AUTUMN 2014: 20th JAMES E. GUI ’54 COMPETITION : Dormitories at the

Design Project Description Residential environments for undergraduate students on college campuses have provided idealized places of living and learning for centuries. In the Middle Ages, when the Oxford and Cambridge courtyard complexes evolved from monastic cloisters, a persistent typology was formed. Courtyard block housing eventually provided the campus fabric for Yale and other early campuses, while Thomas Jefferson developed a uniquely American campus model at the University of Virginia. Modern student dormitories have more recently evolved into programs and patterns that conform with new academic lifestyles. Often situated on historic campuses, these recent dorms have established new archetypes while adapting to existing university urban plans, types and expressions. Noteworthy modern examples include Alvar Aalto’s Baker House on the Charles River and Eero Saarinen’s Morse and Stiles complexes at Yale. More recently Lewis Tsurumaki Lewis’ dormitory at the College of Wooster and Stephen Holl’s Simmon’s Hall at MIT have continued a tradition of expressive campus residence halls. Contemporary housing markets and university educational objectives have set interesting new agendas and expectations for residential complexes that enhance the communal quality of student life.

University of Chicago—Site Description Our project to accommodate 800 undergraduates at all ranks (freshman through seniors) is sited on 55th Street and University Ave forming a gateway to campus from the Hyde neighborhood to the north. Peirce Hall, 1960’s housing by Harry Weese, will be replaced with , promenades, and student rooms, with social, study, commercial and dining facilities. The new Campus North Residence Hall and Dining Commons will provide for 8 “houses,” or student group clusters with allied amenities at the urban intersection. It is located near the University’s Smart Museum, Gerald Ratner Athletics Center, and the Henry Crown Field House. The site is four blocks north of the , a linear urban park that spans one mile from on Lake Michigan at the east end to Washington Park on the west. Part of the lakefront marsh eco-system, the low-lying area was envisioned by Paul Cornell and South Commission in 1850 as a “chain of magnificent lakes.” Olmstead, Vaux and Co. was hired to design the park, but plans were lost in the great Chicago fire of 1871. Later the Hyde Park

1 Midway became the centerpiece of Daniel Burnham design for the 1893 World Columbian Exposition, and from this original usage the term “midway” was adopted for the amusement zone of state and county fairs across the United States.

The University of Chicago had opened as a co-educational secular school in 1890 with donations from John D. Rockefeller and land given by III. Frederick Law Olmstead returned the Midway Plaisance to a park after the Fair, and the green area became part of the University, which expanded in 1926 by building colleges on its south side, eventually including Mies van Der Rohe’s School of Social Serve Administration, Eero Saarinen’s Laird Bell Law Quadrangle and Tod Williams and Bille Tsien’s Logan Art Center.

University of Chicago—Housing “The University is far stronger when we create vibrant communities of learning and friendship for our students in our residential system. High-quality collegiate housing, located centrally on the campus, is an enormous asset in supporting the educational goals of the faculty, in developing active and stimulating learning communities among our students, and in encouraging patterns of lifelong friendships among our alumni.” John W. Boyer, Dean of the College, University of Chicago

Currently about half of University of Chicago undergraduates live in campus dormitories, in which the University seeks to provide “intimate communities in a big city,” with implications for safety and security. University leaders seek to increase the numbers to 70%. Across campus, groups of 60 to 100 students are organized into “house” collectives that share amenities, social spaces, dining tables and a common identity. The House System tradition has developed relationships across class levels and among alumni toward a common goal in which “school, work, home and recreational lives are knitted together for a full college experience.” UChicago’s residential environments address a social mandate that includes relational objectives as part of its academic mission.

Research and Chicago Site visit The design phase of the project will be preceded by a series of research exercises and a visit to the proposed building location. (see Course Calendar) Housing typology precedence studies will be coordinated in sections by individual instructors, while selected urban theory-driven topics of inquiry will be shared across sections to broaden and deepen all students’ knowledge in several areas. We will provide small group tours with University of Chicago campus planning personnel on site on Friday afternoon, Sept 19 and Saturday mid-day, Sept 20, for advanced sign up. The objective of the site visit is to document and comprehend site issues in situ while beginning to apply theoretical framework introduced through inquiries. Students will be asked to commit in advance on one of the tours and be present at that time. Preparation for the 19-22 September Chicago site visit will also include: 1. Section research topic inquires jointly presented on 9/17—Knowlton-Main level, and 2. Student organized plans for specific building tours while in Chicago 19-22 September.

Section Topic Inquiries: Each instructor will focus research objectives to introduce a framework for understanding the larger context and relevant contemporary themes that will situate the design problem. The output of this preliminary study will be shared across sections and collaborative research findings will be included in the 20th Gui Competition publication. Visual presentations and discussions will take place before the senior trip to Chicago. Presentation formats will be determined by individual section instructor. Deadline: Wednesday 17 September.

2. Chicago building tours and documentation: Students are encouraged to plan ahead with an ambitious agenda to visit works of architecture and design that they have not previously seen and are of greatest interest, especially in relation to their research topic. Prior to departure, students will identify and gather relevant information to facilitate visits. Documentation will be required and evaluated as determined by section instructors. A studio gallery style review will take place following the site visit. Deadline: Wednesday 24 September.

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Prof Cruse: What Follows Form? Chicago architect Louis Sullivan’s classic essay of 1896, “The Tall Office Building Artistically Considered,” is best known for the recycled aphorism “form follows function.” Less well-known, although perhaps more illuminating, was the response of Sullivan’s partner at the time, Denkmar Adler, who in his essay of the same year, “Function and Environment,” amended and expanded Sullivan’s argument. He wrote: “’function and environment determine form’ using the words environment and form in their broadest sense.” Our section will examine the larger impact of function and environment on form through an analysis of three themes of as they relate to Chicago buildings and architects. The themes are building envelopes, building services and building landscapes. We will read Sullivan’s and Adler’s essays, and then build a catalogue of works to study and analyze.

Prof Diles: Structure and Character Description: Students will identify, research and document innovative structural systems developed by Chicago architects. Specific attention will be paid to the relationships that develop between a building's structure and the character of its architecture at multiple scales. Structure will be examined not only for its role in holding the building up but also for its ability to produce or inform spatial organization, materiality and atmosphere, memorable urban images and architectural theory. Exemplary Chicago architects and engineers to research: William Le Baron Jenney, Burnham & Root, Mies, SOM (Bruce Graham & Fazlur Khan) and Bertrand Goldberg.

Prof Lewis: Chicago Infrastructure: Reading the City through its Systems. The studio will investigate the city's infrastructural systems as a way to uncover Chicago's urban development. Students will take advantage of Chicago's extensive GIS datasets, using ESRI to overlay information about transportation, hydrography or other networks. Maps will allow students to research and hold questions about the city, as well as test hypothesis about emerging relationships between components.

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3 Prof. Kochar: Chicago Delirium “The Metropolis strives to reach a mythical point where the world is completely fabricated by man, so that it absolutely coincides with his desires”. Quotes Rem in Delirious . His fascination with a “culture of congestion” is perverse considering Manhattan as the archetype of the Metropolitan condition. Knowingly UIC has been a hot bed radicalizing economic concepts that has promoted economic liberalization in countries like Brazil, China and India, forcing them to adopt neo-liberal strategies indirectly facilitating a culture of congestion, under the guise of rapid growth since the 1990s (ask Ayllon and Azrin). “Capitalism with gloves off” has strangled sparseness and pumped adrenaline directly into the cities. Congestion is real. Congestion is here to stay. Studies will be based on compare and contrast (different scales), organization based on density (S,M,L,XL), well developed block systems, thresholds etc.

Prof. Jones: The Third Coast “Chicago has no tradition but modern,” Reyner Banham Flat and seasonally hot or cold, Chicago is more central than edgy; a mega transportation hub looking east to its horizon on the water, but extending west. A great capital of architecture, with a reputation for progressive and corrupt politics, jazz, and civil rights, Chicago is currently renowned by many as America’s greenest city, with tax credits for environmentally sound buildings, green roofs, a prominent park system with a powerful municipal Parks Commission. Inspired by Thomas Dyja’s recent study, “The Third Coast: When Chicago Built the American Dream,” we will focus on the 1930-1960s when Mies van der Rohe was introduced to city leaders by Frank Lloyd Wright, and Laszlo Moholy-Nagy, supported by Gropius, made an ill-fated attempt to move the German Bauhaus to the Windy City. We will begin by understanding the origins of the skyscraper and those urban neighborhoods it shaped as a point of departure to discover the genius loci of a major metropolis comprised of neighborhoods.

Prof: Pendleton-Jullian: Intangible Ecologies: Interrogating the City’s Social and Cultural Systems. From architecture to urban and body graffiti, second-city comedy to comics, jazz and blues, Wrigley field franks to molecular gastronomy, Chicago’s city of connected learning project to political agendas, the tangible knowable things of a city are a manifestation of the flows and exchanges of the intangible social forces and ideas that belong to an ever-evolving city. Chicago as a city has changed dramatically in terms of its material, social and cultural ecologies over the past thirty years. Each student will be asked to pick a ‘project of interrogation’ that will focus on a specific manifestation of Chicago’s social and/or cultural ecologies and to develop the means to map the intangible as if were tangible infrastructure, using methods that are analogous to GIS or weather mapping. These maps will dovetail with the Chicago infrastructure maps of the ‘Reading the City through its Systems’ group.

PROGRAM The project for 2014 Gui competition will include dormitories and a residential dining facility along with social, cultural, educational and commercial spaces and landscapes on the University of Chicago campus in the Hyde Park neighborhood of Chicago. The large program will challenge students to formulate urban ideas and incorporate systems of movement along while simultaneously addressing well designed interiors and skillful works of architecture that make up the urban plan.

The project program will be provided following Chicago field studies and visits to the University of Chicago campus and project site. Competition criteria and final review requirements will also be provided at the beginning of the studio design phase.

4 Course Calendar Wed 27-Aug lecture intro to 4410 and Chicago fri 29-Aug CHECK DUE research projects assigned: OSU $127

Mon mon 1-Sep labor day 10-Nov D esign Wed wed 3-Sep research + site analysis 12-Nov Design fri fri 5-Sep research + site analysis 14-Nov Design

Mon mon 8-Sep research + site analysis 17-Nov Design Wed wed 10-Sep research + site analysis 19-Nov Design fri fri 12-Sep research + site analysis 21-Nov Design

mon mon 15-Sep research + site analysis 24-Nov Design wed wed 17-Sep pin up PRESENTATION 26-Nov thxgvg fri fri 19-Sep Chicago 28-Nov thxgvg

Chicago mon mon 22-Sep Chicago 1-Dec Crits wed wed 24-Sep Chicago review in studio 3-Dec pin- up FINAL REVIEWS fri fri 26-Sep pin up ANALYSES DUE 5-Dec project revisions

mon mon 29-Sep Design 8-Dec pin-up FINAL GUI JURY wed 1-Oct Design fri mon 3-Oct Design 15-Dec DOCUMENTATION DUE

mon 6-Oct Design wed 8-Oct Design fri 10-Oct Design

mon 13-Oct Design wed 15-Oct Design fri 17-Oct Design

mon 20-Oct pin up MID-REVIEWS wed 22-Oct pin up MID-REVIEWS fri 24-Oct lecture Portfolio Workshop

mon 27-Oct Center4Arch Portfolio Workshop wed 29-Oct Design fri 31-Oct Design

mon 3-Nov Design wed 5-Nov Design fri 7-Nov Design

5 UG4 ARCHITECTURE 4410: ARCHITECTURAL DESIGN V The Ohio State University, Austin E. Knowlton School of Architecture AU 2013 – Monday, Wednesday, Friday 1:50-5:30PM

Instructors Kay Bea Jones [email protected] (Coordinator) Andrew Cruse [email protected] Justin Diles [email protected] Sandyha Kochar [email protected] Karen Lewis [email protected] Ann Pendleton-Julian [email protected]

Introduction: Architecture 4410 is the last curriculum driven studio of the undergraduate architecture program at the Knowlton School of Architecture. It is presumed that the students have developed their design skills and are now prepared to take on larger scale and more complex design issues. The undergraduate design curriculum can be summarized as follows: second year studios focus on issues of technique with support courses in graphics and architectural history, third year studios focus on issues of materiality with support courses in construction and structure, and fourth year studios focus on issues of organization and synthesis with support seminars in technology and history / theory. Corresponding to a student’s growing expertise with technique, material, and organization, second year studio projects have singular, medium-scale, private programs on prototypical sites, third year studio projects have collective, large- scale, institutional programs on specific sites, and fourth year studio projects have multiple, extra-large- scale, hybrid programs on complex sites.

Books and Resources (most on RESERVE in the KSA Library):

Bachin, Robin F. Building the South Side: Urban Space and Civic Culture, Chicago: The University of Chicago Press, 2004.

Cronon, William, Nature’s Metropolis: Chicago and the Great West, New York: W.W. Norton & Company Inc., 1991.

Dyja, Thomas, The Third Coast, When Chicago built the American dream, New York: The Penguin Press, 2013

Grossman, James A., Ann Durkin Keating, Janice L. Reiff, The Encyclopedia of Chicago, Chicago: The University of Chicago Press, 2004.

Lester, Robin, Stagg’s University, The Rise and Fall of Big-Time Football at Chicago, Chicago: University of , 1995.

Marjanovic, Igor, Katerina Ruedi Ray, Marina City: Bertrand Goldberg’s Urban Vision, New York: Princeton Architectural Press, 2010.

Pacyga, Dominic A., Chicago, A Biography, Chicago: The University of Chicago Press, 2009.

Pacyga, Dominic A and Ellen Skerrett, Chicago: City of Neighborhoods, Chicago: Loyola University Press, 1986.

Spears, Timothy B. Chicago Dreaming: Midwesterners and the City, 1871-1919, Chicago: The University of Chicago Press, 2005.

Organization and Synthesis: The theme of the senior design studios is organization: organization of research, organization of site, and organization of program. All exercises are aimed to give structure and authority to well- conceived formal ideas. First, students will be expected to collect information relative to the design project and to organize that material in a manner that will be informative and useful in making design decisions. Second, students will be given a complex program that will need to be analyzed from multiple perspectives. Third, students will need to transform the physical ramifications of their analyses to the site. And, finally, students will refine one part of the project exploring the intricate relationship of programmatic elements, spatial assemblies and material effects.

6 Gui Competition: The 2014-2015 James E. Gui ’54 Competition is the focus of this studio project. The studio finale will include two phases of discussion and assessment. Instructor section reviews will be Wednesday, 5 December for all students. Following the final studio review, two student projects from each section will be selected to be part of a second round of the public competition jury on Monday, 8 December. (Jurors and competition criteria to be announced.)

POLICIES Course Format: Studio meetings will be of two types: collective meetings that engage material as a group, and studio sessions that engage individual efforts. Collective meetings include pin-ups and reviews. Studio sessions will be desk critiques and studio exercises. In all cases, the entirety of studio time will be spent on the studio project and students must be ready to present at the beginning of class. Studios are based upon ongoing research. Assignments and requirements are subject to the discoveries of previous work and substantiated by communications between the instructor and studio. Students must check their university email daily.

KSA Lecture Series: Students are very strongly encouraged to attend the KSA Lecture Series. The Series is an invaluable source of new and enduring ideas by current designers and scholars. Studio discussion often draws from references to ideas presented in the Series.

Deadlines: Students who miss deadlines due to valid and documented extenuating circumstances may submit the required work at a date agreed upon with the instructor. University regulations limit such circumstances to serious personal illness and death of an immediate family member, and both cases require written documentation: a doctor’s note or a newspaper obituary. Unexcused late projects will not be accepted, incomplete projects will be evaluated in relation to their degree of completion, and a student is present only if he or she presents sufficient work to the instructor. A student will be warned by email after the first unexcused absence; a student’s grade will drop one letter grade after the second and third unexcused absences; and a student with four unexcused absences can be immediately dismissed and given an “F.” Again: you are REQUIRED to check your OSU email daily.

Documentation: Students must provide hardcopy and/or digital reproductions of all final projects as requested by the their section instructor by 4 PM Wednesday, December 10, 2014. Failure to meet this deadline will result in a grade of "incomplete" and could result in a drop in grade level. Students selected to participate in the final round of the Gui Competition will also be required to contribute to a competition booklet. Final booklet submissions are due to Kay Bea Jones by 4 PM Friday, December 12, 2014.

Evaluation: Studio work is both individual and collective. Evaluation will include not only individual design excellence, but also a student’s contributions to the studio through collective research, documentation and discussions. Grading is based on a comparison with other students in the course, with students who have taken the course previously, and with the instructors' expectations relative to the objectives of the course. Evaluation of projects is by jury review involving reviewers from other courses, other academic institutions, and architectural firms. For an "A", the student must satisfy the course objectives excellently; for a "B", in an above average manner; for a "C" in an average manner; for a "D" in the lowest acceptable manner; and an "F" denotes that the student has not satisfied the course objectives.

Sexual Harassment: OSU's Sexual Harassment policy, which applies to all faculty, staff, and students, includes lewd remarks and inappropriate comments made in the studio environment, classroom, and computer labs as well as the "display of inappropriate sexually oriented materials in a location where others can see it." Students can file a complaint by contacting Student Judicial Affairs at 292-0748. Sanctions include reprimand, suspension, and dismissal from the University.

Students with Disabilities: If a student requires accommodation for a disability, he or she should immediately arrange an appointment with the professors and the Office for Disability Services. At the appointment, the professors, disability counselors, and student can discuss the course format, anticipate needs and decide upon accommodations. Professors rely on the Office for Disability Services for assistance in verifying the need for accommodations and developing accommodation strategies.

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Studio Safety: To provide the best education, the KSA must act as a community. As such, its members (faculty, students, and staff) must respect and watch out for each other. The studio is available for KSA students 24/7. The University escort service provides safe transportation to and from Knowlton Hall 7:30AM-3AM. Call 292-3322.

Studio Behavior: Students who excel tend to work in the studio. Students are responsible for keeping their areas clean, their floor areas free from obstructions, and all studio furniture in good condition and its original location. Damaged equipment and furniture should e reported immediately to Phil Arnold. All presentation materials must be removed from review spaces following reviews and all studio materials must be removed from the building at the close of every term. Students may, however, store material in their credenzas over winter break. Studios are inspected on the last day of final exams – negligent students are subject to grade withholding and maintenance costs.

Please also note: 1. The following items are prohibited in Knowlton Hall: non-KSA furniture, liquor, weapons, bicycles, skateboards, rollerblades, and pets. 2. The following tools are prohibited in Knowlton Hall: spray paints, foam cutter wands, welding devices, heat guns, and any flame or gaseous liquid device. 3. The following safety compliances must be observed: electrical power cords cannot be connected in a series or extend over traffic areas; fire extinguishers must remain accessible and in full view; access to stairwells, corridors, and aisles must maintain a 44” clear width and handrails must be unobstructed. 4. Building surfaces cannot be marked, anchored to, or penetrated. 5. Installations may not occur in any part of the building except by permission of Philip Arnold, KSA Building Coordinator. 6. Power tools are restricted to the mat/fab lab except by permission of Philip Arnold, KSA Building Coordinator. 7. Loud noise is forbidden. 8. Graffiti and vandalism are grounds for disciplinary action.

Academic Misconduct: Most importantly, it is critical that you take responsibility for your academic work. It is expected that all work will be done with honesty and rigor. You are encouraged to read Ten Suggestions for Preserving Academic Integrity, and you are required to be familiar with the Code of Student Conduct, which covers academic and social misconduct issues.

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