DEPARTMENT OF ARCHITECTURE ARCH 346 COURSE SYLLABUS
Instructor: Prof. Kevin Glowacki, Department of Architecture Office: Scoates 133 Telephone: (979) 845-1015 (department); (979) 845-8194 (office) Email: [email protected] Office Hours: Tuesday and Thursday 2-4pm and by appointment
ARCH 346 Architecture, Heritage, and Culture Course Description: Global exploration of how architecture and the built environment express culture and identity; theoretical and practical approaches to cultural heritage and conservation.
Prerequisites: Junior or senior classification.
Learning Outcomes Students who successfully complete this course will be able to: Describe the ways in which architecture can express culture and identity Explain the importance of architectural heritage and its contribution to contemporary society and social memory Distinguish significant developments in the theory and practice of heritage conservation Explain how local, national, and international organizations address cultural heritage
University Core Curriculum: Language Philosophy, and Culture Courses in this category focus on how ideas, values, beliefs, and other aspects of culture express and affect human experience. Courses involve the exploration of ideas that foster aesthetic and intellectual creation in order to understand the human condition across cultures.
ARCH 346 will address these ideas and develop the following skills through in-class, out-of-class, and online activities: critical thinking (including creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information), communication (including effective development, interpretation and expression of ideas through written, oral and visual communication), social responsibility (including intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities) and personal responsibility (including the ability to connect choices, actions and consequences to ethical decision-making) .
Statement on International and Cultural Diversity ARCH 346 takes a global and diachronic approach to the role of architecture as an expression of culture and identity. The survival of many historic structures to the present day provides an opportunity to discuss issues of social memory, identity, adaptive reuse, and historic preservation. Students develop an awareness of how the creation and deliberate preservation or destruction of architecture shapes both the contemporary built environment and our understanding of the past. By learning how to appreciate, understand, and respect the built environment of different cultures, students will gain insights into how the world we build has always reflected who we are.
Course Materials Required Texts: Goldberger, Paul. 2011. Why Architecture Matters. New Haven: Yale University Press. ISBN-13: 978-0300168174 ISBN- 10: 0300168179.
Stubbs, John H. 2009. Time Honored. A Global View of Architectural Conservation. Hoboken, N.J.: John Wiley & Sons Inc. ISBN 978-0-470-26049-9.
Texas A&M University | Department of Architecture | ARCH 346 Syllabus | Kevin Glowacki | page 2
Supplemental Reading: Additional materials, including journal articles and encyclopedia entries, will be provided on eCampus.
Assessment Exams: There will be three exams during the semester, two during class and one during the final exam period. Each exam will cover approximately four to five weeks of material presented in class and count for 20% of your final grade.
In-class Assessment: ARCH 346 will develop teamwork skills through in-class activities, including minute papers, discussion in small groups, and analytical exercises. These activities will develop models for students to share individual perspectives with each other and to develop effective answers to questions that may appear on assignments and examinations. Students will receive feedback from their peers as well as the instructor.
Assignments: There will be three written assignments on topics presented in lecture and class discussion that address the learning outcomes and core curriculum skills of the course. Each will count for 10% of your final grade.
Reading Quizzes: There will be five reading quizzes given in class during the semester. Each will count for 2% of your final grade.
Grading Policy: Your grade will be calculated on the basis of the exams (3 x 20% = 60%) assignments (3 x 10% = 30%), and bi-weekly reading quizzes (5 x 2% = 10%). Grades will be posted on eCampus after each activity. Letter grades will be assigned according to the following guideline: A = 90-100 (Excellent), B = 80-89 (Good), C = 70-79 (Satisfactory), D = 60-69 (Passing), F = 59 and below (Failing), I=Incomplete.
Makeup Policy: Makeup exams will be given without question for excused absences as defined by University regulations. If you miss an exam for any other reason you may request a makeup, you will be allowed to take a makeup exam once. The makeup exam may have a different format from that given in class, must be completed within one week of the original exam date, and will be assessed a 10% penalty.
Late Assignment Policy: Late assignments will be accepted without question for excused absences as defined by University regulations. Any late assignments without an excused absence will accepted for a period of two days after the due date and will be assessed a 10% penalty.
Plagiarism Policy: According to the Texas A&M University Definitions of Academic Misconduct, plagiarism is the appropriation of another person’s ideas, processes, results or words without giving appropriate credit (
Texas A&M University Student Rules (http://student-rules.tamu.edu/) Attendance: Texas A&M views class attendance as an individual student responsibility. Attendance is essential to complete the course successfully. Material presented in lecture and class discussion may expand upon points only briefly considered in the required text. University rules concerning excused absences may be found at http://student- rules.tamu.edu/rule07.
Excused absences: A list of excused absences can be found in Student Rule 7.1 (http://studentrules. tamu.edu/rule07). Except for absences due to religious obligations, the student must notify his or her instructor in writing (acknowledged e-mail message is acceptable) prior to the date of absence if such notification is feasible. In cases where advance notification is not feasible (e.g., accident, or emergency) the student must provide notification by the end of the second working day after the absence. This notification should include an explanation of why notice could not be sent prior to the class. If the absence is excused, the instructor must either provide the student with an opportunity to make up any quiz, exam or other graded activities or provide a satisfactory alternative to be completed within 30 calendar days from the last day of the absence.
Texas A&M University | Department of Architecture | ARCH 346 Syllabus | Kevin Glowacki | page 3
Excused Absences for Religious Holy Days: Texas House Bill 256 (effective 9/1/03) states “An institution of higher education shall excuse a student from attending classes or other required activities, including examinations, for the observance of a religious holy day, including travel for that purpose. A student whose absence is excused under this subsection may not be penalized for that absence and shall be allowed to take an examination or complete an assignment from which the student is excused within a reasonable amount of time after the absence.”
Academic Integrity “An Aggie does not lie, cheat, or steal or tolerate those who do.” Upon accepting admission to Texas A&M University, a student immediately assumes a commitment to uphold the Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor System. Students will be required to state their commitment on examinations, research papers, and other academic work. Ignorance of the rules does not exclude any member of the TAMU community from the requirements or the processes of the Honor System. For additional information please visit: http://aggiehonor.tamu.edu
=> Each work that you turn in for this class must include your signature and the following statement. “On my honor, as an Aggie, I have neither given nor received unauthorized aid on this academic work."
Classroom Behavior Texas A&M University supports the principle of freedom of expression for both instructors and students. The university respects the rights of instructors to teach and students to learn. Maintenance of these rights requires classroom conditions that do not impede their exercise. Classroom behavior that seriously interferes with either (1) the instructor’s ability to conduct the class or (2) the ability of other students to profit from the instructional program will not be tolerated. An individual engaging in disruptive classroom behavior may be subject to disciplinary action. For additional information please visit: http://student-rules.tamu.edu/rule21
Americans with Disabilities Act (ADA) Policy Statement The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, currently located in the Disability Services building at the Student Services at White Creek complex on west campus or call 979-845-1637. For additional information, visit http://disability.tamu.edu.
eCampus Resources for ARCH 346 will be made available through eCampus including: Syllabus Lecture Handouts (with vocabulary, learning objectives, lecture outline and images) Writing assignment instructions, resources, and Turnitin submission link Course Readings Course Videos Study Guides for Exams Grades
Please log in at ecampus.tamu.edu. If you have technical difficulties accessing eCampus, please contact the Help Desk directly at 845-8300.
Useful Links: Academic Calendar http://registrar.tamu.edu/general/calendar.aspx Final Exam Schedule http://registrar.tamu.edu/Courses,-Registration,-Scheduling/Final-Exam-Schedule TAMU Catalog http://catalog.tamu.edu Student Rules http://student-rules.tamu.edu/ Aggie Honor System Office http://aggiehonor.tamu.edu/ Texas A&M University | Department of Architecture | ARCH 346 Syllabus | Kevin Glowacki | page 4
Schedule of Lectures, Reading Assignments, Writing Assignments, and Exams
PART ONE: WHY ARCHITECTURE MATTERS WEEK ONE: Course Introduction: Why Architecture Matters Required Reading Goldberger, Paul. 2011. Why Architecture Matters, “Introduction” pp. ix-xvii. Stubbs, John H. 2009. Time Honored. A Global View of Architectural Conservation, Ch. 1, Introduction, pp. 3-19.
WEEK TWO: Understanding Architecture and Identity Required Reading Goldberger, Paul. 2011. Why Architecture Matters, Chapter 1: “Meaning, culture and symbol,” pp. 1-40. National Park Service. “National Mall and Memorial Parks.”
Case Studies: Washington D.C. and the National Mall
***Reading Quiz #1 ***
WEEK THREE: Buildings and “Place Making” Required Reading: Goldberger, Paul. 2011. Why Architecture Matters, Chapter 7: “Buildings and the Making of Place,” pp. 212-236. Woods, Mary N. 1985. “Thomas Jefferson and the University of Virginia: Planning the Academic Village.” Journal of the Society of Architectural Historians 44:3, pp. 266-283. World Heritage Center. “Monticello and the University of Virginia in Charlottesville.”
Case Studies: University of Virginia and Jefferson’s “Academical Village” Texas A&M University: An Analysis of the Master Plan
WEEK FOUR: Urban Culture and Historic City Centers Required Reading: Lynch, Kevin. 1960. “The Image of the Environment.” In The Image of the City, pp. 1-13. Cambridge, MA: MIT Press. World Heritage Center. “Historic Centre of Rome, the Properties of the Holy See in that City Enjoying Extraterritorial Rights and San Paolo Fuori le Mura.”
Case Studies: Rome, Italy (ancient forum) Florence, Italy (Renaissance city) Beijing, China (Imperial and Forbidden City) San Antonio, TX (Alamo and Riverwalk)
***Assignment One Due ***
Texas A&M University | Department of Architecture | ARCH 346 Syllabus | Kevin Glowacki | page 5
WEEK FIVE: Symbolic Destruction/Suppression of Identity Reading: Schildgern, Brenda Deen. 2008. “Introduction: Destruction and Preservation: Continuities and Discontinuities.” In Heritage or Heresy. Preservation and Destructions of Religious Art and Architecture in Europe, pp. 1-20. New York: Palgrave Macmillan. Harmanşah, Ö. 2015. “ISIS, Heritage, and the Spectacles of Destruction in the Global Media.” Near Eastern Archaeology 78:3 (Special Issue: The Cultural Heritage Crisis in the Middle East), pp. 170-177.
***Exam One***
PART TWO: ARCHITECTURE, MEMORY, AND CULTURAL IDENTITY
WEEK SIX: Architectural “History” and Social Memory Reading: Goldberger, Paul. 2011. Why Architecture Matters, Chapter 5: “Architecture and Memory,” pp. 139-170.
***Reading Quiz #2 ***
WEEK SEVEN: Whose History is it? Reading: Stubbs, John H. 2009. Time Honored. A Global View of Architectural Conservation, Chapter 6, “Who Owns the Past?” pp. 71-90. World Heritage Center. “Monticello and the University of Virginia in Charlottesville.”
Case Study: Thomas Jefferson’s Monticello
WEEK EIGHT: The Secret Lives (and Afterlives) of Buildings: The Parthenon in Athens, Greece Reading: Dickinson, O. T. P. K., et al. “Athens.” Grove Art Online. Oxford Art Online. Oxford University Press. Ousterhout, Robert. 2005. “‘Bestride the Very Peak of Heaven’; The Parthenon after Antiquity.” In The Parthenon from Antiquity to the Present, edited by Jenifer Neils, pp. 293-330. Cambridge: Cambridge Univ. Press. Mallouchou – Tufano, Fani. 1994. “The History of Interventions on the Acropolis.” In Acropolis Restoration: the CCAM Interventions, edited by Richard Economakis, pp. 68-85. London: Academy Editions. Kynourgiopoulou, Vasiliki. 2011. “National Identity Interrupted: The Mutilation of the Parthenon Marbles and the Greek Claim for Repatriation.” In Contested Cultural Heritage, edited by Helaine Silverman, pp. 155-170. New York: Springer.
***Assignment Two Due ***
WEEK NINE: The Secret Lives (and Afterlives) of Buildings: The Hagia Sophia in Istanbul, Turkey Reading: Magdalino, Paul, et al. “Istanbul.” In Grove Art Online. Oxford Art Online. Oxford University Press. Necipoglu, Gülru. 1992. “The Life of an Imperial Monument: Hagia Sophia after Byzantium.” In The Hagia Sophia: From the Age of Justinian to the Present, ed. Robert Mark, Ahmet Cakmak, pp. 195-225. Cambridge: Cambridge University Press. Aydingün, Şengül, and Rose Mark. 2003. “Saving a Fabled Sanctuary.” Archaeology 56, pp. 20-28.
***Reading Quiz #3 ***
Texas A&M University | Department of Architecture | ARCH 346 Syllabus | Kevin Glowacki | page 6
WEEK TEN: The Secret Lives (and Afterlives) of Buildings: The Mosque/Cathedral in Córdoba, Spain Reading: Ruggles, D. Fairchild, et al. “Córdoba (i).” In Grove Art Online. Oxford Art Online. Oxford University Press. Schildgern, Brenda Deen. 2008. “Córdoba’s Mosque/Cathedral.” In Heritage or Heresy. Preservation and Destructions of Religious Art and Architecture in Europe, pp. 79-98. New York: Palgrave Macmillan. Ruggles, D. Fairchild. 2011. “The Stratigraphy of Forgetting: The Great Mosque of Cordoba and Its Contested Legacy.” In Contested Cultural Heritage, edited by Helaine Silverman, pp. 51-67. New York: Springer.
***Exam Two***
PART THREE: APPROACHES TO CONSERVATION OF THE BUILT ENVIRONMENT
WEEK ELEVEN: What Do We Conserve – and Why? Organizations and Charters Reading: Stubbs, John H. 2009. Time Honored. A Global View of Architectural Conservation, Chapter 3: “What Do We Conserve?” pp. 33-49; Chapter 15: “International Activities and Cooperation,” pp. 241-277. World Heritage Center. 2008. World Heritage Information Kit.
Case Studies: Abu Simbel and Philae (Egypt) Colonial Williamsburg, Virginia (USA)
WEEK TWELVE: What Do We Conserve – and Why? Case Studies Reading: Stubbs, John H. 2009. Time Honored. A Global View of Architectural Conservation, Chapter 4: “Why Conserve Buildings and Sites?” pp. 51-63. World Heritage Center. “Angkor.”
Case Studies: Angkor Wat (Cambodia) Great Zimbabwe (Zimbabwe)
***Reading Quiz #4 ***
WEEK THIRTEEN: What Do We Conserve – and Why? Sites of Conscience Reading: Sevcenko, Liz. 2004. The Power of Place: How Historic Sites Can Engage Citizens in Human Rights Issues. Minneapolis, MN: The Center for Victims of Torture, New Tactics in Human Rights Project.
Case Studies: Lower East Side Tenement Museum, New York District Six Museum, South Africa Slave House, Senegal Gulag Museum, Russia Texas A&M University | Department of Architecture | ARCH 346 Syllabus | Kevin Glowacki | page 7
Liberation War Museum, Bangladesh WWII Japanese American Internment Camps, Terezín Memorial, Czech Republic United States Dachau, Germany Espacio Memoria y Derechos Humanos ex Esma, Buenos Aires
***Assignment Three Due ***
WEEK FOURTEEN: Reflections on Architecture, Heritage and Culture Reading: Schildgern, Brenda Deen. 2008. “Memory, Regret, and History: What is Cultural Heritage and Why Does it Matter?” In Heritage or Heresy. Preservation and Destructions of Religious Art and Architecture in Europe, pp. 166-185. New York: Palgrave Macmillan.
***Reading Quiz #5 ***
***Exam Three = Final Exam** (See http://registrar.tamu.edu/Courses,-Registration,-Scheduling/Final-Exam-Schedule)