Architecture 3711:Environmental Design & the Sociocultural Context

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1 Welcome! Please find the assigned area for your recitation section and take a seat. Please take this time to fill in the information about yourself on the handout Personal information Sketch of yourself showing your posture while studying Street in The Hague, Netherlands (photo by JWR, 209

2 Developing a Critical Dialogue Agenda Response to posted video & Design for the 99% Developing a Questioning Mind Introductions About Arch 3711 Cranz Reading Assignment & Background Announcements Street in The Hague, Netherlands (photo by JWR, 209

3 Instructors: Julia Robinson, Ph.D. + James Wheeler How many of you were able to watch the video, or are familiar with Public Interest Design or the idea of Design for the 99%? Constructing a Thatched Roof in Shirakagawa Japan (photo by JWR, 210)

4 Challenge of design for the 99% Professional Practice has not typically included this type of practice. What does it mean to engage in practice that considers the well being of all people in the designed environment? Constructing a Thatched Roof in Shirakagawa Japan (photo by JWR, 210)

5 Role of Arch 3711: Addressing The Challenge of Design for the 99% Developing a questioning Mind We cannot assume that this group shares our culture, values, or attitudes We may introduce our own cultural bias in understanding their issues We cannot assume that communication with this group will be straightforward Constructing a Thatched Roof in Shirakagawa Japan (photo by JWR, 210)

Role of Arch 3711: Addressing The Challenge of Design for the 99% Because this year, like last year, we are addressing this challenge in the context of social and cultural issues in design, the class

6 Role of Arch 3711: Addressing The Challenge of Design for the 99% Because this year, like last year, we are addressing this challenge in the context of social and cultural issues in design, the class is going to be different from previous years We will explore various ways of learning and teaching We ask your patience as we adjust the curriculum to these new ideas Constructing a Thatched Roof in Shirakagawa Japan (photo by JWR, 210)

7 Who are we? Instructor: Julia Williams Robinson Professor in Architecture Registered Architect Ph.D. in Architecture MA in Anthropology BArch with honors (profess degree) Bachelor of Arts, Architecture Major Present Research: Dutch Housing & Urbanism Personal Interests: 4 children Divorced, Remarried, Widowed Live in Uptown For fun: Sing, Watercolor, Argentinian Tango Scherf 13 housing project in Leidsche Rijn, Netherlands, 2007 (photo by Mieke Bosse)

8 Who are we? Instructor: James Wheeler Adjunct Professor in Architecture Associate AIA M.Arch + B.S. in Architecture Co-Director, Public Design Exchange Board of Directors: Association for Community Design + Design Corps Present Research: History + Development of Community Design Centers in the U.S. Lives in Corcoran neighborhood of Minneapolis Likes baseball, road trips, live music, cooking, building Design-Build Project, Al and Ruby's, Biloxi, Mississippi, March 2006

Sections and Instructors /TAs: Thurs: 1:25 2:15 Aker 227 James Wheeler (2) Thurs: 2:30-3:20 Rapson 58 Julia Robinson (H) Thurs: 3:25 4:25 Aker 13 Loubna Houri (3) Thurs: 3:25-4:25

9 Sections and Instructors /TAs: Thurs: 1:25 2:15 Aker 227 James Wheeler (2) Thurs: 2:30-3:20 Rapson 58 Julia Robinson (H) Thurs: 3:25 4:25 Aker 13 Loubna Houri (3) Thurs: 3:25-4:25 MechE 221 Ben Partridge (4) Thurs: 1:25-2:15 MechE TBA (5) Sumo Wrestling, Tokyo (Robinson 2010) Fri: 9:05-9:55 Aker 227 Anne Drolet (10) Fri: 10:10 11:00 Rapson 58 Alex Robinson(012)

10 Who are You? About This Years 3711 Class: Freshmen 3% Sophomore 43% Junior 32% Senior 22% Bachelor of Design in Architecture 19% Bachelor of Environmental Design 17% Bachelor of Science in Architecture 12% Bachelor of Science in Interior Design 17% Pre-Architecture + Undeclared 26% Additional Areas of Study: 9% Civil Engineering, Housing Studies, Urban Studies, Bioproduct Marketing and Manufacturing, Cinema and Media Studies, Construction Management, and Global Studies Rapson 100 Classroom 3711, 2007 (photo by Joel Brygger)

11 Introductions to 1 or 2 Neighboring Students: Name Major Year in School Hometown What posture you study in A study posture of a fellow student someone might be surprised to know Rapson 100 Classroom 3711, 2007 (photo by Joel Brygger)

12 Student Advisory Board: Teaching Assistant TBA Students will be elected by their section peers to serve on the board People who would like to serve need to be free on Fridays at noon Student Advisory Board 3711, 2007 (photo by JWR)

13 ABOUT ARCH 3711 Life on the street in the Hague, Netherlands Life on the street in the Hague, Netherlands

How This Class Challenges you to Grow and Change: It is about DISCOVERY, not accumulating knowledge We are not dealing with facts, but with ways of thinking

14 How This Class Challenges you to Grow and Change: It is about DISCOVERY, not accumulating knowledge We are not dealing with facts, but with ways of thinking Culture, the subject of the class, is a process not a product You are learning skills not concrete knowledge The course is geared toward questions more than answers

15 Course Syllabus: Julia Williams Robinson // ARCH 3711W // Fall 2014 // 9:45 11:00 AM Tuesdays+Thursdays // James A. Wheeler Julia Williams Robinson // ARCH 3711W // Fall 2014 // 9:45 11:00 AM Tuesdays+Thursdays // James A. Wheeler ENVIRONMENTAL DESIGN + THE SOCIOCULTURAL CONTEXT Course Objectives This course will address how the built environment affects people in their everyday life and how cultural perspectives affect the way environments are constructed. Students examine the responsibility of the design professional to the human community and its shared environment global, local, political and ethnic. Additionally the course develops skills in studying written and built texts from a cultural perspective. As it is a writing intensive class, students will learn to write essays that identify important issues, take a position and make an argument using evidence. This class covers topics and meets requirements for Liberal Education and Core course areas for Social Science core, civic life and ethics theme, and qualifies as writing intensive. By the end of the semester the participating student is expected to be able to: Employ critical thinking skills founded in a cultural approach. + Identify your personal cultural position as reflected in ethnicity, race, religion and gender. + Develop an understanding of your cultural bias as well as develop empathy with other perspectives + Construct sound arguments using evidence that develop, defend or challenge your personal values and beliefs as residents of the United States and members of a global society Read places within our culture + Understand the attitudes, cultural practices and institutions places represent, and what role they play in society + Apply specific methods and tools that enable detailed description, analysis, and interpretation of a particular set of environments (reflection and critique) + Apprehend the various frames of reference of a place (e.g. aesthetic, historical, economic, political, moral). + Perceive how our bodies, everyday activities, and culture shape and are shaped by places. + Realize that places evolve from a particular cultural and historical context Understand the role of a professional in support of society s welfare. + Understand the ethics of the design professions and how they have evolved in response to group processes both within the professions and with society at large + Examine the design professions in relation to active citizenship and civic life Schedule Section Topic Weekly Topic Readings Due 1 Building a Critical Dialogue Sept Creating arguments + gathering evidence People Shaping Environments Environments Shaping People How do people understand + make their world? Oct. 2 Preliminary project reviews 7 How do environments influence how people interact with and in them? Culture Shaping Practice Nov. 4 Final Project Reviews How can we build socially appropriate environments? Contact Julia Williams Robinson (robin003) U / C James Wheeler (whee0113) C (27) Dec Building A Critical Argument 2 Building A Critical Viewpoint Cranz Mockbee Pyatok Robinson 3 Building A Critical Analysis Brown Hertzberger, Markus 4 Constructing Culture and Identity 5 Constructing Place and Space Cooper Gehl Lang Abdi Brown Rapoport (meaning) 6 Heschong Wilson 7 How Does Power Shape Our Environments? 8 How Can People Empower Environments? 9 How Can Environments Empower People? Findley Foucault Hou Speer Bristol Diamond Orfield Gomez + Rogers Cary Schumann Stohr Young 10 How Do Designers Learn? Perkes Robinson Ward 11 How Do Designers Practice? Dovey Fisher Roth 12 Nussbaum Sinclair Et Al 13 How Can Designers Practice Ethically? No Class: Thanksgiving 14 What is a Culturally Critical Practice? 9 15 Shaping Your Critical Voice Alexander+Eisenman Eakin Speakes Zeisel R/ Cranz Reading for Thursday R/ Cranz Annotations L/ Critical Paper 1 Draft Due Thursday L/ Critical Paper 1 Final Due Thursday R/ Project: Space Syntax Course Portfolios L/ Critical Paper 2 Due Thursday R/ Project: Draft with Annotations L/ Critical Paper 3 Due Thursday No Recitation L/ Project: Final Paper Due Thursday Ellin L/ Critical Paper 4 L/ Course Portfolio Course Websites Main Moodle Teaching Assistant Contact Information + Office Hours Available Online

16 Course Objectives: Links to assignments: Julia Williams Robinson // ARCH 3711W // Fall 2014 // 9:45 11:00 AM Tuesdays+Thursdays // James A. Wheeler Develop Critical Thinking Skills Founded in a Cultural Approach Writing intensive Critical Papers In-Class Exercises Read Places Within Our Culture Culture and Design Social Science Projects In-Class Exercises ENVIRONMENTAL DESIGN + THE SOCIOCULTURAL CONTEXT Course Objectives This course will address how the built environment affects people in their everyday life and how cultural perspectives affect the way environments are constructed. Students examine the responsibility of the design professional to the human community and its shared environment global, local, political and ethnic. Additionally the course develops skills in studying written and built texts from a cultural perspective. As it is a writing intensive class, students will learn to write essays that identify important issues, take a position and make an argument using evidence. This class covers topics and meets requirements for Liberal Education and Core course areas for Social Science core, civic life and ethics theme, and qualifies as writing intensive. By the end of the semester the participating student is expected to be able to: Employ critical thinking skills founded in a cultural approach. + Identify your personal cultural position as reflected in ethnicity, race, religion and gender. + Develop an understanding of your cultural bias as well as develop empathy with other perspectives + Construct sound arguments using evidence that develop, defend or challenge your personal values and beliefs as residents of the United States and members of a global society Read places within our culture Understand the Role of a Professional in Support of Society s Welfare Citizenship, Ethics Critical Papers In-Class Exercises + Understand the attitudes, cultural practices and institutions places represent, and what role they play in society + Apply specific methods and tools that enable detailed description, analysis, and interpretation of a particular set of environments (reflection and critique) + Apprehend the various frames of reference of a place (e.g. aesthetic, historical, economic, political, moral). + Perceive how our bodies, everyday activities, and culture shape and are shaped by places. + Realize that places evolve from a particular cultural and historical context Understand the role of a professional in support of society s welfare. + Understand the ethics of the design professions and how they have evolved in response to group processes both within the professions and with society at large + Examine the design professions in relation to active citizenship and civic life

17 How The Course is Taught: Lectures & In-class exercises Readings: Insightful questions & responses Critical papers Course Portfolios Projects Life on the street in the Hague, Netherlands

A Few Reminders About Class: If you have a learning disability, please let both me and your TA know as soon as possible so we can make accommodations.

18 A Few Reminders About Class: If you have a learning disability, please let both me and your TA know as soon as possible so we can make accommodations. To help the TAs with their workload, late papers are not accepted To help you get used to writing, the first critical paper will be revised and the revised version will be the final grade One time during the semester a student may petition the TA to revise a paper if that is done within 24 hours of its being handed back (depending upon the circumstances the TA may refuse) Because so much work is done in class, course attendance is required. If you miss more than 6 classes, your grade will be significantly, and you may be dropped from the course. Life on the street in the Hague, Netherlands

19 Open Comments on Course by James Making the transition from descriptive to critical Lots of moving parts Finding a rhythm that works for you We all do better when we all do better Take opportunities for teaching and learning Remember me for later in the semester

Structure of Arch 3711: 1. The course is organized around Issues & Objectives 2. Student Assignments & Class Exercises respond to Issues & Objectives 3.

20 Structure of Arch 3711: 1. The course is organized around Issues & Objectives 2. Student Assignments & Class Exercises respond to Issues & Objectives 3. Assignments and Class Exercises build on each other 4. Lectures, Recitations & Readings are resources for Assignments & Class Exercises 5. Portfolios link Readings, Assignments and Issues 6. Instructors get feedback from Student Advisory Committee & Course Evaluations

21 Cranz Assignment Handout -Reading from The Chair

22 Cranz Assignment: Reading from The Chair (see handout) Three primary purposes Reading for Content Reading for Structure Reading with a Critical Eye Underline thesis statement(s) Remember a thesis statement is: Debatable Non-obvious Of reasonable scope for a 26- page paper Note key points with marginal comments Develop a position relative to the thesis statement:designers should accept/challenge the normative or typical use of the chair when they design Bring annotated reading to class on Friday. Hand in with first Marcel Breuer Wassily Chair, 1925

23 Preparation for Reading Share again with your neighbor the postures you use for studying. Then as a class: Let s tally them up What do we find? Marcel Breuer Wassily Chair, 1925

24 Design Applications of Cranz s Ideas: Cranz s Proposals Galen Cranz s ideas for: a better airport waiting room and a better office work space Source: Franck, Karen and Bianca Lipori Architecture Inside Out. Chichester: Wiley Academy.,

Design Applications of Cranz s Ideas: Frank Duffy, the Workplace & Posture Ideas about posture play an important role in office design if we consider Frank Duffy s book The New Office.

25 Design Applications of Cranz s Ideas: Frank Duffy, the Workplace & Posture Ideas about posture play an important role in office design if we consider Frank Duffy s book The New Office. W In many workplaces, workers use a variety of postures. Posture affects (and is affected by)activities, Expectations,& attitudes The Japanese Stock Exchange, Designed by Frank Gehry, 1992 Manufactured by Knoll

Furniture that supports alternative postures to

26 Design Applications of Cranz s Ideas: Frank Duffy, the Workplace & Posture Attitudes and expectations are changing about: The right way to work The right way to talk to colleagues Furniture that supports alternative postures to sitting in chairs is already being used chairs is already being used.

Existing Alternative Settings: Frank Duffy,

27 Existing Alternative Settings: Frank Duffy, the Workplace & Posture Chiat / Day Advertising firm New York City Interior designer: Getano Pesce / Pesce Ltd chairs is already being used. Source of images: Duffy, Francis The New Office.London: Conran Octapus

28 Announcements Recitations are being held this week Student Advisory Board members elected in recitation classes this week. The course reading is due next class Next week we will begin the posting of critical questions and response to readings Next week the first critical paper is due in draft form Next week we will introduce the project

29 Wrap-up: Thank you for coming today! For these last few minutes of class please meet with your TA s and Hand in your exercise sheet

INTRODUCTION TO CULTURAL ANTHROPOLOGY ANT 2410 FALL 2015

INTRODUCTION TO CULTURAL ANTHROPOLOGY ANT 2410 FALL 2015 Meeting Times: Monday, Wednesday and Friday 1:55-2:45 (Period 7) Turlington, Room L005 Instructor: John Hames Office: Turlington B346 E-mail: johnjhames@ufl.edu