An Inquiry

THE ASSOCIATED FACTIONS OF LANDSCAPE ARCHITECTUREMapping the Undergraduate Landscape Architecture Curriculum at the College of Environmental Design, California State Polytechnic University Pomona

PROPAGATORS

TECHNICIANS

OVERSEERS

ADVOCATES

SUBVERSIVES

yr 1

CONCERNS

Plants

Data

Ecologies

Cultures

Questions

BIAS

Biological

Mathematical

Analytical

Interpersonal

Potential

METHODS

Inherent Qualities

Detailed Drawings

Extensive Perspectives

Resolving Deficiencies

Innovative Concepts

PRODUCTS

Botanical Compositions

Construction Documents

Systematic Interventions

Cooperative Societies

Atypical Interpretations

LEGENDSCALE

Personal

Any

Regional

Communal

Varied

yr 2 yr 3 yr 4

KENNY SPERLINGLA 401

WILCOXFALL-2012

sectional area represents the perceived percentage of instruction related to each faction across the department as a whole

placement of knowledge, skill, and value markers

indicate general associations with the

adjacent factions

Site Analysis

PublicSpace

Sustainability

Case Studies

Syntactic Design

Programmed Design

Site Design

Client Needs

Narrative Design

Ecotechnical Systems

Knowledge

Urban Design

Group Work

Watersheds

Grading Slope Analysis

Construction Detailing

EIRsSocial Impacts

Plant Characteristics

Surveying

Form Expression

Syntax

Plan Section Perspective

Narrative

Phenomena Criticism

Datum

<researc

h><indesig

n><sketch

ing>

<presenting>

<photography>

<photoshop>

<woodworking>

<built-frame photog

raphy>

<hand drafting>

<autocad>

<physical modeling>

<scale>

<sketchup>

<topographic data>

<persuasive

graphics>

<illustrat

or>

<plant identification

>

<defending decis

ions>

<plant functions>

<planting plans>

<video p

roduction>

<communicati

ng concepts>

<interdisciplinary c

oordination

>

<infographics>

<charettes>

<advanced 3D modeling>

<rendering>

<slope ca

lculations>

<CAD detailing>

<irrigation

design>

<client prese

ntations>

<group coordination

>

<advanced fabrication>

<investigating poten

tial>

<navigating the rabbit hole>

<skills>

Make Progress Every Day

Work atScale

No“Plop” Art

PlantNatives

Values

DesignSustainably

ImproveSocial

Conditions

OverlapSystems

Embra

ce th

eAm

biguit

y

Interactionsare at

the Edges

IndividualPerspectives Becoming

Not Being

RevealDon’t Repeat

UnderstandThe Process

AddressContext

No InvasiveSpecies

Understand theSystems Behind

the Graphics

NoIrvine Co.

Craftsmanship

Interdisciplinary Work

AnalyticalUnderstanding Question

EverythingNothing

is Sacred

QualityGraphics

KeepRefining

NoBanal

NoGazebos

Curriculum Maps

MANDATED PATHS

This installation speaks to the educational curriculum by challenging the imposed order, structure, and hierarchy of the learning process. Strict regulations and requirements are enforced to ensure students meet a minimum level of competancy prior to graduation. While this may impart a degree of comfort to the system, it runs a high risk of developing individuals who share nearly identical knowledge, skill, and value sets. Understandably, this is a recognized asset to a mechanistic and efficiency craving workforce, however such a rigid environment is detrimental to the cultivation of individuals who are capable of innovating and addressing the ultimate challenges of the future.

In landscape architecture as with all of environmental design, circulation is the literal pathways within which users traverse a site. By introducing an installation which implies an alternative circulation; one which is very blatantly needed yet absent, individuals are encouraged to question the validity of the physical path they take.

This installation will not command the attention of its visitors: it is small and discrete to invoke a sense of inquisition, of wonder, and of contemplation. Many individuals will likely ignore it completely, content with their chosen path. Others will investigate, be amused, be appreciative, begin to question the systems around them, and even possibly attempt to traverse a new path.

CURRICULUM AS A SEQUENCED DECREE

CHALLENGED PATHCURRICULUM AS SELF-DETERMINING

Numerous other locations in and around the ENV building are likely candidates for the investigation of circulation alterations. If addressed in future installation iterations these interventions would maintain the subtle effects of the initial ladder and address different mechanics for how individuals engage their chosen path.

By producing a series of installations either simultaneously or over time, emphasis would be shifted from the literal alteration of circulation to the conceptual notion of being inquisitive of the intellectual path on which one is engaging.

Numerous other locations in and around the ENV building are likely candidates for the investigation of circulation alterations. If addressed in future installation iterations these interventions would maintain the subtle effects of the initial ladder and address different mechanics for how individuals engage their chosen path.

By producing a series of installations either simultaneously or over time, emphasis would be shifted from the literal alteration of circulation to the conceptual notion of being inquisitive of the intellectual path on which one is engaging.

2” OD Steel Tube, with textural paint

0.75” OD Steel Tube, with textural paint

SectionScale: 1/2” = 1’ Scale: 1/4” = 1’

Plan

a collaboration of significance

Evan LeeNabyl MaciasKenny SperlingGeorge Kutnar

It becomes evident fairly early to the invested student submersed in a four year, quarter-based design sequence that he or she will have twelve opportunities to do something of significance. The studio is positioned as the intended catalyst for these instances. As knowledge is accrued and applied to the subsequent quarter/opportunity, the number of chances remaining diminishes - but something is created in the dust of these fleeting chances. Mistakes marry with victories, and they buy a home in our minds adjacent to the seemingly insignificant.

So what is significant?

We have the absolute right to accept significance as it is prescribed by an institution, without question. We also have the right to question the institutionally absolute prescription of what significance is. The latter is a ladder. It is the basis by which we begin to stir our cognitive soup of mistake, victory, and the seemingly insignificant.

This proposed installation was contrived by four invested students who saw an opportunity to supplement their twelve opportunities with a thirteenth. It is food in its most proper form, and it instigates a hunger for #14.

a collaboration of significance

Evan LeeNabyl MaciasKenny SperlingGeorge Kutnar

It becomes evident fairly early to the invested student submersed in a four year, quarter-based design sequence that he or she will have twelve opportunities to do something of significance. The studio is positioned as the intended catalyst for these instances. As knowledge is accrued and applied to the subsequent quarter/opportunity, the number of chances remaining diminishes - but something is created in the dust of these fleeting chances. Mistakes marry with victories, and they buy a home in our minds adjacent to the seemingly insignificant.

So what is significant?

We have the absolute right to accept significance as it is prescribed by an institution, without question. We also have the right to question the institutionally absolute prescription of what significance is. The latter is a ladder. It is the basis by which we begin to stir our cognitive soup of mistake, victory, and the seemingly insignificant.

This proposed installation was contrived by four invested students who saw an opportunity to supplement their twelve opportunities with a thirteenth. It is food in its most proper form, and it instigates a hunger for #14.