring the Boundaries”; Watch “The Garden” (http://www.thegardenmovie.com/). Available for instant play on Netflix.com.

Thursday, March 31 The Home: Front yards, back yards, homes and house Readings: Westmacott “African American Gardens and Yards in the Rural South”; Hood and Erickson “Storing Memories in the Yard”

Spaces of Difference in Everyday Life

Tuesday, April 5 Places of Consumption: The Shopping Mall and the Strip Readings: Crawford “The World in a Shopping Mall”; Davis “The Miracle Mile Revisited”

Thursday, April 7 Places of Work and Worship: Readings: Mozingo “Women and Downtown Open Space”; Gross “Mosque Debate”; YouTube video of Google offices around the World at http://www.youtube.com/watch?v=LB5utwRnfH4

Designing For Difference

Tuesday, April 12 Normative Structures: The Intercultural or Inclusive City? Readings: Amin “Ethnicity and the Multicultural City”; Young “City Life and Difference”

Thursday, April 14 Urban Governance and Planning Readings: Sandercock “When Strangers Become Neighbors”; Harvey “The Conceptual Problem of Urban Planning”

7 University of California, Berkeley LD ARCH 140 College of Environmental Design Spring 2011

Tuesday, April 19 Designing the Open City Readings: Risbeth “Ethnic Minority Groups and Design of Public Open Space”; Day “New Urbanism and the Challenges of Designing for Diversity”; Hester “Design for Ecological Democracy”

Thursday, April 21 Design Examples Due

Tuesday, April 26 Open City Manifestos Due

Wednesday, April 27 Race, Space, and Nature Symposium University of California, Berkeley This is not a requirement, but please try to attend.

Thursday, April 28 Cosmopolitan Ethics and Course Reflections Readings: Appiah “Cosmopolitan Contamination”

Friday April 29 – May 1 The Death and Life of Social Factors Conference University of California, Berkeley College of Environmental Design This is not a requirement, but please try to attend.

Tuesday, May 3 Reading, Review and Recitation Week No Class

Thursday, May 5 Reading, Review and Recitation Week No Class

Thursday, May 12 (Time TBA) Student Final Presentations

UC Berkeley Statement on Academic Dishonesty and Plagiarism:

Any test, paper, or report submitted by you and that bears your name is presumed to be your own original work that has not previously been submitted for credit in another course unless you obtain prior written approval to do so from your instructor.

In all of your assignments, including your homework or drafts of papers, you may use words or ideas written by other individuals in publications, Web sites, or other sources, but only with proper attribution. "Proper attribution" means that you have fully identified the original source and extent of your use of the words or ideas of others that you reproduce in your work for this course, usually in the form of a footnote or parenthesis.

8 University of California, Berkeley LD ARCH 140 College of Environmental Design Spring 2011

As a general rule, if you are citing from a published source or from a Web site and the quotation is short (up to a sentence or two) place it in quotation marks; if you employ a longer passage from a publication or Web site, please indent it and use single spacing. In both cases, be sure to cite the original source in a footnote or in parentheses.

If you are not clear about the expectations for completing an assignment or taking a test or examination, be sure to seek clarification from your instructor or GSI beforehand.

Finally, you should keep in mind that as a member of the campus community, you are expected to demonstrate integrity in all of your academic endeavors and will be evaluated on your own merits. So be proud of your academic accomplishments and help to protect and promote academic integrity at Berkeley. The consequences of cheating and academic dishonesty--including a formal discipline file, possible loss of future internship, scholarship, or employment opportunities, and denial of admission to graduate school--are simply not worth it.

Students with Disabilities:

If you need disability-related accommodations in this class, if you have emergency medical information you wish to share with me, or if you need special arrangements in case the building must be evacuated, please inform me immediately. Please see me privately after class or in my office.

9 University of California, Berkeley LD ARCH 232 College of Environmental Design Spring 2010

LD ARCH 232: The Landscape as a Sacred Place

Instructors: Randolph T. Hester, Jr. leave a note in his mailbox, Rm 202 or UCB office 510.642.4892 (no messages) Smith office 413.585.7593 Willow S. Lung Amam [email protected] Amber D. Nelson [email protected]

Office Hours: Room 476, Wurster Advanced signup required for all OH Randy By appointment only Willow Th 3:30 – 4:30 Amber Tu 5:30 – 6:30

Class Information: 3 units; CCN# 48602; class website on bSpace

Lectures: Tuesdays 6:30-8pm, Thursdays 4:30-6pm weekly 315D Wurster Workshops: Fridays, 9am-5pm - Jan 22, Feb 5, Mar 12, and by appointment on May 7

Introduction

Why Sacred Landscapes? The environments we create represent the best possible lives we can achieve. Built and preserved environments concretize our private and collective desires and pursuits, most precisely expressing our values. Some values are concretized in specific places, the places we value most, those we designate sacred. But many values, like the pursuit of freedom of private movement are concretized in the landscape not as sacred designations but as side effects. The landscape – sacred and profane – reflects our noblest values, our basest values, our thoughtless values. This course explores how values are expressed in the built environment and specifically how place values can be purposefully used to design landscapes.

There are many reasons for designers to study sacred places. First, we now know that designers are captive to their place values, positively as a source of inspiration and negatively as a limit or source of inappropriateness. Studying our place values can free us. Second, place values have been and are key to environmental preservation, witness national parks and monuments, wetlands and wildlife corridors. Every landscape architect should understand the basis of these values in order to be an effective conservationist. Third, sacred places offer spiritual nourishment and health benefits. Both are and could be more powerful motivators in environmental decision-making and design, especially for one who wishes to design places that touch people’s hearts. Fourth, place values likely are the foundation of a formal aesthetic more powerful than surface proportion and style. This is especially important in designing with nature where the messiness of life and death conflicts with the prevailing antiseptic efficiency. Fifth, an understanding of mobility, status and unrestricted property rights empowers one to address those most critical environmental problems associated with unsustainable values. Sixth, conversely an understanding of positive place values allows the planner and designer to connect neutral sustainable place actions to valued actions or a better

1 of 8 University of California, Berkeley LD ARCH 232 College of Environmental Design Spring 2010

understanding the values held in a democratic society, empowering the noblest ones and creating visionary change. This is what underlies the success the power plays of those like Robert Moses, Joe Edmiston, and Bill Mott. This also underlies goal setting as a design strategy. Seventh, the study of place values may be the most direct means to comprehend the fuzzy, but critically important, “sense of place”, place, and placlessness in a scientific and useful way. Eighth, understanding sacred landscapes will make you a better designer.

Objectives

1. To learn more about the nature of values, place values and conflicts over sacred places primarily through the literature. Although this subject has little of the certainty of algebra or even ecology, you will be amazed at how much thought has been given to it.

2. To question and re-question basic assumptions about landscape aesthetics.

3. To become more aware of how our personal environmental values, largely through synaesthetics, influence how we design.

4. To study precedents, past and present, of sacred places, designed to be so and otherwise.

5. To learn to apply place values to planning and design by moving beyond vague terms like “small town character”, “nature”, “center”, and “boundary” to specific spatial qualities that make up the heart and soul of a community.

6. To carefully analyze scientific research on landscapes, their emotional partners, and place values using simple correlations and comparisons to add to our knowledge.

7. To do a study of most sacred places—the heart and soul of locality—in a complex urban setting.

Projects:

1. Place as intrinsic self, 20% of final grade a. In-class group hypnosis, due Jan 19 b. Self hypnosis, 10 personally sacred place drawings, due Jan 22 c. Search for themes and hidden messages, due Feb 4 d. You and your home’s everyday history, due Feb 4

2. Heart and soul of Fremont, CA 25%, final presentations Apr 1, 6, 8. Written report, due Apr 8. a. Survey and focus group questions, due Jan 28 b. Literature review, due Feb 2 c. Survey and focus group analysis, presentations Feb 18, 23. Written report, due Apr 23.

3. Landscapes types and associated emotions, 10%, due Mar 2

2 of 8 University of California, Berkeley LD ARCH 232 College of Environmental Design Spring 2010

4. Exam, 15%, Apr 20

5. Analysis of first peoples’ worldview, sacred places and preservation focus, 15%, due Apr 27

6. Place Manifesto, 15%, due May 13

Required Reading: All readings are to be completed by date listed on the calendar of the syllabus. All readings listed in the syllabus are available on bspace or will be handed out in class.

Project 1: Hester, Randolph T. Jr. 2006. Design for Ecological Democracy. Diversity, 184-196; Dana Park, 184-187; Lafayette Square Park, 80-81. Cambridge: MIT Press

Hester, Randolph T. Jr. and Amber Nelson. 2005-10. Center, Stretch, Sense, Belong! Inhabiting the Everyday Sacred. Introduction and Chapter 1, 1-22. DRAFT.

Project 2: Dunbar, Christopher Jr., Dalia Rodriguez and Laurence Parker. 2002. Race, Subjectivity, and the Interview Process. In Handbook of Interview Research: Context Method, ed. Jaber F. Gubrium and James A. Holstein, 279-298. Thousand Oaks: Sage.

Hester, Randolph T. Jr. 2006. Design for Ecological Democracy. Diversity, 184-199; Dana Park, 284-287; Lafayette Square Park, 80-81. Cambridge: MIT Press.

______. 1975. Neighborhood Space. Chapter of User Needs Techniques, 128-164. Stoudsburg, PA: Dowden, Hutchinson & Ross, Inc.

Li, Wei. 1998. Anatomy of a New Ethnic Settlement: The Chinese Ethnoburb in Los Angeles. Urban Studies 35, (3): 479.

Loukaitou-Sideris A. 1995. Urban Form and Social Context: Cultural Differentiation in the Uses of Urban Parks. Journal of Planning Education & Research 14: 89-102.

Sandercock, Leonie. 2000. When Strangers Become Neighbours: Managing Cities of Difference. Planning Theory & Practice 1 (1): 13- 30.

Schein, Richard H. 2006. Race and Landscape in the United States. In Landscape and Race in the United States, ed. Richard Schein, 1-21. New York: Routledge.

Self, Robert O. 2003. American Babylon: Race and the Struggle for Postwar Oakland. Chapter 3: “Tax Dollar”, 96-131. Princeton, NJ: Princeton University Press.

Other readings as related to specific topics.

3 of 8 University of California, Berkeley LD ARCH 232 College of Environmental Design Spring 2010

Project 3: Hester, Randolph T. Jr. and Amber Nelson. 2005-10. Center, Stretch, Sense, Belong! Inhabiting the Everyday Sacred. Places Have Feelings, 20-21. DRAFT.

Lyndon, Donlyn and Charles W. Moore. 1994. Chambers for a Memory Palace. Introduction and several chambers. Cambridge, Mass. : MIT Press

Other readings as related to specific topics.

Project 4: Hester, Randolph T. Jr. and Amber Nelson. 2005-10. Center, Stretch, Sense, Belong! Inhabiting the Everyday Sacred. Entire draft.

All other required readings to date, and personally selected manifesto readings.

Project 5: Frampton, Kenneth. 1983. Critical Regionalism: Six Points for an Architecture of Resistance in The Anti-Aesthetic: Essays of Postmodern Culture, ed. Hal Foster. 16-30. Seattle: Bay Press.

Hester, Randolph T. Jr. and Amber Nelson. 2005-10. Center, Stretch, Sense, Belong! Inhabiting the Everyday Sacred. Recognition 50-58. DRAFT.

Hester, Randolph T. Jr. 2006. Design for Ecological Democracy. Part of Selective Diversity, 184- 187; Dana Park, 184-187; Lafayette Square Park, 80-81. Cambridge: MIT Press

Project 6: Hester, Randolph T. Jr. and Amber Nelson. 2005-10. Center, Stretch, Sense, Belong! Inhabiting the Everyday Sacred. Chapter 1, 21-22. DRAFT.

Other manifestos as appropriate to your topic.

4 of 8 University of California, Berkeley LD ARCH 232 College of Environmental Design Spring 2010

Calendar

Tuesday January 19 Class and Project 1 Introduction: Class coordination and logistics, Project 1a: hypnosis, and big picture

Thursday January 21 Lecture and Discussion: Sacredness in context Reading: Ecological Democracy Introduction and Epilogue; Center, Stretch, Sense, Belong! Inhabiting the Everyday Sacred, 1-12.

Friday January 22 Project 1b Due: Personally sacred place Field trip: All-day workshop and sacred place presentations, Introduction and work on Projects 1c, Introduction of Project 1d Bring lunch. Drinks and fruit will be provided. Reading: Center, Stretch, Sense, Belong! Inhabiting the Everyday Sacred, 12-19.

Tuesday January 26 Project 2: Introduction Heart and Soul of Fremont Reading: Schein; Dunbar; Hester (Neighborhood Space)

Thursday January 28 Project 2a Due: Develop heart and soul questionnaire

Tuesday February 2 Project 2b Due: Literature Review; Project 1: debriefing of parts a,b,c (what they learned and how to apply it to design, show Randy and Amber’s timelines)

Thursday February 4 Project 1c and 1d Due (wrap-up, pin-up, share 1 primary insight about place timeline and 1 design change they’d suggest)

Friday February 5 Field trip: Fremont. Meeting location TBD. Reading: Li; Self

Tuesday February 9 Project 3 Introduction: Landscape types and emotional counterparts Reading: Hester and Nelson; Lyndon and Moore

Thursday February 11 Project 2: Conclude questions, prepare for fieldwork

5 of 8 University of California, Berkeley LD ARCH 232 College of Environmental Design Spring 2010

Tuesday February 16 Project 2: Diversity and the complex layers of heart and soul Readings: Hester (Design for Ecological Democracy, individual sections); Loukaitou-Sideris, Sandercock

Thursday February 18 Project 2c Presentations: Presentation of survey and focus groups analysis

Tuesday February 23 Project 2c Presentations: Continuation of student presentations; Introduction of detailed study

Thursday February 25 Project 2c Written Report Due: Methods for detailed study

Tuesday March 2 NO CLASS

Thursday March 4 Project 3 Due: Landscape types and emotional counterparts presentations

Tuesday March 9 Continuation of Project 3 student presentations

Thursday March 11 Lecture and Discussion: Sacred landscapes theory Reading: Hester and Nelson, Chapters 2-4

Friday March 12 Lecture, Discussion, and Fieldtrip: Sacred landscapes theory and outdoor sketching, Project 5 Introduction: First people and places

Tuesday March 16 Lecture and Discussion: Sacred landscapes theory Project 6 Introduction: Manifestos Reading: Hester and Nelson, p21-22

Thursday March 18 Lecture and Discussion: Sacred landscapes theory,

Tuesday March 23 Spring Break – no class

Thursday March 25 Spring Break – no class

6 of 8 University of California, Berkeley LD ARCH 232 College of Environmental Design Spring 2010

Tuesday March 30 Project 2 workday: individual appointments with Willow (attendance optional)

Thursday April 1 Lecture and Discussion: Project 5: Indigenous peoples perceptions and defense Reading: Frampton, Hester, Hester and Nelson

Tuesday April 6 Project 2 Student Presentations

Thursday April 8 Continuation of Project 2 student presentations

Tuesday April 13 Project 2 Written Report Due and continuation of Project 2 student presentations

Thursday April 15 Project 2: Synthesis and analysis

Tuesday April 20 Project 4 Due: EXAM Reading: Entire Hester and Nelson Draft and all previously required readings

Thursday April 22 Project 5 workday: Indigenous peoples and places individual feedback (attendance optional)

Tuesday April 27 Project 5 Due: Indigenous peoples and places project student presentations

Thursday April 29 Continuation of Project 5 student presentations

Tuesday May 4 Continuation of Project 5 student presentations

Thursday May 6 Project 6 workday: Manifestos individual feedback with Randy, Willow and Amber (attendance by sign-up)

Friday May 7 Project 6 workday: Manifestos individual feedback with Randy, Willow and Amber (attendance by sign-up)

Thursday May 13 or other (TBD) Project 6 Due: Manifesto presentations all day

7 of 8 University of California, Berkeley LD ARCH 232 College of Environmental Design Spring 2010

Students with Disabilities

If you need disability-related accommodations in this class, if you have emergency medical information you wish to share, or if you need special arrangements in case the building must be evacuated, please inform one of the GSIs immediately.

Statement on Academic Dishonesty and Plagiarism

Any test, paper, or report submitted by you and that bears your name is presumed to be your own original work that has not previously been submitted for credit in another course unless you obtain prior written approval to do so from your instructor.

In all of your assignments, including your homework or drafts of papers, you may use words or ideas written by other individuals in publications, Web sites, or other sources, but only with proper attribution. "Proper attribution" means that you have fully identified the original source and extent of your use of the words or ideas of others that you reproduce in your work for this course, usually in the form of a footnote or parenthesis.

As a general rule, if you are citing from a published source or from a Web site and the quotation is short (up to a sentence or two) place it in quotation marks; if you employ a longer passage from a publication or Web site, please indent it and use single spacing. In both cases, be sure to cite the original source in a footnote or in parentheses.

If you are not clear about the expectations for completing an assignment or taking a test or examination, be sure to seek clarification from your instructor or GSI beforehand.

Finally, you should keep in mind that as a member of the campus community, you are expected to demonstrate integrity in all of your academic endeavors and will be evaluated on your own merits. So be proud of your academic accomplishments and help to protect and promote academic integrity at Berkeley. The consequences of cheating and academic dishonesty—including a formal discipline file, possible loss of future internship, scholarship, or employment opportunities, and denial of admission to graduate school—are simply not worth it.

8 of 8 FALL 2009 LA253 P 001 LEC

LANDSCAPE ARCHITECTURE AND ENVIRONMENTAL PLANNING COLLOQUIUM Updated 09.02.09

Each semester the Landscape Architecture & Environmental Planning Colloquium brings together distinguished speakers (professionals, academics, practitioners, and graduate students) to present projects relevant to the landscape architecture and environmental planning professions. The colloquium attracts a diverse group of students from the College of Environmental Design, and the entire Berkeley community is invited to attend.

Location: Wurster Hall, Rm. 315A Instructor: Kondolf, Matt Time: 1 – 2pm CCN: 48647 Units 1 unit S/U GSI: Willow Lung Amam [email protected] Website: http://laep.ced.berkeley.edu/events/colloquium

Attendance Policy: In order to receive credit for this course, students must attend at least 12 out of the 14 lectures scheduled for this semester. Students may also receive credit for attending the College of Environmental Design Evening Lecture Series (http://www.ced.berkeley.edu/events/lectures). Students must sign into at the colloquium series in order to receive credit for attending.

Note: Speakers and lecture schedules are subject to change.

Introduction: August 26 2009 Willow Lung Amam Ph.D. Student Department of Landscape Architecture and Environmental Planning University of California, Berkeley

Lecture 1: September 2, 2009 Shenglin Chang, Ph.D. Associate Professor Department of Landscape Architecture National Taiwan University New In Rural: A Departure of the New Ruralism Research & Development Center

1 FALL 2009 LA253 P 001 LEC

Lecture 2: September 9, 2009 Gray Brechin, Ph.D. Project Scholar Living New Deal Project Another World Was Possible: The Explosive Growth of Public Education During the Depression

Lecture 3: September 16, 2009 Michael Peter Smith, Ph.D. Professor Department of Community Studies & Development University of California, Davis Whose Right to the City?

Lecture 4: September 23, 2009 Jie Hu Director Landscape Planning and Design Institute Tsinghua University, China Urban Scale Landscape Planning and Design Note: This lecture will take place is Wurster, Rm. 112.

Lecture 5: September 30, 2009 Marcia McNally/SAVE Associate Adjunct Professor SAVE Treasurer Department of Landscape Architecture and Environmental Planning University of California, Berkeley Green Growth or Green Washing: What Should American Environmental Planners and Designers be Doing in South Korea?

Lecture 6: October 7, 2009 Peter Bosselmann Professor Department of Urban Design, City and Regional Planning, and Landscape and Environmental Planning University of California, Berkeley Urban Transformation: Understanding City Design and Form

Lecture 7: October 14, 2009 Patsy Eubanks Owens Associate Professor Department of Landscape Architecture University of California, Davis Youth Voices for Change: Using Youth-produced Media to Influence Design and Planning Decisions

2 FALL 2009 LA253 P 001 LEC

Lecture 8: October 21, 2009 Tim Sullivan Urban Designer and Planner Community Design + Architecture Peak to Playa: Landscape and Urbanity in the Great Basin

Lecture 9: October 28, 2009 Michael Dear, Ph.D. Professor Department of City & Regional Planning University of California, Berkeley Geohumanities: Art, Science and Text on the Edge of Place

Lecture 10: November 4, 2009 Victoria Chanse, Ph.D. Assistant Professor Department of Planning and Landscape Architecture Clemson University Investigating Ecological Design Guidelines as a Framework for Planning a Stormwater Retrofit Project in Aiken, SC

Holiday: November 11, 2009 NO CLASS

Lecture 11: November 18, 2009 Yociel Marrera Project Manager Almendares River Clean-up/Metropolitan Park of Havana, Cuba River Restoration and Urban Revitalization Opportunities on the Rio Almendares, Havana

Lecture 12: November 25, 2009 Laura Hall Principal Hall Alminana, Inc. The Transect Based SmartCode: A Model Code for the Building, Block, Neighborhood, Town and Region

Lecture 13: December 2, 2009 Carolyn Finney, Ph.D. Assistant Professor Department of Environmental Science, Policy and Management University of California, Berkeley Bamboozled: Girl, I’m Going Green! And Other Stories

3

______

AMERICAN CULTURAL LANDSCAPES, 1900 TO THE PRESENT Geography C160B Cross-listed as Environmental Design C169B and American Studies C112B 4 units / Instructor: Paul Groth / Spring Semester 2009 [This draft of the syllabus: 1-17-09] ______

COURSE DESCRIPTION ______

This course introduces ways of seeing and interpreting American histories and cultures, as revealed in everyday built surroundings—homes, highways, farms, factories, stores, recreation areas, small towns, city districts, and regions. The course encourages students to read landscapes as records of past and present social relations, and to speculate for themselves about cultural meanings.

Although this course deals with culture, and America, it does not deal equally with three different cultures. Thus, it does not satisfy the University’s American Cultures requirement.

Lectures: 11:00-12:30 Tuesdays and Thursdays The Wurster Auditorium, 112 Wurster Hall

Sections/GSIs: A one-hour discussion section is required each week. Section options: 101 Tu 1-2 Wurster 170 ...... Josh Jackson, GSI 102 Wed 12-1 Wurster 170 ...... Willow Lung Amam, GSI 103 Th 10-11 Wurster 104 ...... Seth Lunine, GSI 104 Th 4-5 Wurster 104 ...... Seth Lunine, GSI 105 Th 3-4 Wurster 601A ...... Josh Jackson, GSI Note! Sign up for a section on Telebears, but the teaching team confirms and rearranges the final section assignments as needed, based on cards filled out at first class meeting.

Prerequisites: None. You may take this “B” course even if you have not had the “A” course. Non-majors are enthusiastically welcomed.

Required texts: The cultural environment itself is the basic course text, which you will read with the aid of the following required books (prices are approximate):

1. A xeroxed course reader, ca. $55.00 2. Paul Groth, AC 15 (the Oakland tour guide, also xeroxed), ca. $15.00 3. Chris Wilson and Paul Groth, eds, Everyday America, $21.95 4. Daniel Boorstin, The Americans: The Democratic Experience, $19.00 5. Sinclair Lewis, Babbitt (any edition is OK), $7.95 6. D. J. Waldie, Holy Land: A Suburban Memoir, $11.95

The reader and the Oakland tour guide, AC 15, are both available at Copy Central, 2560 Bancroft Way. The other texts are available at Ned’s Berkeley Bookstore at 2480 Bancroft Way. All will be on reserve, eventually, in the ED Library.

For more information: The xeroxed course reader has a long, detailed syllabus at the front and all the assignment guides at the back, in addition to review notes for every lecture (based on last year’s course). -1- Geog C160B / ED C169B, Am Studies C112B / Spring 2009

REQUIREMENT SET ONE--If you have NOT taken the "A" course:

1. Midterm exam, with slide interpretation 15% 2. Discussion section participation and Oakland tour 25% 3. A research essay of eight to ten pages 25% 4. Final exam, with slide interpretation 35%

Discussion sections will include several short exercises, which might include an occasional short quiz. Discussion section grades—which, as you will note, are worth one-fourth of the course grade--are based on attendance, section participation, timely completion of section exercises, and the general quality of section exercise work.

WARNING: In order to pass this course, students must not only complete the midterm, the final exam, and the paper but also attend lectures and sections regularly. You should not take this course if you think you can routinely skip lectures and sections, and still pass the exams. That may be possible in other courses, but not this one.

REQUIREMENT SET TWO--Options if you have ALREADY TAKEN the "A" course:

The new essay option: You may write a new research essay just as you did in the "A" half of the course, for the same grading proportions (paper, 25% of your course grade, midterm 15%, sections 25% and final, 35%).

The book comparison option: Since you have already written a full-sized essay for the other half of the course, you might want to develop other writing skills. If so, select a pair of contrasting books from the book comparison guide at the back of the course reader, and then prepare a critical and evaluative comparison of them, from three to no more than five pages long. Your book comparison will count for 15% of your grade; the midterm, 15%; sections 25%; and the final, 45%. In other words, the book comparison option, because it is a shorter and simpler exercise than writing a research paper, makes up a smaller proportion of your course grade and puts more emphasis on the final exam. Experience in taking the other half of the course usually helps students do fairly well on exams. The book comparison is due on the same date that research essays are due, and the same late penalties apply.

TEACHING TEAM OFFICES

Paul Groth's office: 597 McCone / Phone: 510-642-0955 / E-mail: [email protected]

Office hours, starting week two—2:00 to 4:00 Tuesdays. For the first week, students may drop by at any time the office door is open. After that, Paul Groth posts a sign-up sheet by his office door. If you sign up for a time and cannot make that appointment, please call so someone else can use that slot. Drop-in folks can often be accommodated when there is a no-show, or if prior appointments have been shorter than scheduled.

The GSI office for Graduate Student Instructors: 334 Wurster Hall

GSI office hours, to be announced. Room 334 lies midway between the red and blue elevators and stairs, right next to a little stairway between the second and third floors of Wurster Hall. No appointment sheet; first come, first serve.

-2- Geog C160B / ED C169B, Am Studies C112B / Spring 2009

______

OUTLINE OF LECTURE TITLES ______

Introductions and the American West (1870s to 1910s)

Tu 1/20 1. Introductions Th 1/22 2. Fences, farms and forts: enforcing official spatial rules Tu 1/27 3. From the open range to the cattle ranch Th 1/29 4. Regional differences in the many Wests: bioregions and migrations as factors Tu 2/3 5. Western workers’ settlements: work camps, company towns, and mining towns Th 2/5 6. Early forms of mechanized farmsteads and fields Tu 2/10 7. Science lesson one: basic processes of landscape formation Th 2/12 8. Science lesson two: primarily economic processes at work in cultural landscapes

Spatial Reordering of the Progressive Era and New Deal (1890s to 1930s)

Tu 2/17 9. The idea of efficiency and central planning of urban factories Abstract and preliminary source list for research essay due in section during the 5th week Th 2/19 10. Science lesson three: innovation diffusion Tu 2/24 11. Rebuilding downtown as the heart of a New City Th 2/26 12. Urbane alternatives to the single family house: hotels, apartments, and flats Tu 3/3 Midterm exam (beginning of the 7th week) Th 3/5 13. Urban outskirts: old additions vs. new packaged districts Tu 3/10 14. Small houses made more socially polite Th 3/12 15. Rediscovery of the road and highway, 1870 to 1930 Tu 3/17 16. Farm service towns and “plugged-in” family farms Th 3/19 17. Regional landscapes of the Depression era 3/23 to 3/27 Spring recess! No classes. Tu 3/31 18. Recreational and rural landscapes of the New Deal Th 4/2 19. The urban New Deal and its housing ideas

The Troubled Triumph of Single-Use Landscapes (1945 to the Present)

Tu 4/7 20. Wartime squeezing and post-war stretching of the city, 1940 to 1955 Th 4/9 21. Re-thinking urban edges to create the “city of realms” by the mid-1960s Tu 4/14 22. Two recent forms of suburban houses and yards Research essays due at the beginning of lecture (Tuesday of Week 12) Th 4/16 23. Triumphs of single-use & stratification: suburban residential districts, 1945 to the present Tu 4/21 24. Suburban shopping along highway strips and at freeway exits Th 4/23 25. Processes at work in the re-building of downtown, 1955 to the present Tu 4/28 26. Recreation as cosmic conversion: helix sports Th 4/30 27. Industrial farms Tu 5/5 28. Review one: axioms and landscape orders in retrospect Th 5/7 29. Review two: general processes and slide interpretation review

Final Exam: Tuesday morning, 8-11 AM, May 19, 2009: Note late date! No exceptions.

-3- Geog C160B / ED C169B, Am Studies C112B / Spring 2009

______

DETAILED SYLLABUS OF LECTURES AND READINGS ______

Over and over again I have said that the commonplace aspects of the contemporary landscape, the streets and houses and fields and places of work, could teach us a great deal not only about American history and American society but about ourselves and how we relate to the world. It is a matter of learning how to see. J. B. Jackson, environmental philosopher, 1984

To see is to think. To think is to put together random bits of private experience in an orderly fashion. Seeing is not a unique God-given talent, but a discipline. It can be learned. Joshua Taylor, museum curator, 1977

Believing, with Max Weber, that humans are animals suspended in webs of significance they themselves have spun, I take culture to be those webs, and the analysis of it to be . . . an interpretive science in search of meaning. Clifford Geertz, anthropologist, 1973

Landscape is thus best understood as a kind of produced, lived, and represented space constructed out of the struggles, compromises, and temporarily settled relations of competing and cooperating social actors; it is both a thing (or a suite of things) . . . and a social process, at once solidly material and ever changing. Don Mitchell, geographer, 1991

Although delving for cultural meaning is as much an interpretive art as it is a science, this course takes up Geertz's theme. Together we will examine the key physical webs of American cultures: how Americans have built and changed their environments, and how those environments express and create webs of significance which still surround us. The aim, in general, is to improve the connections between our eyes to our brains as we consider our everyday surroundings. ______

ABOUT THE READINGS ______

In addition to the xeroxed reader and the xeroxed Oakland tour guide AC 15, we will use four required books. All are in paperback editions. Their full citations:

Daniel Boorstin, The Americans, Vol. 3: The Democratic Experience (NY: Random House, 1965) Sinclair Lewis, Babbitt (NY: Bantam Dell of Random House, or Bantam Classic 1998 or Bantam Classic reissue 2007. Originally published in 1922.) Note: Any edition is OK. D. J. Waldie, Holy Land: A Suburban Memoir (NY: A Buzz Book for St. Martin’s Press, paperback edition, 1996) Chris Wilson and Paul Groth, eds., Everyday America: Cultural Landscape Studies after J. B. Jackson (Berkeley: University of California Press, 2003)

We strongly recommend that you simply read these books, cover to cover. However, not all of every book is required. For those who want to review a particular section of the course, this detailed syllabus indexes the required reading passages, lecture-by-lecture. Occasional titles in the reader are identified as “primary sources”—voices or documents that date directly from the period under study.

-4- Geog C160B / ED C169B, Am Studies C112B / Spring 2009

______

LECTURES, SECTIONS, AND READINGS ______

PART ONE INTRODUCTIONS AND THE AMERICAN WEST (1870s to 1910s)

WEEK ONE

Lecture 1. Introductions. People in the class and a preview of axioms, landscape elements, and ideas we will use to help us read the environment; various sales pitches.

Lecture 2. Fences, fields, and forts: enforcing official spatial rules. New Midwestern fences, military forts, and Indian boarding schools using "isonomic" order. Rural cattle-raising ideas of the humid East clash as settlers reach the arid West. Settlement challenges of the Great Plains region.

Readings: Paul Groth and Chris Wilson, “The Polyphony of Cultural Landscape Studies,” ch 1, Everyday Am Patricia Limerick, “J. B. Jackson and the Play of the Mind,” ch 2, Everyday America Daniel Boorstin 1 (range cattle industry); 2 (range rituals); 3 (1885 and nesters war)

Sections, Week 1: Sections do not meet during the first week. Organization of section times and student schedules. Section lists will be posted by Paul Groth’s office, 597 McCone; by the GSI office, 334 Wurster; and (before and after lecture only) near the main doors for 112 Wurster.

WEEK TWO

Lecture 3. From the open range to the cattle ranch. Early cattle-raising traditions of the Great Plains and desert West. "Open order" and the nature of abstract landscape orders. From the open range to the fenced ranch, with speculation on the dude ranch as an influence on the 1950s ranch house.

Lecture 4. Regional differences in the many Wests: bioregions and migrations as factors. Bioregion (especially mountains, dryness, and separation) as frames for cultural uses and the sequence of Native and Euro-American settlements in the several Wests. The Mormon culture region as an example.

Reading: J. B. Jackson, “The Vernacular City” [on Lubbock, Zenith, and the Western city], in reader Joan Didion, “Notes from a Native Daughter,” in reader Andrew Phillips, “The Shape of America’s Population” [reference pictograms], in reader

Sections, Week 2: Student introductions. Section instructors divulge secrets on how to get an A in the course. Students introduce themselves and where they have lived, perhaps sharing your favorite place, or (as Didion does) invoking specific landscape details from your past that still reverberate with meanings of “home” or personal identity. As time allows, discussion of key readings from first two weeks.

-5- Geog C160B / ED C169B, Am Studies C112B / Spring 2009

WEEK THREE

Lecture 5. Western workers’ settlements: work camps, company towns, and mining towns. Street grids, lots, buildings, and land uses as key physical elements of towns and cities; privatism as a policy of landscape development. Work camps, company towns, and mining towns of western resource extraction; rural Chinatowns in California.

Lecture 6. Early forms of mechanized farmsteads and fields. Basic farmstead forms of the small farms built after the Civil War, contrasted with early corporate farms whose investment and specialization which matched railroad-sized capital and railway spaces.

Reading: James Buckley, “A Factory without a Roof: The Company Town in the Redwood Region,” in reader Patricia Limerick, “Disorientation and Reorientation,” in reader Sarah Deutsch, “Landscape of Enclaves: Race Relations in the West, 1865-1990,” in reader Paul Groth, “Seeing Farms and Farmsteads as Open Spaces,” in reader

Sections, Week 3: Reading floor plans of buildings for social and cultural clues We will compare floor plans of the Southwest, small 1910 workers’ cottages, and post-World War II suburban houses—essentially a crash course in reading architectural floor plans and deciphering them for ideas about spatial organization, social connections, and cultural meaning. Also: pre- reading introductions to structuration and Pierre Bourdieu (in the Stevens reading assigned next week): individual experience versus social structure.

WEEK FOUR

Lecture 7. Science lesson one: repeating processes of landscape formation. General processes that shape historical and present-day landscape forms and human relations. In this lesson, we look at the inertia of nature and of existing cultural resources, connection, migration, initial settlement, reinforcement of identities, and the sparking of innovation. Don’t miss this lecture or any of the other two “science lessons”! These are central ideas in the course and its exams—and, hopefully, in the ways you may look at the world in the future.

Lecture 8. Science lesson two: primarily economic processes at work in cultural landscapes. We continue our survey of general processes, including household spending, day-to-day maintenance and sporadic remodeling, cyclical periods of major investment, capital accumulation, then local and distant circulation of capital.

Reading: Paul Groth, “Bridging the Liberal Arts and Architectural Practice” [15 processes], in reader Garry Stevens, “The Sociological Toolkit of Pierre Bourdieu,” from The Favored Circle, in reader Albert Eide Paar, "Heating, Lighting, Plumbing, and Human Relations," [very short] in reader Chris Wilson, "When a Room Is the Hall," in reader

Sections, Week 4: Readings re-cap—summaries and discussion of readings to date. By now, the range of different course readings will be apparent. Hence, it will be time to compare and contrast what each author is arguing, and how to ferret out those arguments in your individual study and review. Also, how do the different authors’ voices and the intended audiences for these reading selections affect your interest and understanding in the readings?

-6- Geog C160B / ED C169B, Am Studies C112B / Spring 2009

PART TWO: SPATIAL REORDERING OF THE PROGRESSIVE ERA AND NEW DEAL (1890s to 1930s)

WEEK FIVE

Lecture 9. The idea of efficiency and central planning of urban factories. The city as a place of modern production. The factory manager as innovation agent (Frederick Winslow Taylor); scientific management and behavioral design in factories, offices and public relations.

Lecture 10. Science lesson three: innovation diffusion. A crash course in notions of change and the recurring general processes of the adoption of new ideas; how variations in innovation diffusion help to explain differences in culture and cultural landscapes, as well as similarities in culture and landscapes. Definition of monomic landscape order. Again, don’t miss this lecture: key ideas for the whole course.

Due in section this week: the abstract and preliminary source list for your research essay

Reading: Boorstin 41 (Frederick Winslow Taylor and Louis Brandeis) Spiro Kostof, excerpt from “The American Workplace,” America by Design Malcolm Gladwell, “Case Study: Rumors, Sneakers, and the Power of Translation,” in reader

Sections, Week 5: Reading cultural history on maps: the western half of the U.S. Interpreting place names, land divisions, rural and urban settlement features on present-day USGS quad maps for Lubbock, Texas; Manti, Utah; and Anaheim, California. Reinforcement of the idea of the many Wests, and beginning of review for the midterm. Learning map-reading skills you can apply to any place in the U.S., urban or rural.

WEEK SIX

Lecture 11. Rebuilding downtown as the heart of a New City. Urban challenges of the Old City versus the New City. Overlapping urban reform groups and their approach to downtown. The drive for establishing new order, organization, and single-use space in the City Beautiful spaces of business leaders from 1890 to 1930.

Lecture 12. Urbane alternatives to the single family house: hotels, apartments, flats. Old-city survivals of living downtown: Apartments, flats, and single-room housing (i.e., residential hotels) as components of traditional mixtures, densities, and employment up to the 1930s. Zoning as an antidote for uncertainties in real estate investment.

Reading: Jessica Sewell, “Gender . . . in the Early 20th Century Am. Downtown,” ch 14, Everyday America Boorstin 10-12 (dept. stores, chains), 15-18 (marketing, Xmas), 30 (political machines) Webster Tomlinson, "Apartment House Planning in Chicago," (floor plans) primary source, in reader Paul Groth, "SF’s Third and Howard Streets: Skid Row and the Limits of Architecture," in reader

Sections, Week 6: Review for midterm exam Practice for slide interpretation questions and strategies for short answer and essay questions. Comparison of readings to date (remember, one question on exam is based entirely on the readings).

-7- Geog C160B / ED C169B, Am Studies C112B / Spring 2009

WEEK SEVEN

Midterm exam (on material through Lecture 12). As you review, you will be pleased by how much you already know. If you have attended lectures and sections faithfully, and have kept up with the readings, nothing on the midterm should be a surprise.

Lecture 13. Urban outskirts: Old additions vs. new packaged districts. Curbstoner's additions and "zones of emergence" as 20th century cottage districts; more elitist and centrally-planned additions and suburbs. Conflicts over urban residential expansion.

Readings for Lecture 13 (after the midterm): Sinclair Lewis, Babbitt (whole novel)—begin reading Babbitt now James Borchert, "Visual Landscapes of a Streetcar Suburb," in reader Boorstin 31 (streetcar developments)

Sections, Week 7: Survival workshops about research strategies, by EnvDes Library Staff. For exam week, all sections will meet in the Environmental Design Library Instruction Room, 305 Wurster Hall. Professional library staff will survey research resources and techniques tuned specifically for this course. A primary focus will be on new on-line tools. Don’t miss this section!

WEEK EIGHT

Lecture 14. Small houses made more socially polite. In response to new household roles and economic realities, developers hammer out early forms of small houses for middle-income families— often called bungalows and “cubic” houses.

Lecture 15. Rediscovery of the road and highway, 1870 to 1930. The road as a machine track for farm wagons to bicycles; the Good Roads movement, and early trucks; in the 1920s, seeds of change in experimental parkways and a notion the traffic engineer Fritz Malcher called "steady flow."

Reading: Gwendolyn Wright, "The Progressive Housewife and the Bungalow,” in reader Christine Frederick, excerpt from Household Engineering, in reader (primary source) Fritz Malcher, "A Traffic Planner Imagines a City," in reader (diagram primary source)

Sections, Week 8: One-hour field trip of Telegraph Avenue in Berkeley. Seeing landscape formation processes on site: change over time, different phases of investment in general purpose retail space. How to “read” changing ideas about retail life in the exterior forms, construction materials, and building details of very ordinary storefronts near campus.

WEEK NINE

Lecture 16. Farm-service towns and “plugged-in” family farms. The classic farm-service small town, founded in the railroad era and then plugged into rural highways. The 1920s re-sorting of small towns and more urbane farm and small-town life due to postal, auto, and road-building developments; regional variations of the “wrong side of the tracks.” Meanwhile, by using tractors and dry land farming techniques, farmers transform their farmsteads and fields, and also open up the entire High Plains.

Lecture 17. Regional landscapes of the Depression era. Rural and urban problems in the late 1920s and early 1930s, and to the rescue—FDR’s highway and electrification plans, the CCC, TVA, and other

-8- Geog C160B / ED C169B, Am Studies C112B / Spring 2009

regional resource management schemes. Recreation as a public issue, and the traditions of recreation for the masses.

Reading: Boorstin 13-14 (Montgomery Wards, Rural Free Delivery) J. B. Jackson, "The Almost Perfect Town," in the reader John Steinbeck, excerpt from “The Harvest Gypsies,” in reader

Sections, Week 9: Readings discussion: hot-button issues and cultural landscapes. The themes to be discussed in this week’s section will be determined by the GSI team, but they might include how the issues of race, ethnicity, gender, and social class are addressed (or not addressed) in the readings to this point of the course, and how study of different parts of the built environment might address these issues.

WEEK TEN

Lecture 18. Recreational and rural landscapes of the New Deal. Restructuring vacation places: making formerly private amenities into public ones. Remaking farms and fields with rural electrification, soil conservation, and resettlement plans; re-building and connecting much of rural America.

Lecture 19. The urban New Deal and its housing ideas. New and updated parks, play fields, and public buildings. Important home-building experiments and hammering out the fateful rules of the FHA.

Reading: Phoebe Cutler, "On Recognizing a WPA Rose Garden," in reader Norman Bel Geddes, "Full Speed through Bottlenecks" from Magic Motorways, in reader Greg Hise, “The Minimum House,” from Magnetic Los Angeles, in reader Kenneth Jackson, "Federal Subsidy," [on HOLC red lining] from Crabgrass Frontier, in reader

Sections, Week 10: One hour field trip to the Central Berkeley area—the 1930s in Berkeley. For sections this week, we meet in the vicinity of the downtown Berkeley BART station at Shattuck and Central. We compare visually spectacular remnants of the 1930s: the New Deal building now used as Berkeley’s City Hall, and the New Deal sections of Berkeley Central High School.

PART THREE: THE TROUBLED TRIUMPH OF SINGLE-USE LANDSCAPES (1940s TO THE PRESENT)

WEEK ELEVEN

Lecture 20. Wartime squeezing and postwar stretching of the center city: 1940 to 1955. “Warspeed” factory construction in large cities; rural-edge factories and speed-up of the use of trucks (and less use of railroads) for urban connection. War and postwar migrations—both voluntary and forced—and the baby boom impact an already tight housing supply. In all, significant headway toward the fully-reordered New City, designed and managed by experts.

Lecture 21. Re-thinking urban edges to create the “city of realms” by the mid-1960s. Design of the true super highway. Truck culture. Suburban white-collar work in suburban offices and research parks, blue-collar work in factories located at the periphery. Developments that transform the old metropolis form of the urban region into what the geographer James Vance calls the “city of realms.”

-9- Geog C160B / ED C169B, Am Studies C112B / Spring 2009

Readings for Week 11: Carl Abbott, “War and the Westward Tilt, 1940-1950,” in reader Louise Mozingo, “ . . . Lawn Culture Comes to the Corporation,” ch 15 in Everyday America Boorstin, pp. 557-558 (mission and momentum); and section 57 (post WWII industrial R&D) D. J. Waldie, Holy Land: A Suburban Memoir, all Eric Avila, “The Folklore of the Freeway: Space, Culture, and Identity in Postwar L.A.,” in reader

Sections, Week 11: Writing workshop on revising and rewriting as the crux of good writing. How to edit your own work, integrate illustrations and text, and get pesky details right so your manuscripts will read and look like those of professional writers.

WEEK TWELVE

Lecture 22. Two recent forms of suburban houses and yards. The “house and yard of extension”: suburban houses from the 1950s to the mid-1970s; the kitchen as laboratory. The “inward-looking house and yard” of 1980s to the present: double-incomes, conspicuous consumption, and extreme isolation; master suites; the kitchen as recreational health spa and social entertaining space.

Research papers due at the beginning of lecture on Tuesday. Late penalties begin when lecture starts!

Lecture 23. Triumphs of single-use and stratification: suburban residential districts, 1945 to the present. Refinements of completely packaged and income-stratified suburbs. Designers’ and planners’ attempts (still a tiny proportion of the suburban extent of the U.S.) for alternatives: in the 1970s, planned unit developments; in the 1990s, rediscovery of Zenith’s 1920s suburbs in the New Urbanism of mixed- use, social-neighborhood towns. The social neighborhood vs. the “island house.”

Reading: Julie Mathaei, “The Entrance of Homemakers into the Labor Force as Homemakers,” in reader J. B. Jackson, “The Popular Yard,” in reader [illustrations not necessary for argument] James Rojas, “. . .The Streets and Yards of East Los Angeles,” ch 16, Everyday America Dolores Hayden, “Nostalgia and Futurism” [on the suburbs of New Urbanism], in reader Michael Brill, “Problems with Mistaking Community Life for Public Life,” in reader

Sections, Week 12: Presentations of student research work Students present a 1-minute summary of their research essay.

WEEK THIRTEEN

Lecture 24. Suburban shopping along highway strips and at freeway exits. Hammering out rules of shopping and recreation for the automobile: the 30-MPH and 50-MPH highway strips; evolution of the supermarket, shopping centers, and franchise rows.

Lecture 25. Processes at work in the re-building of downtown, 1955 to the present. Abstraction (alienation) as a common phenomenon associated with the erosion and deposition of new plots, land-uses, and freeways downtown. Urban renewal, and the center city of multinational corporate offices and new- economy startups. Rediscovery since 1980 of multiple-use settings and mixed land uses.

Reading, Week 13: Tim Davis, “The Miracle Mile Revisited . . . along the Commercial Strip,” in reader David Sloane, “Medicine in the Mini-Mall,” ch 17, Everyday America Boorstin 48-49 (franchises; supermarkets); 34 (African-Americans and urban slums)

-10- Geog C160B / ED C169B, Am Studies C112B / Spring 2009

Sections, Week 13: Discussion of 20th Century Oakland, based on the Oakland tour We complete student presentations of their research work (carried over from last week) and compare pre-WW II Oakland to post-WWII Oakland, and the effects of recent downtown building programs.

WEEK FOURTEEN

Lecture 26. Recreation as cosmic conversion: helix sports. Skiing, hang-gliding, and dirt-biking as innovation diffusion, religion, and self-design. Recreation as a possible vector for cultural change.

Lecture 27. Industrial farms. Agribusiness as more than efficient industry: the meaning and significance of totally managed soil, plants, and animals; California's "five-scape."

Reading: J. B. Jackson, “The Abstract World of the Hot-Rodder,” in reader Joan Didion, "Bureaucrats," [the Santa Monica Freeway] The White Album, in the reader Carol Bly, "Getting Tired," [very short] from Letters from the Country, in reader Walter Goldschmidt, "The Spread of Agribusiness," from As You Sow, in reader

Sections, Week 14: Works of fiction as clues to landscape meanings How do fiction writers help us understand individual and social meanings in the environment? In what ways should we be critical of fiction’s use of landscape? Drawing primarily on Sinclair Lewis’s Babbitt, how do cultural landscape elements function as social and cultural indicators in fiction? In what ways does Waldie’s non-fictional Holy Land use fictional devices?

WEEK FIFTEEN

Lecture 28. Review 1: axioms and landscape orders in retrospect

Lecture 29. Review 2: general processes and slide interpretation review for the final

Reading: J. B. Jackson, "Preface,” from Discovering the Vernacular Landscape, in reader

Sections, Week 15: How to get an “A” on the final exam. Quick discussions and comparisons of readings from second half of the course. Exam writing strategies, plus any leftover work from prior weeks.

Final exam: 8-11 AM, Tuesday, May 19, 2009 Note late exam date! No exceptions.

-11- Geog C160B / ED C169B, Am Studies C112B / Spring 2009

______

NOTES ______

About late work. We cheerfully accept late papers, but work is graded and returned in the order received. On the Tuesday of the twelfth week, the term paper is due at the beginning of class—that is, when the lecture formally begins. Work received after the lecture begins is considered late, and receives a reduced grade. Thereafter, late work can be turned in at section meetings. Grades of late papers are reduced by one third of a grade (from an A to A-, A- to B+, and so on) for every week after the deadline. For grading purposes, weeks start at the beginning of the section meeting for that week. We can accept no late student work after the last lecture of the term.

Return of final exams. If you would like us to MAIL you your final exam, give us a large self-addressed envelope stamped with the appropriate amount of postage. Your exam will follow you anywhere.

All other final exams will be posted in the hallway next to the GSI room (334 Wurster) until June 1st. After that date, exams still languishing in the hall will be stored for one year.

ABOUT USING LIBRARY RESERVE READINGS.

The required course texts (including the Oakland Tour, AC 15), and one copy of this reader are on overnight reserve in the Environmental Design Library on the second floor of Wurster Hall. (To find the library, take the grand stairway in Wurster, then take two right turns. The library staff has asked us to include the following instructions for locating reserves in the GLADIS online catalog, telnet://gladis.berkeley.edu/

1. Look up course name (CO) or instructor name (IN). For this course, you would type F CO ENVD 169B. 2. Gladys should then display the titles on reserve. 3. Identify the appropriate title. Write down the library location and call number. Items listed as "IN PROCESS" are not yet available. 4. To see whether or not an item is checked out, SELECT THE TITLE by typing the line number. 5. Bring the call number (e.g., NA112 G71 no 5, or FC182) to the Circulation Desk. The library staff will check the book out to you for the specified time period. Note: There is a limit of 2 reserve items per person at a time.

Type HELP COURSE (CO) or HELP INSTRUCTOR (IN) for more specific instructions. Type HELP ABBREVIATIONS for a list of official course abbreviations.

-12-