uva. master of architecture supplemental book

UNIVERSITY OF VIRGINIASCHOOL OF ARCHITECTURE

MASTER

OF AR

CHITECTU

RE U

niversity of Virginia School of Architecture

SCHOOL OF ARCHITECTUREUNIVERSITY OF VIRGINIA

MASTER OF ARCHITECTURE

M.ARCH 2013

UNIVERSITY OF VIRGINIASCHOOL OF ARCHITECTURE

UNIVERSITY OF VIRGINIA SCHOOL OF ARCHITECTURE_MASTER OF ARCHITECTURE

UNIVERSITY OF VIRGINIA SCHOOL OF ARCHITECTURE2

4 UNIVERSITY OF VIRGINIA SCHOOL OF ARCHITECTURE_MASTER OF ARCHITECTURE

This is an exciting moment to enroll in one of the very best graduate Architecture programs in the U.S. The Department of Architecture at the University of Virginia School of Architecture is currently engaged in a dual process of building upon its strong reputation and reinventing the program to maintain its intellectual and design leadership. New faculty from various countries and important design offices have joined a group of nationally recognized professors, all of whom are committed seven days a week to the advancement of architecture students. The Department has a clear agenda about the attributes of our students and the challenges that architecture faces today.

The excellence of the Master of Architecture program at UVa has long been recognized – not only in the rankings – but, more importantly, in the success of our students and recent graduates in competitions, in design awards, and in the relevance of their work to the important issues of the 21st century.

OUR STUDENTSATTITUDES:

CAPACITIES:

OUR VALUES IN ARCHITECTUREArchitecture is developed in a broad field (buildings and constructions, city and urban space, site and landscape) with deep cultural and social meaning, facing the needs and the problems of our contemporary world.

ARCHITECTURE IS CULTURE AND PROGRESS (critical)

SERVICE AND COMMITMENT (social)

NECESSARY AND MEANINGFUL (relevant)

TRANSFORMATIVE AND INNOVATIVE (creative)

ARGUE | QUESTION | COLLABORATE | THINK BROADLY VALUE ARCHITECTURE | THEORIZE | ANALYZE AND DEVELOP CONSTRUCT OWN PROCESSES | SYNTHESIZE / DIAGRAM THINK AND EXPRESS THROUGH DRAWINGS AND MODELSCONTROL FORM AND SPACE

M.ARCH

INDEPENDENT

CONFIDENT

FEARLESS

CRITICAL

ETHICAL

LEADERS

5

Within the intense interdisciplinary context of a school that includes Architecture, Landscape Architecture, Urban Planning, and Architecture History/theory, our education and research is directed towards innovative solutions to contemporary problems. Social needs along with just and sustainable building practices are approached with deep architectural knowledge, and technical skill so that future designers will have the expertise to build well.

WE PROVIDE FOR STUDENTS

HOW?

FLEXIBLE CURRICULUM

CRITICAL CONTEMPORARY THEMES ADDRESSED IN THE STUDIOS

INTRODUCING COLLABORATION AND INFORMATION ABOUT DIFFERENT AREAS IN THE BEGINNING OF THE DESIGN PROCESS

PROPOSING CLEAR AND COMPLEX METHODOLOGIES FOR THE DESIGN PROCESS

REINFORCING THE STUDIO WITH CONTENTS ABOUT THEORY/HISTORY, TECHNIQUE, AND SKILLS

INTRODUCING WRITING IN THE CURRICULUM (CRITICAL, VALUE OF ARCHITECTURE)

ADVANCING KNOWLEDGE WITH CONSISTENT RESEARCH

TEACHING IN STRATEGIC AND FLEXIBLE WAY

INTEGRATE PRACTICE IN THE CURRICULUM, BOTH IN SCHOOL (DESIGN CENTER) AND IN THE BEST OFFICES

• CONSCIOUSNESS OF THE WORLD AND ITS DIVERSITY

• RESPONSIBILITY TO CHOOSE THEIR OWN PATH

• BROAD RANGE OF QUESTIONS AND SCALES

• ABILITY TO COLLABORATE, INTRODUCING EXTERNAL KNOWLEDGE TO DESIGN

• ABILITY TO GAIN HISTORICAL AND THEORETICAL KNOWLEDGE

• ABILITY TO GAIN TECHNICAL / REPRESENTATIONAL / THINKING KNOWLEDGE

M.ARCH


The University of Virginia School of Architecture’s Master of Architecture program ranks near the top for graduate degree programs, according to the 2013 Design Intelligence rankings of “America’s Best Architecture and Design Schools.” UVa’s M.Arch program tied for first place among public graduate architecture programs, and ranked seventh overall, tied with the University of California, Berkeley. UVa is also the top program among both public and private universities in the South.

The program has been ranked the first or second public Master of Architecture program three times in the last 10 years, and in the top five publics for nine of the last 10 years.

RANKINGS

1stpublic M.Arch program (tied with the University of California, Berkeley)

7thin sustainable design practices and principles

LOWEST TUITION

TOP-RANKED program in the South

M.ARCH

7

7 among all national M.Arch programs

in sustainable design practices and principles

of all top ten M.Arch programs

TWOpublic programs to continuously appear in the top 15 since ranking began in 2004

ONEof only

M.ARCH

The program is one of only two public university programs to appear in the top 15 overall every year since Design Intelligence began ranking graduate programs in 2004.

th

9

STUDIO CURRICULUM

RESEARCH STUDIOS

ELECTIVES

TEACHING + RESEARCHCOLLABORATIONS

22

28

46

66

CURRICULUM 10

PRODUCTION + CONNECTION 78


CURRICULUM

11

The shift from insular modes of action to the global has demanded broad changes in the study and teaching of design, theory, history, and planning. UVa’s School of Architecture stands as a leader in this paradigm shift. Indeed, the School has become a model for 21st-century engaged public universities, with a curriculum that emphasizes interdisciplinary collaboration.

Please note that the curriculum for each path and program is subject to modifications per the department chair’s authorization. The most-up-to-date version of the curriculum can be found in the Graduate Record at http://www.virginia.edu/registrar/. If you have curricular questions, please contact the department chair.


CURRICULUM

Furthermore, we no longer believe in the limits of disciplinary boundaries, but rather in the need for broad expertise. The model of disciplinary bubbles, with heroic efforts to cross over the boundaries of the other disciplines, is dead. The teaching and research in the School and the Department of Architecture demonstrate a new model of disciplinary fluidity. Deep expertise is developed through research in different fields, creating an open map in which each student and faculty member embraces their interests. Experimentation and innovation, the driving forces of design, are built through solid foundational courses, seminars and research studios.

ARCH LAR ARH PLAN

Old expertise model: ”disciplinarian”

We understand disciplinary fluidity; a “cloud of expertise”

ARCH LAR ARH PLAN



Old expertise model; “disciplinarian”

Our disciplinary fluidity; a “cloud of expertise”

13

THIS IS THE PROGRAM TO BECOME AN ARCHITECT…AND MORE:

AN ARCHITECT IN SEVERAL SCALES, FROM COMPONENT, TO BUILDING, TO CITY, TO LANDSCAPE

AN ARCHITECT COMMITTED TO BEING RELEVANT, TO TACKLING IMPORTANT PROBLEMS, TO TRANSFORMING OUR ENVIRONMENT

AN ARCHITECT CITIZEN, AN ACTIVIST THROUGH DESIGN

CURRICULUM

ARCH LAR ARH PLAN




CURRICULUM

The faculty is committed to working with students in their regular coursework and in their individual research. This is not a public relations platform—we believe in the experience of education, in the exchange of ideas and interests. We believe in the horizontality of relationships, with faculty and students working together, advancing the agendas of both. UVa professors, above all, are colleagues that are as eager to learn as students.

The M.Arch program is structured to allow students with a variety of backgrounds to move through our NAAB-accredited professional degree. Three separate Paths are available depending on the undergraduate educational background of the student. Named for the number of years it typically takes to complete the curriculum, they are called Path 3 (for students with limited or no previous architectural education) and Path 2.5 and Path 2 for students with undergraduate architecture degrees.

A fourth option, Path 1, is for students with a wider variety of undergraduate backgrounds, and is an independently focused program with the curriculum defined by the students. These students identify a focus based on a strength found in the school, and often work closely with a few faculty members on that research. It requires a minimum of one year to complete, and is not a professional program.

The studio curriculum, the core of architectural education, is complemented by required and elective courses and seminars of three other areas: Visualization, Theory-History, and Technology-Construction. The studio curriculum is specifically explained in the next chapter and it is systematically linked to the required courses of the other three areas.

Summer Design Institute (SDI) for Path 3: The program begins with basic visualization skills for the students of Architecture and Landscape Architecture, building familiarity with the primary tools and representational processes; and through graphic work, understanding the scope of architecture and the fundamental concepts for design.

ARCH 6010 / 6020 Foundation Studios: The foundation studios reinforce the visualization fundamentals by introducing tools and skills to be utilized in the design projects. They are developed in workshops given by the Teaching Assistants coordinated with the studio instructors, and reinforced by the assignments in the Building Integration Workshops.

Visualization Electives and Modules: The department offers a number of visualization courses that range in length from four to twelve weeks. Students can gain specific knowledge about the topics and tools that they find necessary to advance their design practice or their advanced research. The visualization modules are flexible, and the content is delivered in intense formats, with different levels of mastery and expectations.

VISUALIZATION

15

CURRICULUM

A. EINBENDER-LIEBER, M.ARCH ‘13 + R. METCALF, M.ARCH ‘13

A. BROWN, M.ARCH ‘13 + R. HORA, M.ARCH ‘13 + B. FLYNN, M.LA ‘13


CURRICULUM

Above all, Architecture is a cultural practice. Every design becomes part of the cultural narrative and demands to be placed in its theoretical and historic context. The Theory-History curriculum aims to provide students with the ability to place themselves in the contemporary discourse.

Several professors with strong architectural theory backgrounds provide the required foundational content. Students can deepen their knowledge with the electives offered by Architecture faculty as well as professors in the other departments (Architectural History, Landscape Architecture and Urban and Environmental Planning). The nationally recognized Architectural History Department collaborates with architectural studio instructors for studios of common interest on a regular basis (studios linked to the Preservation Certificate) and occasionally in a modular seminar system in which part of a History-Theory course is open to studio students for specific content.

The professional Master of Architecture degree at the University of Virginia has been recognized as one of the most rigorous programs in this area of the curriculum. Far beyond the “do it yourself,” the coursework in this area provides a solid foundation to the students’ understanding of how materials, structures, technology, and construction are essential ingredients for design. In recognition of the short duration of the Masters program prior to start of a professional career, this part of the curriculum has been structured to help the student to link design and materialization as forces to produce innovation.

Beyond the two semesters of structural design, most of the curriculum of this area is coordinated with a design studio or between courses that link design and materialization:

• The first two studios of the Path 3 curriculum, ARCH 6010 and 6020, are coordinated with Building Integration Workshop 1 and Building Integration Workshop 2. Both workshops deal with the foundational principles of passive design, construction materials, tectonics and assembly processes.

The Spring of the 7000 year has two technical courses that are fully coordinated:

• ARCH 7230 Design Development: materials + construction + structure

• ARCH 7250 Environmental Systems: solar gains + daylight + climatic comfort + workshops in lighting and mechanics

The Spring of the 8000 year has two required final courses coordinated together that help to produce a comprehensive final project:

• ARCH 8020 Comprehensive Studio Part 2: workshops in structures and other areas of technical building expertise

• ARCH 8230 Building Synthesis: energy + thermal comfort

TECHNOLOGY-CONSTRUCTION

THEORY-HISTORY

17

CURRICULUM

M. PINYAN, M.ARCH ‘13


17 credits3 credits

6/9

cred

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Des

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ARCH 6131 Building Integration Workshop 1

4 credits

ARCH 6010 Foundation Studio 1

6 credits

ARCH 6140 Architectural Analysis: Key Buildings 3 credits

1 creditCommon Course

ARCH 7230 Design Development

3 credits


6 credits

3 credits

ALAR 7010 Research Studio 1

6 creditsARCH 7210 Structural Design of Dynamic Loads 3 credits

ARCH 7120 Architectural Theory

ALAR 8010 Comprehensive Design Research Studio 1

6 credits

3 credits

ARCH 8020 Comprehensive Design Research Studio 2

6 creditsARCH 8480 - Professional Practice, Ethics and Communication

3 credits


3 credits

ARCH 6241 Introduction to Structural Design

4 credits


6 credits

SARC Theory/Architectural History Elective

Open Elective or Elective Modules


3 credits

ARCH 7250 Environmental Systems

ARCH 8230 - Building Synthesis

ARCH 6710 Geometrical Modeling (or Visualization Elective) 3 credits

3 credits

17 credits18 credits 17 credits

3 credits

3 credits

15 credits 15 credits

Open Elective (Visualization recommended)

3 credits

3 credits

Open Elective (Theory/History recommended)

SARC 5555 Visualization Elective Module(s) 2 credits

SARC 5555 Visualization Elective Module(s) (digital only) 2 credits SARC 5555 Visualization Elective

Module 1 credit



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GRADUATE CURRICULUM PATH 3, Master of Architecture, NAAB Accredited Degree, 102 Credits Minimum

SDI 6000 6000 7000 7000 8000 8000FALL SPRING SUMMERSUMMER SUMMERFALL SPRING FALL SPRING

Thesis Option (replacing two open electives or

during an extra semester)

GRADUATE CURRICULUM PATH 2.5, Master of Architecture, NAAB Accredited Degree, 82 Credits Minimum

6/9

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3 credits


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ARCH 5555 Visualization Elective Module(s) 2 credits

ARCH 5555 Visualization Elective Module 1 credit

Open Elective or Elective Modules 3 credits

7000 7000 8000 8000SUMMERFALL SPRING FALL SPRING

6/9

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6 credits


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15 credits

8000SUMMER FALL

SARC Theory/Architectural History Elective 3 credits


3 credits





1 creditSARC 5555 Visualization Elective Module (BIM required)


M.ARCHPATH 3 This program allows students without a pre-professional undergraduate

architecture or environmental design degree to obtain an M.Arch in a minimum of three years plus an initial summer session. The curriculum follows a prescribed core of foundational courses. Students are encouraged to develop a planned sequence of electives.

PATH 3 : MASTER OF ARCHITECTURE, NAAB ACCREDITED DEGREE, 102 CREDITS MINIMUM

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M.ARCHPATH 2.5 This program allows students with a pre-professional undergraduate

architecture degree to pursue the M.Arch degree in two and a half years. Typically students have a Bachelor of Science in Architecture, a Bachelor of Arts in Architecture or Environmental Design, or a Bachelor of Architecture or Environmental Design.

PATH 2.5 : MASTER OF ARCHITECTURE, NAAB ACCREDITED DEGREE, 82 CREDITS MINIMUM

CURRICULUM

19

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3 credits







At a minimum, students entering Path 2.5 must have completed the following coursework:

• 4 architectural design studios, five or six credits each

• 2 architectural history or architectural theory courses

• 1 course addressing passive design or environmental systems

• 1 structures course, addressing statics, mechanics of materials, structural analysis, and the design and behavior of basic structural elements and systems

• 1 course addressing construction materials and assembly / construction methods

Independent scholarship is encouraged through research studios and the thesis option. Applicants must hold a baccalaureate degree in any field from an accredited college or university. After an introductory summer session, students are expected to complete the program in six semesters.

CURRICULUM


GRADUATE CURRICULUM


8000 8000 8000FALL SPRING SUMMER FALL

PATH 1 or 1.5, Master of Architecture, non-accredited degree, 31 Credits Minimum (expected to be renamed the Master of Science in Architecture for the 2013-14 academic year)

16 credits

6/9

cred

its

15 credits


3 credits

3 credits


3 credits

Open Elective

3 credits

Open Elective

3 credits

Open Elective


3 credits

3 credits


3 credits

Open Elective

3 credits

Open Elective

3 credits

Open Elective

Optional Coursework

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ARCH 7210 Structural Design of Dynamic Loads 3 credits



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3 credits



3 credits



3 credits




3 credits

3 credits



3 credits 3 credits


SARC 5555 Visualization Elective Module(s) 2 credits SARC 5555 Visualization Elective

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SARC 5555 Visualization Elective Module 1 credit





M.ARCHPATH 2 This program allows students with a pre-professional undergraduate

architecture degree to pursue the M.Arch degree in two years. Typically students have a Bachelor of Science in Architecture.

PATH 2 : MASTER OF ARCHITECTURE, NAAB ACCREDITED DEGREE, 67 CREDITS MINIMUM

GRADUATE CURRICULUM




16 credits

6/9

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15 credits


3 credits

3 credits


3 credits

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3 credits

Open Elective

3 credits

Open Elective


3 credits

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3 credits

Open Elective

3 credits

Open Elective

3 credits

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Optional Coursework

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This is an open curriculum degree that requires a research agenda, and is typically completed in one year. Concentrations include Public Interest Design, Architectural Education, and other interests that align with the research in the school. Applicants should have an undergraduate degree in architecture or a field related to the built environment (landscape architecture, planning, architectural history, urban design, etc.). A Bachelor of Architecture is not a requirement to enroll in this program.

NOTE: This Path is not intended to be a NAAB accredited professional degree.

PATH 1

MASTER OF ARCHITECTURE,

DESIGN STUDIESNON-PROFESSIONAL

DEGREE

PATH 1 : MASTER OF ARCHITECTURE, DESIGN STUDIES, 31 CREDITS MINIMUM

CURRICULUM

21

GRADUATE CURRICULUM




16 credits

6/9

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3 credits

3 credits


3 credits

Open Elective

3 credits

Open Elective

3 credits

Open Elective


3 credits

3 credits


3 credits

Open Elective

3 credits

Open Elective

3 credits

Open Elective

Optional Coursework

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At a minimum, students entering Path 2 must have completed the following coursework:

• 6 architectural design studios, five or six credits each

• 3 architectural history or architectural theory courses.

• 1 course addressing passive design or environmental systems

• 1 structures course, addressing statics, mechanics of materials, structural analysis, and the design and behavior of basic structural elements and systems

• 1 course addressing construction materials and assembly / construction methods

PATH 1 : MASTER OF ARCHITECTURE, DESIGN STUDIES, 31 CREDITS MINIMUM

CURRICULUM


STUDIO CURRICULUM

23

The design studios are the core of architectural education in the program, with a dual role of providing the foundation of a design education and the development of a design research agenda. Students are challenged to choose among several research tracks proposed by the faculty of the departments of Architecture and Landscape Architecture. Students build upon these experiences to develop their own research methodology and unique interests in the broad field of the built environment. In the design philosophy of the School, without disciplinary boundaries, studio is the place for exploration—from components to buildings, to urban design, and to landscape.



STUDIO CURRICULUM

The Summer Design Institute (SDI), shared with the landscape program, gives five weeks of intense exposure to the visual and cultural basis of architectural and landscape design, and initiates the incoming Path 3 students to the design process.

ARCH 6010 and 6020 are the two studios that the incoming Path 3 students take before joining their Path 2.5 and Path 2 classmates at the 7000 level in the curriculum. Tools and skills, architectural and material concepts, as well as cultural references and critical attitudes are part of the two foundational studios of the 1st year Path 3. These are not “catch up” studios but a foundation that allows the blending of the various students’ backgrounds, while requiring each of them to bring their specific expertise and interests into the design process.

The Spring studio of the 7000 level, ARCH 7020, is the third foundation studio for Path 3 students, and the only one of Path 2.5 and Path 2. It brings together all the Path 3, 2.5 and 2 students. This studio asks them to confront complex programmatic and contextual scenarios, dealing with vertical relationships and the urban environment. In a world in which UVa students should be committed to solving contemporary problems, constraints of site, program, circulation, structure and materials are seen as opportunities to advance the design, searching for creative architectural expressions.

As part of a research institution and a pedagogical program based in social responsibility, critical thinking and innovation, two studios of the graduate program are focused on profound architectural research.

The faculty offers a series of Research Studios that take on a variety of relevant contemporary topics in a consistent multi-year research agenda. Students define their personal path through the program selecting the research studios, from Architecture or Landscape Architecture, in their own preferred sequence for the 7010 and the 8010 studios. The second selected studio in the sequence is the topic in which the student wants to go deeper in the next step of comprehensive research and design development.

INTRODUCTION

THE STUDIO SEQUENCE

FOUNDATION

RESEARCH

25

STUDIO CURRICULUM

For the second Research Studio (8010) students can take the general studio syllabus or propose their own program/site integrated inside the studio research topic as the first half of the comprehensive research. Once the students pick the conceptual approach, the ‘problem’ and the site, the idea of a design thesis can be accomplished. It will be the ambition of the student that will set the level of inquiry and the depth of the thesis statement.

The ARCH 8020 studio is devoted to the development of the project from the previous Research Studio. As a professional program, we ask students to explore the full potential of the development and materialization of the architectural ideas. As we already know, diving deeper into the definition of a project is where architecture definitively takes place (or disappears!). This development of the design will be assisted by its coordination with the Building Synthesis course.

The comprehensive research studio ARCH 8020 would have a team of instructors assisting the students in the development of the second phase of their projects by reinforcing, refining and materializing the concepts stated in the previous semester. Students can seek the advise of additional faculty members for specific conceptual advice, as well as faculty with specific knowledge who can help them to develop and materialize their proposals (construction, structures, mechanics, energy…)

Students have the choice of creating an independent thesis project that might operate at a scale other than a building. There are enough open elective credits during the last semester to make this happen, or students are also welcome to continue into an optional additional semester. Path 2.5 students, who will typically graduate the December after their 8020 comprehensive studio, can use their last research studio for this option.

While the Independent Design Research (thesis) students are required to take the Design Research Methods and Strategies seminar to help them prepare for their thesis, and to work closely with at least one faculty advisor, it is recommended that all students take this seminar in their 7000 level. This course prepares the students to face their last semesters with an inquiring attitude and the necessary research tools.

COMPREHENSIVEDESIGN RESEARCH

INDEPENDENTDESIGN RESEARCH


FOUNDATION STUDIO

ARCHITECTURE RESEARCH STUDIO

LANDSCAPERESEARCH STUDIO

SDI = SUMMER DESIGN INSTITUTE

CDR.S. = COMPREHENSIVE DESIGN RESEARCH STUDIO

IDR = INDEPENDENT DESIGN RESEARCH

PATH 2 PATH 2.5 PATH 3

7010/8010R.S.

SDI

6010F.S.

6020F.S.

7010/8010R.S.

7010/8010R.S.

7020F.S.

7010/8010R.S.

7010/8010R.S.

8020CDR.S.

7010/8010R.S.

IDR

spec

ulat

ion

sk

ills

object process

STUDIO CURRICULUM

FOUNDATION STUDIO







7010/8010R.S.

SDI

6010F.S.

6020F.S.

7010/8010R.S.

7010/8010R.S.

7020F.S.

7010/8010R.S.

7010/8010R.S.

8020CDR.S.

7010/8010R.S.

IDR

spec

ulat

ion

sk

ills

object process

There are many possible tracks through the studio sequence in the M.Arch program. Path 3 students are required to take three foundation studios, while both Path 2.5 and Path 2 are required to take one. These three M.Arch Paths converge for research studios each fall at the 7000 and 8000 level of the curriculum, where there are various options offered by the architecture or landscape architecture departments. Architecture students can enroll in a landscape architecture research studio without being enrolled as a dual degree student. Similarly, landscape architecture students may enroll in an architecture research studio.

The second research studio at the 8000 level of the curriculum is to be developed as a comprehensive thesis statement for a whole year. The separate ARCH 8010 research studios come back together in the 8020 Comprehensive Part 2 studio in the spring of the 8000 level, where this more in-depth development occurs. Path 2.5 students have the opportunity to enroll in a third research studio during their final semester, and all students have the option of completing an independent thesis studio.

Path 1 students have freedom to choose from research studios or other coursework as desired.

A FEW OF SEVERAL POSSIBLE OPTIONS FOR MOVING THROUGH THE STUDIO SEQUENCE

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FOUNDATION STUDIO







7010/8010R.S.

SDI

6010F.S.

6020F.S.

7010/8010R.S.

7010/8010R.S.

7020F.S.

7010/8010R.S.

7010/8010R.S.

8020CDR.S.

7010/8010R.S.

IDR

spec

ulat

ion

sk

ills

object process

STUDIO CURRICULUM

FOUNDATION STUDIO







7010/8010R.S.

SDI

6010F.S.

6020F.S.

7010/8010R.S.

7010/8010R.S.

7020F.S.

7010/8010R.S.

7010/8010R.S.

8020CDR.S.

7010/8010R.S.

IDR

spec

ulat

ion

sk

ills

object process


RESEARCH STUDIOS

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The department faculty offer four broadly defined topics in the 7010/8010 Fall research studios: the constraints of materiality and light structural systems; the integration of domestic and working spaces; the transformation of urban conditions under new ecological paradigms; and the integration of urban space and architecture and landscape strategies in the design of public space. Besides these four approaches, the Landscape Architecture department adds two more research studios dealing with natural dynamics and living systems. The M.Arch students select two of them, and in doing so, strategically define their research interests—the second continues into a second semester for the 8020 Comprehensive Studio to ensure a deep level of conceptual and architectural development.



RESEARCH STUDIOS

Future Fit describes how existing urban conditions can be augmented and radically changed by strategies of addition, incision, weaving and careful subtraction to create thick, gradient spatial networks overlaid on and engaging existing construction that harvest and distribute resources while supporting new open and responsive patterns of movement and connectivity.

Based on the premise that current urban form and attendant processes are incapable of sustaining themselves ecologically and socially, the work of this studio will engage in rigorous research and design, using a wide range of tools including advanced modes of computation in order to propose and test interventions at multiple scales and time frames. The work produced is expected to be exemplary as a model for rethinking urban form and process and how these engage nature.

ARCH 7010/8010_FUTURE FIT: TECHNO-ECOLOGIES FOR THE SELF SUSTAINING CITY ROBIN DRIPPS

P. GOLISZ, M.ARCH ‘14

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RESEARCH STUDIOS

Much focus will be directed towards rethinking the idea and actuality of infrastructure. Is it possible to conceive of infrastructure as embedded and integral to all aspects and scales of architecture, landscape architecture, and urban structure? What is the possibility for a hybrid infrastructure of constructed and natural process? Can infrastructure be emergent, responsive, self-regulating, and inherently self-sustaining? If infrastructure becomes spatial, can this be an effective and poetic foundation for a new architecture?

The work will be highly speculative much in the manner of the provocations of Archigram, Superstudio, and the Metabolists, differing, however, in terms of the background research, the use of advanced technologies and material practices, and operating with a better appreciation and understanding of natural process so that the results can be both provocative and pragmatic.

The scale of research and design proposal will span a range from complex, urban scale networks to infrastructural architecture/landscapes, including surfaces, mechanisms, and other artifacts capable of responding to local environmental and social flux, harvesting, storing, and distributing resources, and facilitating alternate modes of connectivity and social aggregation.


This multi-year research studio will begin in Washington DC (the capitol city will be seen as a world stage to demonstrate substantial new directions) with inventive mapping, modeling, and speculative analysis through iterative design proposals. Students will initiate and develop their particular area of research, define the methods and speculate on modes of representation.

Design proposals will be comprehensive relative to the scale of endeavor meaning that work at the urban scale will have different expectations than prototype artifacts. Explorations into inventive means of representation of information and design outcome will be a substantial component of the research.

The accumulated research and design production will form the basis of a comprehensive publication defining the territory, its implications in the larger world, and itself be a model for the inventive organizing of information, ideas and images.

T. IIZUKA, M.ARCH ‘13

RESEARCH STUDIOS

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R. LEWANDOWSKI, M.ARCH ‘13

RESEARCH STUDIOS

UNIVERSITY OF VIRGINIA SCHOOL OF ARCHITECTURE_MASTER OF ARCHITECTURE34

ARCH 7010/8010_CONNECTIONS ON UNCERTAIN GROUND: THE CAPE COD STUDIOEDWARD FORD

An exercise in the generation of form not from context, not from site, not from program or fashion or history or precedent, but from the nature of materials and the processes by which they are assembled-from joints.

We all design the same way. We begin with the large and go to the small. We begin with the ecosystem and work our way down to the detail. We decide on the form then we select the material. We solve all the big problems and them we figure our how to put in columns and beams and what to make them out of and how to join them together. Could you design a building in the opposite direction? Could you begin with the small and go to the large? Could you begin with a material and determine the form? Could you begin with a joint and grow a building out of that joint? The intent of the semester exercise is to do the latter. To study a joint, to study the material through the joint, and to determinate the building out of both.

H. JAIN, M.ARCH ‘13

RESEARCH STUDIOS

The first exercise (two weeks) will be to generate forms from joints drawn from vernacular architecture and architectural history. The structures will be similar to buildings but will have no functional purpose.

The second step (two weeks) will be to generate larger scale structures from these joints. These structures will have minimal functional requirements other than shelter.

The lessons of the first two exercises will be applied to the design of new facilities at the Cape Cod National Seashore (eight weeks). Many of the existing beach service buildings at Cape Cod National Seashore must be replaced because shifting dunes have undermined their foundations, but if replaced by permanent buildings, they will soon be below flood levels. There will be a choice of two sites: The Herring Cove Complex near Provincetown was constructed in the 1950’s as a state park headquarters. The sand in front of the structures is being washed away by the tides of Cape Cod Bay. Foundations are settling and cracking, making the buildings unstable and unsafe.

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RESEARCH STUDIOS


The Nauset Light Beach Bath Houses in Easton are dramatically located on cliffs forty feet above the sea, but the land is unstable. The original structures built in 1960 have already been rebuilt once due to erosion in 1986 and if present trends continue, over three feet of horizontal shoreline erosion per year, the beach house complex will fall into the ocean in the next three to ten years.

The project is to remove these structures and replace them with a new energy efficient modular building system that can be relocated in the future as the shore continues to erode. Programs will be similar- bathrooms, dressing rooms, lifeguard station, first aid room, snack bar and boat house, as well as office and storage space. (approximately 5- 6000 sq. ft.)

These examples and similar conditions at other National Parks suggest that over the coming years, the Park Service will be best served by a nonstandard approach to the placing of buildings on the land, an architecture that is smaller in scale, more flexible in it use, and movable in location. Such an architecture would make less of a mark on the land, consume little or no energy, produce little or no waste and could be removed or relocated with changing conditions. It would have foundation systems that were minimal and adaptable, use construction systems that allowed for a minimum of heavy equipment, be constructed of sustainable materials, and use energy systems suitable for remote locations. It could be closed, moved or compacted in off-season and inclement weather. It might be prefabricated; it might be modular. It might be lightweight and retractable. It might be collapsible and portable. The studio will explore facilities that will be less permanent and more flexible, structures that would in all locations make the smallest intervention, and that might, in time, disappear altogether. The intent is not to design a universal, standardized, context-indifferent prototype. The proposed structures would need to respond to variations of climate and topography, and they would need to respect, but not imitate, the historical and cultural context.

The class will make a five to six day trip to Cape Cod shortly before and during Fall Break. The school will pay for lodging and provide a gas stipend. Students will be responsible for food and all other expenses.

RESEARCH STUDIOS

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B. GREGORY, M.ARCH ‘14

RESEARCH STUDIOS


ALAR 7010/8010_URBAN MATTER: BARCELONA MARGARITA JOVER

Urban Matter: Barcelona is a research studio abroad for graduate students in the Departments of Architecture and Landscape architecture. The purpose of this course is to engage students into a specific urban design methodology based on the understanding of the city as one of the most complex organisms that works across time as a system of systems. Natural and human dynamics (from rivers and nature to energy, mobility or cultural identity) are generators of form and space. Public space, public facilities and, in the broad sense, public good through design innovation are terminal purposes of this research practice committed to the physical transformation of the environment. The understanding of each system is the starting point of its transformation through design strategies and formal design.


RESEARCH STUDIOS

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From the first International Exposition in 1888, Barcelona has been improving the city as a place to live and work by organizing big public events. Barcelona as a city has invested many years thinking, designing and, afterwards, building a democratic public space as a political way to increase the quality of life and even the regard of the city. More intensively, since the reestablishment of the democracy in Spain in 1978, Barcelona began a continuous process of urban transformation starting with small interventions and progressively increasing to bigger scales. After the Olympic games in 1992, the Forum of the Cultures in 2004 and the transformation of the main industrial district of Poblenou into a new productive area for knowledge and technology called 22@District more recently; Barcelona started its last big public-private project consequence of the high speed train infrastructure connecting Spain to France: the Sagrera project.

RESEARCH STUDIOS


RESEARCH STUDIOS


Urban Matter: Barcelona will also teach students about features of the city such as population density, public transportation, economic resources, water management, cultural identity and recent history. The studio focuses on these types of urban issues as a background for students to create their own design projects with emphasize on public space, landscape and architecture. Urban matter: Barcelona’s methodology provides tools that allow students to understand the complexity of the city and to manage their own urban project.

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RESEARCH STUDIOS

ARCH 7010/8010_LIVING IN TOWNW.G. CLARK

All architecture is an addition; the best reveres and intensifies its place. This studio will contemplate additions to Charlottesville in the form of living spaces. The emerging trend to leave suburbia in favor of city dwelling will result in much higher residential density. We will each choose under-utilized sites and propose a dwelling type that fits. The design projects may range in scale from a house to apartment building to a neighborhood; sites may vary from a backyard to a vacant lot to instrustrial acreage. Daniel Bluestone’s Community History Workshop has spent the Fall semester researching housing patterns in Charlottesville. They will aid in the research of the selected sites and their histories, and serve as consultants for the projects. Within the studio, you will be free to work alone or collaborate.

RESEARCH STUDIOS


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RESEARCH STUDIOS

J. CHANG, M.ARCH ‘13 + W. NEWTON, M.ARCH ‘13, M.UEP ‘13


RESEARCH STUDIOS

S. SCHOLER, M.ARCH ‘12

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RESEARCH STUDIOS

C. BARKER, M.ARCH ‘12


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Electives courses are an essential part of the personal curriculum of the students and the development of faculty research. Most of these are small seminars with direct interaction between students and instructor, covering a broad range of topics. Besides the Architecture Department, the other three departments (Landscape Architecture, Architectural History and Urban and Environmental Planning) open most of their elective coursework to all the students of the school, offering more opportunities for interaction and acquiring different expertise. From computation to sketching, from fabrication to theory, from specific faculty research to publishing and communication, the numerous elective options require the student to focus and select carefully a line of interest, or to accept the challenge of diving into unexpected territories.



ELECTIVES

SARCSARC 3100_PRINCIPLES AND PRACTICES IN ARTS ADMINISTRATION (F) SAMPSON

Arts Administration as a discipline exists at the crossroads of commerce and art, where an artistic creation – or any creative product – meets its audience. This survey course explores that intersection in theory and in practice, introducing tools of both business and of community building. Business school cases involving real life problems are used as discussion topics and as papers. Guest lecturers from the field are used to illustrate classroom points. The course draws from both the visual and the performing arts worlds like non-profit museums, orchestras, and theater, opera and dance companies; yet also from the for-profit commercial art worlds of music, film and television in the entertainment industries.

3 credits / enrollment cap: 40

SARC 3301_THE ARTS & THE ENVIRONMENT(S)SAMPSON

This Lecture Course is the 7th in an annual series, “The Arts in Context,” each of which offers a broad investigation into the relationship between multiple art forms and a context, in this case, The Environment. With our complicated human relationship to water as a key focal point, this course will challenge scientists and artists, architects and engineers and others to re-think how we and our artists relate to the Environment.

3 credits

SARC 5050_MARKETING FOR THE ARTS(F)SAMPSON

Arts Administration is an interdisciplinary field which studies the practical management of arts, cultural, and entertainment organizations and businesses. The Arts Marketer is a key animator of this crossroads, balancing the needs and desires of the audience with the necessity to nurture and facilitate artists, creative people like architects, and their work. As an important interpreter of the work, the marketer uses both the tools of Business: management, marketing, financial accounting, operations and negotiation; and the tools of Community Building: fundraising, development, education, outreach, volunteerism, public policy and partnerships, to create thriving cultural and creative institutions. In this course, group work for a real-world project around Grounds will be balanced by individual case responses and a final individual marketing plan.


SARC 5500_THE IDEA OF VENICE IN THE UK AND US(S)CASTEEN

Venice has engaged the English (and Americans) since the first travel narratives. Venetian civic life, social hierarchies and rituals, commercialism, and even militarism influence us. The city’s isolation on its 118 islands; its exotic physicality; its urban plan and buildings; its Moorishness and Gothicism; and its commercial and political pursuits inform our daily lives. We will read samples of English and American literature reflecting this engagement with Venice, view films and related texts as well as works of art and architecture, including urban designs, and seek to build theses about what Venice has come to be in our

(F) designates a course offered in the Fall semester; (S) in the Spring; (Su) in the Summer

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ELECTIVES

common imaginations and how Venetian images and ideas work in the world around us.

3 credits

SARC 5500_DESIGN ENTREPRENEURSHIP(S)TANZER + BUFORD

As the business of the world changes, architects’ and other designers’ ability to effect substantial, sustainable change hinges on their ability to participate in the flow of business. This includes the skill to realistically assess financial prospects and to act in nimble and creative ways to seize opportunities. The model of professional practice wherein a designer waits by the phone (or computer) for a client to make contact is giving way to new modes of creating and initiating projects. This course will explore both the mindset of entrepreneurship and develop basic tools necessary to engage the world in an entrepreneurial fashion.

This special topics class aims to accomplish three objectives: 1) to provide select students an opportunity to explore the concept of design entrepreneurship in highly collaborative relationships with world-class scholars and entrepreneurs, 2) to work with the A-School’s leadership to address the intersection of design and entrepreneurship while addressing real world problems, and 3) to assist local ventures within the School and by our partners, by providing creative yet considered solutions to business, management and/or financial challenges.

3 credits

SARC 5500_EVERYTHING I: GEOLOGY, EARTH DYNAMICS, AND ARCHITECTURE(S)JULL

EVERYTHING is a research seminar course series that will form the basis for exploration of the spatial typologies that emerge from a broad array of interrelated forces – scientific, ecological, economic, political, cultural, and technological – that influence and shape the built and natural environment. EVERYTHING I is the first in the series and will focus on Geology, Earth Dynamics, and Architecture and will be divided into three parts: 1) a brief introduction to the science of geology and earth dynamics – a kind of “Geology/Geophysics” 101 that will provide a primer on computational and observational techniques as well as a survey of natural phenomena such as earthquakes, volcanoes, landslides, and resultant effects + their causes and consequences, 2) a critical review and summary of recent scholarship from the science, design, and art/film community that look at the rise in geology as a fertile territory between the disciplines. For example, Stan Allen’s Landform Buildings, the recent symposium on the Anthropocene at Taubman School of Architecture, University of Michigan: The Geologic Turn: Architecture’s New Alliance, current scientific literature such as the theme Issue ‘The Anthropocene: a new epoch of geological time?’ in Philosophical Transactions of the Royal Society of London, and Cambridge Talks VI: “Over, Under, On: Architecture and the Earth”, and The Anthropocene Project, Haus der Kulturen der Welt, Berlin. Of interest is the way in which the relationship between architecture and geology is being considered/developed and identifying the potentials of this relationship from a critical perspective. 3) proposal of new strategies/relationships that can link to or build on current discourse.

2 credits


SARC 5500_INTRODUCTION TO DESIGN THINKING(S)SAMPSON

This combination Studio – Seminar course is the introductory course for the School of Architecture in a continuing curriculum in Design Thinking to be broadened and deepened in the Fall, 2013 semester. The course uses studio techniques, input from multiple domains of knowledge, including the use of “abductive reasoning” to solve complex problems, usually in group settings, using Architecture and the Arts as exemplars of creative problem solving.

3 credits

SARC 5500-1_RIVER PEOPLE AND WATER SUSTAINABILITY(F)RICHTER

In this course we will explore the dimensions of what “sustainability” and “sustainable development” mean in the context of water use and management. We will examine the different ways in which water is used, valued, and governed, examining sustainability through different lenses and perspectives. Lectures by global water experts, along with discussion sessions and readings, will provide students with a solid foundation for understanding the water cycle, water budgets, water scarcity, water economics, water governance, and ecosystem services – the building blocks of water sustainability. Lectures on sustainability will span economic, environmental, social and cultural considerations. We will take a close look at the consequences of unsustainable water use, examining a variety of case studies from around the world.


VISUALIZATION MODULESSARC 5555_PHOTO ESSAY(S)QUALE

The earliest surviving photograph is a view from the photographer’s window, documenting the surrounding landscape and the rooftops of adjacent buildings (Joseph-Nicephore Niepce in 1827). In fact, the vast majority of early photographs are images of buildings or landscapes. Photographers have always been interested in documenting their surroundings, and interpreting them for others. The underlying theme of these photographs is inevitably the presence (or absence) of humankind. Light, whether natural or artificial, is the primary tool employed by these artists – whose artistry is seen in the way they capture that light “permanently” on a photographic medium. Students will be encouraged to develop a sharp eye and an intellectual framework for their photographic studies.

1 credit

SARC 5555_SURFACE FX(S)OSBORN

Computer-Aided Design (CAD) and Manufacturing (CAM) technologies afford increased ability to manipulate geometry and to produce highly articulate form toward both performative effect and experiential affect. This course will explore potentials for retooling digital techniques for Landscape Architectural applications through the production of Landscape Surfaces.

Landscape Surfaces, such as paving, drainage, and retaining and erosion control systems, are thickened by an inexorable interaction with the flow of environmental processes over, through, and under them. The necessity to consider

ELECTIVES

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physical form relative to ecological processes requires a reciprocal consideration for performance in terms of mutability, durability, and longevity in the development of materials and manufacturing methods for landscape applications.

This course employs associative (parametric) and or animation based 3D modeling software in tandem with Computer Numerically Controlled (CNC) fabrication equipment toward the modulation of material effects with respect to site conditions that change over time. Students will develop individual research trajectories born from class exercises and discussion and leading to material and landscape process driven site assemblies. The seminar will build on accrued student knowledge of site systems and assembly while stressing an iterative design approach and computational design models.

1-3 credits

SARC 5555_BIM AND REVIT(S)McDOWELL

What is the place of Building Information Modeling (BIM) in architecture? Is it only meant for production, or can architectural design benefit from the real time feedback available from Building Information Models. BIM can, and will change the profession. This generation is responsible for how that will happen.

This visualization module offers an introduction to the principles of Building Information Modeling (BIM) and the interface and workflow of Autodesk’s Revit. Topics include the BIM interface, parametric objects, parametric families, file organization, workflow, working with levels, modeling, drawing setup, sheet setup, scheduling and output techniques. After completion of the course students

will be familiar with the fundamental tools and typical workflow of BIM in the professional architectural office.

1 credit

SARC 5555_BREAKING BIM(S)McDOWELL

What is the place of Building Information Modeling (BIM) in architecture? Is it only meant for production, or can architectural design benefit from the real time feedback available from Building Information Models? BIM can, and will change the profession. This generation is responsible for how that will happen.

This visualization module is the second component in the Building Information Modeling (BIM) sequence and serves as an advanced study of the principles of BIM. Emphasis will be on the exploitation of parametric tools and data within BIM software for specific design agendas. How can we intervene in the process to not let it be strictly about efficiency? How is the time gained from these tools re-appropriated? How can the concepts of parametric modeling infiltrate the design process? Using software that forces rigor can we learn from it and re-apply those logics to other aspects of what we do? Students will use Autodesk Revit, to create a parametric architectural system with embedded variability.

Topics will include data management, scheduling, energy analysis, curtain wall components, hosting, irregular grids, adaptive components, and advanced outputting techniques.

2 credits

ELECTIVES


SARC 5555_CHIAROSCURO 1-2(S)MENEFEE

Designers, and in particular architects, most often use lines to note edges of forms when drawing or sketching. Yet we all see in not in lines like a wireframe but in tones like a painting or rendering. Is there a way to incorporate tonal representation into the repertoire of our sketching “toolbox”? If so, what are some of the possible ways this could be done and to what level of success?

Work of the course uses the technique of Chiaroscuro to guide the practice of representing places or conditions. Session 1 will concentrate on drawing objects while the Session 2 will use buildings/places to continue the experiment. It is assumed that every student will have been successfully introduced to the basics of depicting form through drawing. Some knowledge of photography will be helpful, as would having the use of a camera.

1-3 credits

SARC 5555-1_DIGITAL ECOLOGIES: PARAMETRIC MODELING FOR LANDSCAPE ARCHITECTURE(F)OSBORN

Digital Ecologies introduces topics in parametric modeling with a focus on applications in Landscape Architecture. This course will introduce theoretical topics in digital design through selected readings and course discussion and will cover basic and advanced parametric modeling techniques through class tutorials and weekly assignments. Workshop discussions and skills will be tested through individual student projects. The course will be carried out over 3 distinct phases of work—each phase is designed to support a parallel line of investigation undertaken in the LAR

7010 and 8010 studios (Cho/Meyer).

Phase One will introduce students to parametric modeling, specifically through the development of agent-base systems, as a method of creating virtual and generative ecologies including interacting elements within a field. Lecture topics in Phase One include: Basic Parametric Modeling, Point attraction, Data and List Management in Grasshopper, and Recursion (looping).

In Phase Two students will work to apply the concepts discussed in Phase One to a mapping of the various urban, food, and political networks associated with the studio topic and site (Downtown Mall and City Market). Phase Two will focus on the import of multiple forms of data into Grasshopper. Lecture topics in Phase Two include: Workflows between Excel and Grasshopper, Importing ESRI Shape files into Grasshopper, and Personal Data Collection through Mobile Device Apps.

Phase Three will continue the use of parametric modeling toward the development of site element scale designs related to student studio projects. Students will develop detailed designs iteratively through development of a parametric logic and full-scale prototyping.


SARC 5555-(5-6)_CONCRETE CASTING(F)KITCHIN

SARC 5555-5_INTRO TO CASTING (1 credit, 4 weeks)

Module A will introduce the basics of concrete casting, including form-making, formulas, textures, colors, surfaces, and admixes. We will design and cast several pieces that explore the potential of the material through small scale mock ups. We will also introduce different types of

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concrete, and work directly with ultra-high performance concrete to distinguish its unique advantages and applications.

SARC 5555-6_ADVANCED CASTING (2 credits, 8 weeks)

Module B will assume a basic familiarity with concrete casting methods and formwork and explore more advanced concepts, formulas, applications and methods, including rubber molds, fiberglass molds, CNC formwork, repetitive casting and advanced applications of ultra-high performance concrete in furniture scale and building components.

1-3 credit(s) / enrollment cap: 12

SARC 5555-7_ADVANCED GIS(F)McMANAMON

Geographical data has become a critical working tool for landscape analysis. This workshop explores advanced analytical techniques to understand the metrics of existing site conditions, test assumptions, and develop convincing cartographic arguments. Pattern analysis, surface analysis, and spatial relationships are among the topics to be covered. Students may use a studio or thesis site as the basis for analysis. Some familiarity with ArcGIS is required.

1 credit / enrollment cap: 12

SARC 5555-9_TAS BUILDING DESIGNER SOFTWARE(F)MURRAY

Tas can model and simulate a building’s energy consumption and the effectiveness of natural ventilation. During this four week module, students will simulate a building design they completed in a studio. The first three weeks will review

the three separate programs included in this software: 3D graphical interface for rendering, building simulator where users define inputs, and the graphical results viewer. The last week will culminate with students presenting their results and reviewing outstanding technical issues.

1-3 credits / enrollment cap: 20

ARCHARCH 1010_LESSONS OF THE LAWN(S)WALDMAN

The Lawn, a UNESCO World heritage Site, is at the immediate crossroads of daily life at this University. Jefferson intended for his architectural project to be at the core of a fine arts curriculum. The Lawn still serves as a Model Text, or Primer guiding students toward architectural literacy. For Jefferson, architectural literacy was essential to life as a citizen. In this course the Lawn serves as a starting point in analyzing civic values in a series of case studies to develop architectural literacy, and examining the Academical Village is the basis for developing a universal analytic method based on linguistic models to read, then interpret and finally to engage architecture as Citizens and Strangers.

3 credits

ARCH 4820/8800_TEACHING LESSONS IN MAKING(F)ILLIESCU

This course offers advanced students the opportunity to deepen their understanding of fundamental design principles by being part of a team teaching basic design to first-year undergraduates in Lessons in Making. While I as the instructor will prepare the curriculum, give lectures, and write the project assignments, you as

ELECTIVES


a “section leader” will provide a critical, more personal level of instruction. Together, we will bring the ideas of Lessons in Making to life for beginning design students. Through teaching fundamental ideas in art and architecture and through mentoring and coaching beginners, you will grow and learn yourself. Your students’ work will inspire and surprise you, and you will question and reflect upon your own design process. Ultimately, by being an active and caring teacher, you will refine and deepen your own design ideas. By working with your teaching peers you will uncover new ways towards creativity and self-expression.

ARCH 5011 _INDIA INITIATIVE STUDIO(Su)CRISMAN + WALDMAN

Applying a perspective from two scales of dwelling—from the emergent megacity and the enduring village—the India Initiative makes connections between cultural practices that persist today and are far removed from our own. Each year of the study focuses on one of the panchabhuta or building blocks of the universe: water, fire, earth, air and ether. The research program is comprised of three interdependent courses that total twelve credits. During six-weeks in India, students investigate architecture and urbanism by making drawings, collages, photographs and video. They design a speculative project within the complex cultural, formal, spatial and constructional Indian context. The studio is supplemented with guest lectures from notable Indian architects and scholars in related disciplines, as well as construction site visits to understand the means, methods and typologies of contemporary Indian architecture. Each year the India Initiative will produce an exhibit and research publication that will establish an important body of work over the five-year period. http://www.india-

initiative.org http://www.arch.virginia.edu/projects/india-initiative-emergent-megacity-enduring-village-2012-2016

6 credits

ARCH 5150_GLOBAL SUSTAINABILITY(S)CRISMAN

Global Sustainability is an integrated, interdisciplinary course that prepares students to understand, innovate and lead efforts to confront diverse sustainability challenges. The semester begins with lectures that lay the groundwork by asking: what is sustainability, why does it matter, what is the state of the planet and humanity, and how can systems thinking help us to address these issues? Subsequent lectures focus on topics such as human health, water, food, energy, culture and ethics, architecture, urbanism, consumption and personal behavior, commerce, and law and policy. The course provides multifaceted foundational knowledge and challenges participants to deepen their understanding of global sustainability issues by working collaboratively to develop a real-world, Think Global / Act Local community project. The course is cross-listed as COMM 3880, ENGR 2595 and ETP 2020. http://www.arch.virginia.edu/undergraduate/minors/SustainabilityMinor/

3 credits

ARCH 5160_MODELS FOR HIGHER DENSITY HOUSING(F)ROETTGER

Residential projects often provide the “background” buildings or the fabric of the city’s structure. As cities have spread out or decayed at the core, the variety of housing options have decreased leading to

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a growing divide between where and how people can afford to live. This seminar will focus on density and contemporary housing issues, specifically related to affordable housing. We will focus on the policies and design challenges in the United States while looking at examples from around the world. The first half of the course will be devoted to lectures, readings, and discussion to question the design of housing types related to culture, density, climate, and policies over time. The second half of the course will be spent looking at current affordable policies, global issues, and built local housing projects. Students will research, analyze and present 2 case study projects; leading to a final series of analytical diagrams.


ARCH 5180_ISSUES IN CONTEMPORARY ARCHITECTURE(S)CRISMAN + FORD

Students investigate a diverse range of issues confronted in the conception, making and interpretation of contemporary architecture, including urban, social, aesthetic, historical, and technological concerns. Questions are examined through a case study model grounded in history. Lectures address a wide range of questions such as: How do we understand and respond to the natural world? Are our reactions innate or acquired? What is sustainable architecture? What is the appropriate relationship of buildings to architectural, urban and environmental contexts? Is architecture a social instrument? How does architecture communicate meaning? How does architecture manifest a spiritual component? What are the tensions between ideas of global culture, universal modernity and local tectonics? How has the digital revolution

changed architecture? Do architects have ethical responsibilities and it so, to whom? Does architecture have value and how can it be evaluated? Specific buildings and cities that elucidate each theme are studied along with critical readings. The course includes one lecture and one discussion seminar each week. Students write five position papers that each ‘read’ a building of their choice through the lens of a particular theory.

3 credits

ARCH 5301_ecoMOD / ecoREMOD SEMINAR[F]QUALE

This seminar is focused on the ecoMOD / ecoREMOD Project, a design / build / evaluate initiative at the university - www.ecomod.virginia.edu. Interdisciplinary teams of architecture, engineering, landscape architecture, planning, business and historic preservation students collaborate to create low impact and energy efficient homes for affordable housing organizations. The teams work on both prefab and rehab homes, and work closely with the clients and non-profit partners. Since 2004, these teams have created or renovated 12 homes on eight sites in three cities in Virginia, as well as Gautier, Mississippi and Falmouth Jamaica. The project has received numerous design and curriculum awards, and as of early 2013, has successfully worked with a modular homebuilder to commercialize one of the prefabricated homes designed for a Habitat for Humanity family in 2009. Three versions of this home have been built for two other affordable housing organizations, and a Passive House standard version of the four bedroom, 1,800 square foot home is available for $105 per square foot.

Seminar students will be tasked with developing designs for affordable housing

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organizations - both prefab and rehab. They will also participate in the evaluation phase of the project -- assessing the performance, comfort and environmental impact of the completed projects.

ARCH 5342_ENERGY PERFORMANCE WORKSHOP(S)FIELD

This is a workshop on developing energy performance analysis for buildings and sites. Using a range of building simulation and climate study software, this workshop will teach and apply the principles and practice of building performance simulation, with a focus on passive design and passive vs. active energy optimizations. Our intent is to assess, understand, and develop an intuition for energy performance issues in design. Software will include predominately Ecotect, Climate Consultant and Energy Plus, with portions of IES Virtual Environment, and Tas Ambiens introduced for their individual strengths. We will also use thermal imaging, portable anemometers, and other measurement tools for a broad range of study of energy performance issues. Through this workshop students will have the opportunity to apply their knowledge to individual projects, real case studies, and active research in the school.

3 credits

ARCH 5380_SOFT SURFACE OPERATIONS. ENGAGING THE WILD ENERGIES IN A CONTINUOUS URBAN LANDSCAPE.(F)PHINNEY

In the past year, a series of tools have been introduced that offer a comprehensive and fundamentally new approach to architecture and landscape architecture.

These tools facilitate 1) the collection of data -such as various flows across urban surfaces, 2) the wireless communications of data streams to 3D modeling programs, 3) the graphic analysis of this live data -translating from comma separated values to three dimensional form, 4) the ability to re-order layers of data, perception, and performance in terms of spatial formations, aka -design, 5) the two way connection between sensors that record data and actuators that transform surfaces -with all the potential for reevaluation and iteration that this suggests, and finally 5) the ability to take graphic files into CNC fabrication.

This is an exciting moment to be a designer, as these new tools are expanding the design field, creating synergies between disciplines, and significantly changing the nature of design professions. From the common perception of architecture as a set discontinuous artifacts, protected behind thermal barriers and separated from the landscape, we can now envision a reciprocity between inside and outside with the potential for fundamentally new connections between human habitats and the surrounding biotic matrix. As designers at this particular moment, we have the potential and the responsibility to chart this new territory.

In the context of the expanded field of design, Soft Surfaces will focus on the means to adjust the flow of wild energies to create optimal microclimatic conditions using the Grasshopper platform as an aggregator for our research. We will use Grasshopper to generate climate readings through software such as Ecotect, DIVA, Firefly, gHowl, and urbaWind. We will connect these readings to physical models through sensors and actuators driven by arduino microcontrollers.

3 credits / enrollment cap: 15 / pre-req: a basic familiarity with parametric modeling- specifically the Grasshopper plug-in for Rhino.

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ARCH 5420_COMPUTER ANIMATION. DESIGN IN MOTION(F)MARK

An exploration of NURBS three-dimensional modeling and rendering will be the basis for representing built and natural environments, sculpting characters and creating complex geometrical forms. The work of the seminar will also be informed by screenings of student work and of other movies. Discussion of perceptual phenomenon will provide a framework for the development and critique of individual exercises.

The principal software is Maya, a professionally used product in computer animation and movie production. Related technology will be introduced as time allows for animation, including composite editing, sound editing and production, and special effects.


ARCH 5424_DIRECT CINEMA MEDIA FABRICS(S)MARK

Direct Cinema Media Fabrics is an interdisciplinary workshop and seminar that combines documentary moviemaking and video input with virtual and physical media output. Video and sound recording or a motion capture body suit may be used to collect initial data. The data may be translated to facilitate the making or movement of physical objects. Or, the data may be translated to figure creatively in virtual representations such as used in motion picture production. There are three overlapping phases to the class:

Phase 1: Direct Cinema: Workshops explore a documentary moviemaking style helpful to spontaneous discovery and observation. Subjects may include people

and their environments, phenomenal studies of light, air, and water changing over time, or other elements of story and place. Techniques emphasize freedom of camera movement, intimate recording, portable video and sound equipment. Screenings of class exercises and other movies provide a critical perspective.

3 credits

ARCH 5470_INFORMATION SPACE(F)FIELD

This is a class about information visualization. This course concentrates on the identity and role of information in our environs: in language, in the buildings and cities that we inhabit, in our expanding communications networks, and in the tools and technologies we create to help us navigate, understand, and collaborate on the problems that we face.

Science and technology can model, map, and simulate almost anything, and produce multitudes of data. But most of us don’t understand data. We need to see it; we need to visualize it to make effective decisions. This class is about using information to construct visual and spatial thinking - to find and even invent approaches toward visualizing, envisioning, and understanding – to make better informed decisions about the problems of our world.

We will study language, graphics, and urban form as dialects of `Information Space`, while we work with paper-based and interactive web-based graphical information tools as a technical vehicle to build new architectures and interfaces that use, visualize, and analyze information well.


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ARCH 5500_EXPERIMENTS IN SPATIAL STRUCTURE(S)DRIPPS

Relationships between new modes of representation and spatial structure are interestingly complex. This seminar-workshop will allow participants to explore the possibilities of generative software to initiate new spatial relationships as well as its capacities to enable spatial form that has been imagined yet not made manifest in any effective manner.

Selected readings and discussion will initiate a series of short sequential projects. These will begin with transformational operations on respected precedent that open up unexplored possible futures under the agency of new processes of spatial generation. This will lead to the experimental generation of spatial structures based on relational strategies typically outside of architecture.

Work is expected to be highly experimental and yet rigorous. Risk is essential. We will be working within the Rhino/Grasshopper environment so a working knowledge of these programs will be important.

3 credits

ARCH 5500_HEALTH IMPACT + DESIGN(S)SOMERS + TROWBRIDGE

Health is a universally held priority of society, but it is not necessarily reflected at all levels of public policy and decision-making that shape the built environment in which we live. Failures to address health in the design of the constructed environment have led to a range of effects including exposures to physical and toxic hazards, urban sprawl, segregation, concentrated poverty, degraded food environments, traffic injury, loss of public space and social capital, and global climate change. The design of a

built environment that meets the needs of humanity today, but works within the ecological limits of our planet requires solutions that cut across the traditional boundaries of professions and disciplines. The future of practice requires a new generation of architects, urban planners, and health professionals who embrace an interdisciplinary understanding of the impact of design, policy, and planning on the health of communities, and how to apply this knowledge to real world situations. Through a combination of team-based project work and class discussions we will explore the edges of standards and best practice in search of performance measures for human health that operate at multiple scales from the city to the building.

The course operationalizes the approach through interdisciplinary projects to design and plan interventions in the local built environment. Working in teams students analyze the health environment using elements of a process emerging from public health domain, the Health Impact Assessment (HIA). The HIA is a combination of procedures, methods, and tools that systematically judges the potential and sometimes unintended effects of a policy, plan, program, or project on the health of a population. Students will selectively apply methods and tools of the HIA to map the health environment of a community and develop logic models for health pathways based on evidence available in scientific literature. Tools developed by the San Francisco Department of Public Health including the Sustainable Communities Index (formerly HDMT) and the Pedestrian Environmental Quality Index (PEQI) will be introduced and applied to survey and map the physical and health environment of the project site. The research and assessment work culminates in a proposal recommending policies and design interventions with the goal of creating positive health outcomes for the effected populations. The project

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for the Spring 2013 session is the analysis and design of the Emmet Street Corridor from UVa Central Grounds to the Barracks Road Shopping Center as a “green” street accessible to a visually impaired population of citizens.

3 credits

ARCH 5500-3_PAPER MATTERS(F + S)ALDAY + DRIPPS + ABBASY

Which is the role of publications in the contemporary architectural debate and in a school of architecture? The seminar has the purpose of experimenting the critical edition of contents, reflect on the instruments and educate in the related skills. It will combine the research on themes and other publications, the presence of experts and the editorial staff meetings. And will include short exercises, the definition of an editorial line and the production of an editorial project.

3 credits / enrollment cap: none

ARCH 5500-5_GENERATIVE TROPES OF CONTEMPORARY ARCHITECTURE(F)ABBASY

At the cusp of a new digital era - that of the parametric - laden with scripted form, and built with a combination of digital and manual fabrication tools, this seminar will consider the production of architecture in the past two decades with a critical eye: one that considers the project of architecture as an aesthetic and formal one, irrespective of theoretical underpinnings outside the discipline. In the absence of specific styles or canons in this period, we will set out to identify formal tropes, or systems that have been repeatedly utilized in the production of contemporary architecture. While the

goal is not to elevate these tropes to the level of paradigm, it is imperative that they are acknowledged as recurring systems and studied syntactically. By categorically identifying recurring formal themes in contemporary architecture, the overarching pedagogical agenda of this seminar is to enable students to develop tectonic and formal literacy.

The first part of this seminar will involve a survey of contemporary architecture in order to identify and categorize recurring formal tropes. The second part of the seminar will include projective and analytical diagramming of select buildings in order to identify the role of these same tropes as generative tools in production of contemporary architecture, while investigating the possibilities of genealogical relationships within the categories.

Requirements: Case studies involving analytical and projective diagramming, supported by assigned reading and class discussion.


ARCH 5590_SPECIAL APPLICATIONS OF TECHNOLOGY(S)FIELD

This course is an independent research seminar for students wishing to explore and apply topics in advanced technology that are above and beyond what can be investigated in a standard course. Students would take this course to pursue new independent research or to extend a topic they are working on in another course or studio. The focus of this seminar is a topically applied exploration in a selected problem or technology. The course is essentially an independent-study within a group seminar environment, oriented toward problem solving through the use of advanced technologies. Each participant

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in the seminar will identify a specific topic or problem along with a technology to apply to the study of that problem. The semester will be spent working through the problem with advice from the instructor and other seminar participants, and collaboratively reviewing, discussing, and learning approaches and solutions.

3 credits

ARCH 5590-2_SPECIAL APPLICATIONS OF TECHNOLOGY(F)FIELD

This course is an independent research seminar for students wishing to explore and apply topics in advanced technology that are above and beyond what can be investigated in a standard course. Students would take this course to pursue new independent research or to extend a topic they are working on in another course or studio. The focus of this seminar is a topically applied exploration in a selected problem or technology.

The course is essentially an independent-study within a group seminar environment, oriented toward problem solving through the use of advanced technologies. Each participant in the seminar will identify a specific topic or problem along with a technology to apply to the study of that problem. The semester will be spent working through the problem with advice from the instructor and other seminar participants, and collaboratively reviewing, discussing, and learning approaches and solutions.

1-3 credits / enrollment cap: 10

ARCH 5590-3_reCOVER RESEARCH & DEVELOPMENT(F)CANFORA

This course will focus on research and development of the reCOVER Transitional

Disaster Recovery Housing (TDRH) system. Building materials, fabrication technologies, and component assemblies are critical areas of investigation. The course emphasizes specific aspects of prefabrication and building assembly methods while considering important historical influences and field-tested case studies in the area of disaster recovery housing. Unitized panel fabrication, composite material subassemblies, automated fabrication processes, building envelope assembly sequencing, mechanical systems distribution, and site staging and assembly are inextricably tied to effective deployment strategies. Working directly with industry partners and humanitarian organizations, the research and development of the TDRH prototype will require you to work collaboratively to determine how building processes, off site and on-site, can be advanced by innovations in material, manufacturing, component assembly, systems integration and deployment logistics. The primary objective of this course is to develop supportive living environments which exceed the expectations of beneficiary communities while introducing innovations in disaster recovery housing.


ARCH 5607_INTERNATIONAL DESIGN RESEARCH(Su)CRISMAN + WALDMAN

Students will pursue an independent design research proposal in parallel with the India Summer Studio investigation. The research will develop the proposal created during the spring India Research Seminar.

3 credits

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ARCH 5609 _INDIA RESEARCH SEMINAR(S)CRISMAN + WALDMAN

The Seminar prepares students to participate in the India Summer Studio directed by Phoebe Crisman and Peter Waldman. Students explore the evolving environmental, architectural, political, religious, and social discourse that informs the contemporary built environment of the Indian subcontinent. Seminar sessions are enriched by guest lectures and discussions with faculty from politics, religious studies, art and architecture history, and cultural theory. Students research and study, through writing, drawing and modeling, the cities and architecture that they will encounter in India. They also develop proposals that will guide their independent International Design Research during the summer.

3 credits

ARCH 5750_DRAWING AND SKETCHING(F)BLACK

This is a self-contained studio course with the exception of a few outside sketching problems. Lectures and demonstrations will be a part of each drawing session.

This course focuses primarily on the human form to study line, tone, mass, proportion and composition. Students will be introduced to various drawing techniques and media with an emphasis on the creative process. The premise of this course is “drawing to know,” which promotes the idea of learning through the creative process. Through direct observation exercises, students become familiar with the structure underlying the human body and other related forms. The information gained in this course can be applied to all areas of design.

3 credits / enrollment cap: 15 / instructor

consent / prereq: due to space restrictions, this course serves 3rd year, 4th year and graduate students first. Others are invited to come to the first class to see if there is any additional space.

ARCH 5760_DRAWING AND SKETCHING(S)BLACK

This course covers the fundamentals of drawing with a focus on the human figure. The various assignments will address the composition of line, tone, volume, space, scale and proportion. The analysis of the human form will be applied to the rendering of still life, architecture and landscape. Various media will be used to convey the drawing objectives with an emphasis on “process.” The following will be considered in the final evaluation: artistic growth, resourcefulness, receptivity to new ideas and methods, active participation, regular attendance, preparation.

3 credits

ARCH 6410/3410_COMPUTER AIDED ARCHITECTURAL DESIGN. 3D GEOMETRICAL MODELING AND VISUALIZATION(F)MARK

ARCH 6410/3410 is a comprehensive course in three-dimensional computer aided design with an emphasis on geometrical modeling. It can be taken as a first course in computer aided design or as a follow-up course to more introductory subjects. A conceptual and a hands-on treatment is taken from a beginning to an advanced level. Our approach is based on exploring the quantitative basis and invisible geometrical order of shapes found in nature and that serve as a foundation for design and fabrication in architecture or landscape architecture.

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The course strongly exercises skills in three-dimensional thinking such as through the use of parametrical design tools. An understanding of geometry is increasingly essential to design practice in a discipline that has now taken to exploring it on a computer as a previous generation came to rely upon descriptive geometry. Lecture and discussion.


ARCH 5500_URBANLAND(F)

BAILO

The UrbanLand is a research seminar about the catalysts of the contemporaneous urbanity. This seminar will address the impunity spaces in between the Urban and the Land. How can we design and provoke the new urbanity?

How can we work in the UrbanLand spaces in the mechanical to digital era? Which are our new tools? How the city will deals with the landscape? How can we design a new generous UrbanLand?

3 credits

Students in the Department of Architecture are allowed to enroll in most of the elective courses offered by the rest of the Departments: Landscape Architecture (LAR), Architectural History (ARH) and Urban and Envoironmental Planning (PLAC/PLAN).

LARLAR 4010/5140_THEORIES OF MODERN LANDSCAPE ARCHITECTURE(S)MEYER

LAR 4130/5130_HISTORY OF LANDSCAPE DESIGN II: ENLIGHTENMENT TO THE 20TH CENTURY(S)LEE

LAR 4210/5210_TOPICS IN CONTEMPORARY THEORY: SITUATING SUSTAINABILITY. BEYOND GREEN INFRASTRUCTURE TO THE SUSTAINING PLEASURES & OBLIGATIONS OF PUBLIC SPACE(F)MEYER

LAR 5230_CULTURAL LANDSCAPES SEMINAR(S)MEYER

LAR 5250_TECHNOLOGICAL REVOLUTIONS IN LANDSCAPE HISTORY(F)LEE

LAR 5250_LANDSCAPE AND NARRATIVE(S)LEE

LAR 5290_GREEN LANDS, GREEN INFRASTRUCTURE(F)FIREHOCK

LAR 5330_SITE & SYSTEMS: URBAN MORPHOLOGY & METABOLISM(S)SIEWEKE

LAR 5380_PLANTED FORM AND FUNCTION(S)GALI

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LAR 5590_MEMORIALIZING GARDENS(F)TAKAHASHI

LAR 5590_FORESTS TO URBAN ARBORICULTURE(F)GALI

LAR 5590_ARCTIC FRONTEIR(S)CHO

LAR 6420_REPRESENTING LANDSCAPE II: MAPPING AND GIS FOR LANDSCAPE ARCHITECTS(F)McMANAMON

LAR 6420_REPRESENTING LANDSCAPE II(S)PIERCE-MCMANAMON

LAR 7350_WATERWORKS: SYSTEMS, TECHNIQUES & DESIGN(S)CHO

ARHARH 1010/7010_HISTORY OF ARCHITECTURE I(F)BROTHERS

ARH 1020/7020_INTRODUCTION TO THE HISTORY OF ARCHITECTURE: PART II(S)CRANE

ARH 2401/7401_HISTORY OF MODERN ARCHITECTURE(F)CRANE

ARH 2753_ARTS AND CRAFTS SLAVE SOUTH(S)NELSON + MCINNIS

ARH 3103_ON HAJ WITH IBN JUBAYR: RECONSTRUCTING THE 12TH CENTURY MEDITERRANEAN(S)REILLY

ARH 3601/7601_EAST MEETS WEST. INTERACTIVE ARCHITECTURE(F)HUANG

ARH 3602_WORLD BUDDHIST ARCHIECTURE(S)HUANG

ARH 3604/7604_HISTORICAL ARCHAEOLOGY(F)NEIMAN

ARH 3607/7607_ARCHITECTURE AND THE ASIA TRADE(F)LI

ARH 3704_20TH-21ST CENTURY AMERICAN ARCHITECTURE(S)WILSON

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ARH 4591-1_THE MEDIEVAL MEDITERRANEAN CONFLUENCE OF CULTURES(F)REILLY

ARH 5001_LIBRARY METHODOLOGY(F)COOPER

ARH 5403_WORLD CONTEMPORARY ARCHITECTURE(S)LI

ARH 5500_UNESCO AND ARCHITECTURAL HERITAGE(S)HUANG

ARH 5602_COMMUNITY HISTORY WORKSHOP(F)BLUESTONE

ARH 8001_METHODS IN ARCHITECTURAL HISTORY(F)CRANE

ARH 9520_ARCHITECTURE AND PAINTING IN RENAISSANCE ROME(F)BROTHERS

ARH 9540_ARTS AND CRAFTS(F)WILSON

ARH 9540_TRANSNATIONAL MODERNISMS(S)CRANE

PLAC/PLANPLAC 2110/5110_DIGITAL VISUALIZATION FOR PLANNERS(S)PHILLIPS

PLAC 3030_NEIGHBORHOODS, COMMUNITIES, AND REGIONS(S)LUCY

PLAC 4010/5610_NEIGHBORHOOD PLANNING WORKSHOP(F)MOOMAW

PLAC 5430_GRADUATE LAND DEVELOPMENT WORKSHOP(F)PRICE

PLAC 5500_DESIGN + TRANSPORTATION(S)GALVIN

PLAC 5580_COASTAL PLANNING/ADAPTATION TO SEA LEVEL RISE(S)BEATLEY

PLAC 5800_GREEN LANDS, GREEN INFRASTRUCTURE(F)FIREHOCK

PLAC 5850_COMMUNITY FOOD SYSTEMS (CFS): FOOD JUSTICE(S)COBB

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PLAC 5860_GREEN CITIES: GREEN SITES(S)FIREHOCK

PLAN 3250/5250_MEDIATION THEORY & SKILLS(S)DUKES

PLAN 3310/5310_HISTORY OF AMERICAN CITIES AND PLANNING (F)SPAIN

PLAN 4500_UNIVERSITY OF VIRGINIA HISTORY: RACE AND REPAIR(S)DUKES

PLAN 5120_GEOGRAPHIC INFORMATION SYSTEMS(F)HUANG

PLAN 5130_ADVANCED GIS(S)HUANG

PLAN 5300_HISTORIC PRESERVATION PLANNING(F)COLLINS

PLAN 5420_ECONOMIC DEVELOPMENT PLANNING(F)MOOMAW

PLAN 5470_COMMUNITIES AND APPROACHES TO LAND DEVELOPMENT(S)MISSEL

PLAN 5500_PLANNING IMPLICATIONS OF CLIMATE CHANGE(S)LUCY

PLAN 5580_ADVANCED HOUSING SEMINAR(S)MOOMAW

PLAN 5580_DESIGN AND HEALTH THROUGH FILM(F)BEATLEY/RAINEY

PLAN 5580-1_SITE PLANNING(F)HUJA

PLAN 5580-2_FACILITATION AND MEETING MANAGEMENT(F)COBB

PLAN 5620_SUSTAINABILITY AND ADAPTIVE INFRASTRUCTURES(F)LUCY

PLAN 5840_ENVIRONMENTAL ETHICS AND SUSTAINABILITY(S)BEATLEY

USEM 1570_RIGHTING UNRIGHTABLE WRONGS(S)DUKES

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TEACHING + RESEARCH COLLABORATIONS

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Students and faculty at UVa build a teaching and research community through collaboration. Far from any ‘star’ attitude, we understand contemporary creativity as a collective effort in which every individual has an irreplaceable role in pushing meaningful and complex innovation. We educate leaders to help them develop their capacity to collaborate. Teaching, sharing knowledge and building others’ capacities is also part of the education of the students. Researching, side by side with faculty, is an opportunity to explore new territories and begin a personal research agenda.


TEACHING AND RESEARCHCOLLABORATIONS

One unique aspect of the UVa M.Arch program is that graduate students interested in serving as a teaching assistant are guaranteed that opportunity. UVa has a large, well-respected Bachelor of Science in Architecture undergraduate pre-professional program, and therefore M.Arch students are sought-after teaching assistants (TAs). M.Arch students regularly serve as TAs for 1st, 2nd and occasionally 3rd year undergraduate studios, as well as in required undergraduate courses in theory, history, building technology, structures, construction and visualization. Their activities include giving desk critiques, leading discussion groups, teaching software workshops and working closely with 1st year undergraduate students in the department’s innovative ‘beginning design’ curriculum. Most students are paid through the federal work-study program, or receive academic credits under a teaching experience course number. Each year, three M.Arch students are awarded one of the Kenan Graduate Teaching Fellowships, which provide TAs funding to cover a significant percentage of their tuition, as well as their health insurance. Occasionally, M.Arch students are asked to teach a visualization workshop or an introductory undergraduate design studio the year after they graduate. A large number of UVa alumni have gone on to teach in other respected architecture schools around the country, such as Harvard, SCI-Arc, UC Berkeley, and Columbia.


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Graduate students also have the opportunity to actively participate in the research work of the School of Architecture faculty. As research assistants, these students become more attuned to the vast research interests of our renound faculty, while shaping and advancing their own design interests.

“When deciding upon which school to enroll, I had several conversations with Elizabeth Meyer (Associate Professor, Landscape Architecture) about her research on cultural landscapes within the ‘Regenerate’ research theme at the school. Her excitement about her own work and interest in making me a part of it struck me as unique to this program. She hoped to give me some autonomy with the project and I knew I could expand my interests with her guidance. Since arriving, I have assisted three other professors with research and it has been extremely rewarding. I am currently working with Peter Waldman on a publication that situates his work among other student research to create dialogues on architecture pedagogy. Supporting his research while pursuing my own goals has demonstrated the faculty’s commitment to keeping their ideas fresh and supporting new voices in the field. “

Danielle Alexander, M.LA ‘14


The research topics of the department faculty are stated in the following pages.


GHAZAL ABBASY-ASBAGHLECTURER

MUQARNAS: ORNAMENT AS SIGN OF CULTURAL LANDSCAPEThis research considers the role of ornament as sign of the cultural landscape it constitutes and through which it is constituted, as indicator of cultural change and exchange. More specifically, this work will focus on Muqarnas, a traditional type of ornamental construct, commonly used in Persian and Islamic architectures dating to the 10th century. The goal of this research is to shed light on the origins of Muqarnas in order to excavate it’s philosophical, religious, mathematical and technical underpinnings, while developing geometric, material and construction techniques to reproduce, reuse and adapt this construct with the help of new computational and digital technologies.

ANSELMO CANFORAASSOCIATE PROFESSOR; DIRECTOR, INITIATIVE reCOVER

In 2007, Canfora founded Initiative reCOVER, a program established to assist disaster recovery efforts and underserved populations through partnerships with humanitarian, community-based organizations, professional firms and manufacturers. Initiative reCOVER promotes a collaborative entrepreneurial interdisciplinary spirit in service of hands-on, design-build learning experiences, and the advancement of building technologies, methods, and materials.

PAMELA BLACKLECTURER

Black has taught drawing for over two decades. In her studio, she practices finding accuracy in expression/exposure, a phrase which captures many years of rendering, painting and writing her biography. During this process, she became a student of her own self-prescribed exercises. She invented ways in which to challenge her own habitual ways of thinking and working. Black brings her daily discipline into the classroom with the intention of helping students do the same. Black’s bond with her animals has always been a source of inspiration for making art. She uses the time with them to study behavior, gesture and mood.

IÑAKI ALDAY QUESADA PROFESSOR; CHAIR, DEPARTMENT OF ARCHITECTURE

CATASTROPHE AND CREATIONCatastrophe and Creation demonstrates the capacity of Design to change the concept of “catastrophe” through the inclusion of the natural dynamics and sudden changes as one of the constraints and starting points of the design process. We understand Design as the human intervention, more or less deliberate, that transforms the environment, not always linked to personal authorship. The “catastrophe”, then, may be interpreted as the manifestation of the design “mistake”. The thesis explores, through the catastrophic event, how to analyze again natural dynamics and effects on human intervention, as well as how to incorporate new logics to design.


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W.G. CLARK EDMUND SCHUREMAN CAMPBELL PROFESSOR OF ARCHITECTURE

W.G. Clark was born in Louisa, Virginia, and studied architecture at the University of Virginia. He began architectural practice in Charleston, South Carolina in 1974. Mr. Clark’s work has been widely published and is the subject of Richard Jensen’s book, “Clark and Menefee”. He was included in ”40 under 40” by the Architectural League of New York and twice listed in Time magazine as one of America’s best designers. His work has received three National Design awards from the American Institute of Architects: Middleton Inn, Reid House and Croffead House.

PHOEBE CRISMAN ASSOCIATE DEAN FOR RESEARCH; ASSOCIATE PROFESSOR; DIRECTOR, GLOBAL

SUSTAINABILITY MINOR PROGRAM

In her teaching, research and practice, Crisman focuses on the design of sustainable relationships between specific cultures and built environments. Her newest research project, the India Initiative, focuses on the specific challenges and opportunities found in the emerging megacities and enduring villages of the Indian subcontinent. This research works across scales from the city to the architectural detail. One aspect of her work engages fragmentary and overlooked places, processes and materials. In her design practice, Crisman explores eco-effective design strategies that incorporate complex infrastructure systems, greater land use density, site specificity and community planning.

ROBIN DRIPPS T. DAVID FITZ-GIBBON PROFESSOR OF ARCHITECTURE

The design work of Dripps, with Lucia Phinney, deals with the unobserved edge shared between architecture and landscape architecture, or between construction and ecology. Working with large scale earth works, water works, and agriculture, as well as scaffolding systems, operable shade cloth, and other lightweight materials, they have produced a body of work revealing different ways that the interior life of architecture can engage its political and natural context. This work has been published and exhibited in America, Europe, and Asia.

ERIC M. FIELDDIRECTOR OF THE INSIGHT LAB

COMPUTING TECHNOLOGY APPLIED TO WICKED PROBLEMSAt the intersection of architecture and information technology, Field seeks out and develops new and emerging technologies. Field teaches, develops, and conducts applied research in design informatics, specializing in simulation, visualization, information design, and applied information technology. He is founder and Director of the Insight Lab. Current research includes Energy Performance Simulation for passive energy design, especially within the ecoMOD projects; the UVa Bay Game/Global Water Games - a web-based game platform visualizing sustainability; the ecoMOD Decision Analysis Tool for visualizing decision making; and developing “1+1=3” data visualization apps.



MATTHEW JULL ASSISTANT PROFESSOR

Matthew Jull’s practice investigates spatial typologies that emerge from a broad array of interrelated forces—scientific, ecological, economic, political, cultural, and technological—which influence and shape the built and natural environment. His current research focuses on the intersection of geological/geophysical systems and architecture, urban and architectural transformation of the Arctic, and digital technology in architecture.

MARGARITA JOVER LECTURER

Principal of aldayjover architecture and landscape (Barcelona-Charlottesville), Margarita Jover carries a model of research practice in the confluence of architecture, urban project and landscape. Natural and antropic dynamics (from rivers and nature to energy and mobility) are generators of form and space. Public space, public facilities and, in the broad sense, public good through design innovation are the terminal purpose of a research practice committed to the physical transformation of the environment.

EDWARD FORD VINCENT AND ELEANOR SHEA PROFESSOR

Edward Ford is the author of multiple books focused on architectural detailing. These include “The Details of Modern Architecture “ (MIT, 1990), “The Details of Modern Architecture”, Volume 2 (MIT, 1996) “Five Houses, Ten Details” (Princeton, 2009), and “The Architectural Detail” (Princeton Architectural Press, 2011).

MELISSA GOLDMAN FABRICATION FACILITIES MANAGER

In her role as Fabrication Facilities Manager, Goldman advances the school’s approach to fabrication, integrating design with new and traditional methods. She is responsible for running all fabrication facilities, including the woodshop, the CNC facilities, and the Milton facility. As Lecturer, she has co-directed the “Festival of the Moving Creature”, a collective design event spanning SARC and the College of Arts & Sciences’ Drama and Studio Art departments. All three Arts Grounds Shops are utilized to build prototypes, to bring in visiting artists for hands-on experimentation, and to foster a larger discussion about spectacle, the built environment, and creative material and building processes that engage multiple disciplines.

SANDA ILIESCU ASSOCIATE PROFESSOR OF ARCHITECTURE AND ART

Professor Iliescu teaches design studios as well as painting and drawing courses. Through her teaching, she seeks to deepen the dialogue between the School of Architecture, the Art Department and the broader university arts community. Iliescu’s course Lessons in Making (Architecture 102) introduces many liberal arts students to aesthetic and ethical issues in art and design. Her upper level seminars Drawing & Collage (Architecture 557) and Painting and Public Art (Architecture 558) explore theoretical and practical relationships of ethics and aesthetics. In addition to developing her artwork, Professor Iliescu is currently working on a book manuscript “About Drawing: Meditations on How and Why We Draw”.


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ALEXANDER KITCHINLECTURER

FORMS OF CONCRETE: ANCIENT MATERIAL, CUTTING-EDGE CHEMISTRY, INTELLECTUAL PURSUITS & PHYSICAL

INVESTIGATIONS. THE ARTIST, THE CHEMIST, THE DESIGNER, THE MAKER.

Concrete is the most consumed material in the world, next to water. It is a natural, tactile material, and with recent advances in chemistry, it will have one of the most progressive influences on form and space in architecture. Our research focus will be on Ultra High Performance Concrete (UHPC). Compared to conventional concrete, UHPC can be 10-1000 times stronger and more durable, has a longer life expectancy, and uses fewer natural resources. Concrete has no inherent form - it is a liquid material, with unprecedented strength and seductive tactile qualities - so we can ask, what architecture can we make and how can it evolve in collaboration with physical, digital, synthetic or parametric design?

NANA LAST ASSOCIATE PROFESSOR

SPATIAL STUDIES: ARCHITECTURE, LANGUAGE AND SPACENana Last’s research topics include socio-spatial theory, fluidity, architecture/science, conceptual art and architecture and cultural theory. Her research studios focus on challenges to architecture emerging from the developments in science over the past century, including a focus on relations between dynamic systems, time, matter and space. The goal of the studio’s use of this research is to allow the design process to engage specific content and methodologies typically understood as outside of architecture practice. This process allows specific subject matter to be generative of architectural form. Visualizing that which we cannot otherwise see is a critical component of this work.

SHIQIAO LIWEEDON PROFESSOR

THE PRODUCTION OF THE CHINESE CITYThe development of the Chinese city has become one of the most important global events in the twenty-first century, while the intellectual frameworks of the Chinese city have only been dimly understood. This research asks: what if Western categories of knowledge – well-rehearsed in the Greek thought and consistently practiced in Western academia mapping the mental faculties constructed in a specific cultural and linguistic context – were absent in the formation of a large number of cities in the world? This research investigates three formative references inherent in the construction of cities – quantity control, safety and danger, mimesis and figuration – in an attempt to delineate a set of cultural parameters that shape Chinese cities.



SETH MCDOWELL ASSISTANT PROFESSOR

McDowell’s interests in urban infrastructure, water, and advanced sustainable design and construction combine with his strong sense of materiality—stemming from his experience as a trim carpenter in South Carolina. His independent work includes several Design/Build projects that examine the improvisational construction techniques of the Southern rural vernacular. McDowell’s research and speculative design projects that examine a hybrid condition of architecture and infrastructure in an age of ecological awareness have received several awards and been published in a number of publications and exhibitions.

KIRK MARTINI ASSOCIATE DEAN FOR ACADEMICS; ASSOCIATE PROFESSOR

Martini teaches structural design as well as photography, and currently serves as associate dean for academics. In 2007, his Arcade software for interactive non-linear dynamic structural analysis won the Premier award for engineering education software. His research interests include design and planning for wind and earthquakes, non-linear structural analysis, and interactive computer animation.

ESTHER LORENZ LECTURER

ARCHITECTURE AS MEDIALorenz’s interest lies in understanding and practicing architecture as a form of mediation. In previous projects she has dealt with issues of culture and the contemporary city (Knowledge as Infrastructure, 2009, Cabinet of Curiosities, 2009), of physical edges activating existing potentials and agents, and sustaining evolutionary strategies (Utopia Now, 2008; Spatia Tradendi, 2007, Stadtstätte, 2002); with performative and cognitive aspects of space (Inside-Out, 2008; Schipholplaza, 2002), and with the impact of media on the design process (Evolver, 2001). Lorenz is currently further developing her theoretical framework through an exploration of the urban spaces and spatial practices in Hong Kong.

EARL MARK ASSOCIATE PROFESSOR; CHIEF TECHNOLOGY OFFICER

Mark is responsible for directing the development of computer based resources and their use in the curriculum. He teaches, performs research, and has published in the areas of computer aided design, digital movie-making and animation, and design research.


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CHARLES MENEFEE IIIASSOCIATE PROFESSOR

Menefee’s academic and professional interests revolve around common issues, specifically those concerning the construction and occupation of the juncture of building and landscape at the scale of the dwelling.

KAROLIN MOELLMANN LECTURER

Moellmann’s research interests are to conceive and design constructed form in its operational, systematic, material and social context across scales. She understands teaching as applied research. Within her seminars and studios she encourages critical thinking, questioning, reflection along with the process of making as key issues to enable students setting up a personal design thesis and to prepare them for the temporary and coming challenges in their profession. Within her field of research she is currently working on: “adaptive reuse at Morven”, in which context she was leading a faculty research seminar in fall 2010 and a design build seminar “Living Barns, regenerative design at Morven” at the Summer Institute at Morven, Charlottesville in May/June 2011.

GWENEDD MURRAY LECTURER

Murray pursues her research interests in passive ventilation and environmental design through practice and independent research endeavors. In 2012, she founded re:4m, a design build and consulting firm, which focuses on residential scale designs and bespoke furniture. In addition to her own practice, Murray is the senior building science consultant for a local sustainable consulting firm.


JORDI NEBOT LECTURER

Nebot has been practicing in Barcelona for 20 years, first as a Chief of Projects in Batlle i Roig, and afterwards in his own firm Arquitectura Agronomia as partner of Teresa Gali, Associate Professor in the department of Landscape Architecture. He teaches foundation studios in urban and housing design, as well as an architectural sketching course.

LUCIA PHINNEY DISTINGUISHED LECTURER

This is an exciting moment to be a designer, as new digital capabilities and a developing conceptual framework are expanding the design field, creating synergies between disciplines, and significantly changing the nature of design professions. Rather than understanding architecture as a set discontinuous artifacts, protected behind thermal barriers and separated from the landscape, we can now envision a reciprocity between inside and outside with the potential for fundamentally new connections between human habitats and the surrounding biotic matrix. Drawing on the history of painting, poetry, drama, and music, where hypotheses about the relationship between nature and the human condition are a constant thematic presence, Lucia Phinney and her students propose interventions that change the definition of architecture to engage natural processes.


WILLIAM SHERMAN ASSOCIATE VICE PRESIDENT FOR RESEARCH, UVA; FOUNDING DIRECTOR, OPENGROUNDS; ASSOCIATE PROFESSOR OF ARCHITECTURE

As an architect and educator, Bill Sherman’s teaching and design research examine dynamic cultural and environmental processes through synergies between architectural design and complex systems ranging in scale from human physiology to global energy flows and spaces for innovative collaboration. At the heart of the argument is the conception of human agency in a complex ecosystem, questioning deeply embedded mechanistic understandings of the world. The design work at multiple scales is focused on reframing the relationship between human activities and the inherited flows and processes to which they are inextricably linked.

BETSY ROETTGER LECTURER; DIRECTOR OF UNDERGRADUATE ARCHITECTURE PROGRAM

Roettger’s research interests lie in the interaction between design, community development, and political action. She works to engage underserved populations in cultivating their local ecology, histories, and built environment through the design process. Within the Department of Architecture, Betsy teaches both graduate and undergraduate level design studios and seminar courses with a focus on contemporary housing issues.

JEANA RIPPLE ASSISTANT PROFESSOR

Ripple combines a developed expertise in computing with a deep interest in public interest design, all with a sophisticated design quality. She has practiced architecture at Studio Gang in Chicago, using digital tools and parametric design not as a graphic exploration but to build innovative architecture. Jeana teaches the first foundation studio in the three year graduate program, and a research studio focused on material performance. Drawing upon principles of computer engineering, Ripple’s work in ecological, urban, and material systems seeks connections between large-scale pattern and local design tactics.


JOHN QUALE ASSOCIATE PROFESSOR; DIRECTOR OF GRADUATE ARCHITECTURE PROGRAM

John Quale is the Director of the Graduate Architecture program. He initiated and serves as Director of the ecoMOD / ecoREMOD project, an interdisciplinary effort to design, build and evaluate sustainable housing units for affordable housing organizations. Since 2004, over 400 architecture, engineering, landscape architecture, planning, commerce and historic preservation students have participated in at least one phase of an ecoMOD or ecoREMOD project. ecoMOD teams are focused on prefabricated homes that can be replicated, while ecoREMOD teams work on renovations of existing homes in low income communities. The teams rigorously assess technical and environmental impact information, and balance it with a concern for social equity, affordability and aesthetics. Beyond studios and seminars, Quale consistently works with research assistants that contribute to a variety of activities, depending on the phase of a project.

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SCHAEFER SOMERS LECTURER

Somer’s research maps the intersections of architecture, urban planning, and public health that shape the built environment, health and well being of our local and global communities. He co-teaches a survey of topics including food security, age-friendly cities, obesity, walkability, social equity and vulnerable populations as the basis for an interdisciplinary seminar integrated with an undergraduate research studio. Drawing students from multiple disciplines, the coursework explores performance measures and best practice for human health and equity with the goal of operationalizing evidence-based design at multiple scales from city to building in the architectural studio.


KIM TANZER DEAN; EDWARD E. ELSON PROFESSOR OF ARCHITECTURE

Much of Dean Tazner’s teaching and research focuses on the relationship between the human body and large shared spaces such as the city and the landscape, with an emphasis on creating sustainable environments. In her writing, teaching, and architectural and urban design she forges connections between the phenomenal experience of space and more abstract understandings of the environment developed by architectural professionals.

KAREN VAN LENGEN WILLIAM R. KENAN, JR. PROFESSOR OF ARCHITECTURE

AURAL QUALITIES OF SPACETraditional modes of representation and production reduce architecture primarily to the experience of the visual, when in fact its other sensorial attributes deeply affect our interaction and perception of space. Karen Van Lengen is a 2012-14 Fellow of the Institute of Advanced Technology in Humanities where she is collaboratively creating a new web-based pedagogical tool that presents significant aural conditions of iconic architectures. The site includes actual sound recordings, with both analytical and experiential interpretations of the sound. This process may serve as a foundation for the serious consideration of the incorporation of sound in the overall process of design and architecture.

PETER WALDMAN WILLIAM R. KENAN, JR. PROFESSOR OF ARCHITECTURE

Since the 1970s, Waldman has been an architect and educator teaching first at Princeton, then at Rice University and currently at UVa, where he is now firmly grounded in the Piedmont condition. His fables of the Gardener and the Engineer manifest his profound respect for the spirit and resources of the renewable American urban condition. His teaching has always benchmarked the Beginning and the End, and views Architecture as a Covenant with the World.

LESTER YUEN LECTURER

Yuen explores the intersections between large scale practice and education through his course Building Matters and design studio. Building Matters examines the way in which architectural technology merges with structural, construction, ethical, and economic concerns to translate design ideas into built form.


PRODUCTION + CONNECTION

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Both the experimental pedagogies and the facilities of the School and the Department promote a deep commitment to innovation in design, as well as thoughtful reflection, and the exchange of ideas. In the UVa M.Arch program, knowledge is developed through the process of design, criticism and reflection, under a theoretical and historical perspective as stated by Richard Sennett: the integration of the Animal laborans and the Homo faber -guide and judge- in a continuous act of thoughtful creation.



Lectures, often hosted by the students, also bring the opportunity to interact directly with the guests in conversations at lunch time (recorded and published in the lunch or snack series of publications), studio desk crits and pinups, and specific workshops.

Among the 2012-2013 lecturers:

ADAM YARINSKY, Architecture Research Office, ARO, New York

W.G. CLARK, Professor, University of Virginia School of Architecture

KATE ORFF, Scape Studio, New York

ADRIAAN GEUZE, West 8, Rotterdam

RAMON PRAT, ACTAR Publishers, Barcelona

MATHIAAS HOLLWICH, HWKN, New York

IÑAKI ABALOS and RENATA SENTKIEWICZ, Abalos-Sentkiewicz, Harvard GSD and Madrid

WARREN BYRD and THOMAS WOLTZ, Nelson Byrd Woltz Landscape Architects, New York and Charlottesville

MARK TSURUMAKI, Lewis Tsurumaki and Lewis Architects, New York

LINNAEA TILLET, Tillet Design, New York

ALEJANDRO ZAERA-POLO, Princeton

During the Spring of 2013, renowned landscape architect ADRIAAN GEUZE of West 8, publisher RAMON PRAT of ACTAR, and lighting designer LINNAEA TILLET led workshops to allow students to work intensively with them in their areas of expertise.

The Spring semester begins with the ambitious experiment of an all-school design workshop, involving the Departments of Architecture, Landscape Architecture, Urban and Environmental Planning and Architectural History. As a collaborative and interdisciplinary activity, nearly 360 students, from the second year undergraduates to the final year graduate students, and 40 faculty members are fully involved in thirty vertically structured teams. Each team has a cross representation of all generations and all departments evenly and randomly distributed. An internationally renowned designer (EDUARDO ARROYO of NO.MAD in Madrid in 2012; ADRIAAN GEUZE of West 8, in Rotterdam in 2013) leads the workshop and the design process of every team.

CONVERSATIONS,LECTURES,

WORKSHOPS

ALL-SCHOOLVORTEX:

WORKSHOP ANDCOMPETITION

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Woltz Symposium 2013February 8th & 9thUniversity of VirginiaSchool of Architecture

Two W

ays to Organize, 2006 (D

etail) Leslie Shows

All-School Vortextop: 2012, with Eduardo Arroyo (principal of NO.MAD, Madrid)bottom: 2013, with Adriaan Geuze (principal of West 8, Rotterdam)



The future of our graduates will be found in all corners of the globe, so their exposure to this future can begin in the M.Arch program in two ways: one third of the departmental faculty is international, coming from Europe (Barcelona, Austria and Germany), China, Iran and Canada.; in addition, the school offers international programs that include studios or courses, either in the summer or during the regular semester, in India, China, Ghana, Jamaica, Switzerland, Italy and Barcelona. International programs are structured to explore and understand design in various contexts, with a commitment to the public good.

The final reviews at the end of Fall and Spring semesters are a public event for all the studios—exhibited for two days and reviewed by an external jury of prestigious designers and educators. From the 1st year Path 3 to the last graduating class, every student is exposed to a discussion of their project. We believe in the educational value of this process, and the importance of getting direct feedback from (and a possible future relationship with) the guest jurors.

Among the 2012-2013 guest jurors:

GRACE LA (GSD, LA DALLMAN) | MICHELLE ADDINGTON (Yale)

JASON YOUNG (U. Michigan) | ANDREW COCKE (Catholic U.)

PAUL KING (Eihorn Yaffee Prescott) | MARK KLOPFER (Klopfer Martin)

BEATA CORCORAN (MVLA) | CARMEN TRUDELL (Cal Poly)

JONATHAN MASSEY (Syracuse) | MABEL WILSON (Columbia)

SYLVIA SMITH (FxFOWLE) | MARC MILLER (Cornell)

CARLOS JIMENEZ (Rice) | FRANK HARMON (F. Harmon Architect)

TOM BISHOP (BRB Architects) | BILL HELMUTH (HOK)

Reflection on and communication about design is part of the design process in the M.Arch program, and it is built into the elective curriculum in several seminars. Digital media have become readily accessible, but printed materials still have a role in the sharing of knowledge. The school is committed to this, and has established an in-house facility for the printing of school publications. This equipment is also available to students and faculty for personal projects.

Faculty members and students of the Department of Architecture participate regularly in design competitions. Beside the Vortex competition created by the school, teams of students are encouraged to participate alone or with faculty in students or regular ideas competitions. In 2013, TempAgency (with faculty members Leena Cho, Matthew Jull and Seth McDowell, with Rachel Espinosa) was selected for the MoMA PS1 and submitted their proposal with a group of 8 students. This proposal will be exhibited in the MoMA during the summer of 2013. In recent years several students have won design competitions and design awards.

INTERNATIONALPROGRAMS

PUBLIC FINAL REVIEWS

PUBLISHINGPRESS

COMPETITIONS

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UVa students win Los Angeles GreenTech Corridor Competition, from left: Renee Pean, M.ARCH + M.UEP ‘11; Jenny Jones, M.LA & M.UEP ‘11; Los Angeles Mayor Antonio Villaraigosa; Randall Winston, M.ARCH ‘11

TempAgency, 2013 MoMA PS1 Young Architects Program finalist

International programs available to M.Arch students

In-school publishing


Experimental prototyping allows for the creation of projects far from the usual construction types. The school’s fabrication and computing facilities, coordinated with the adjacent shops of the Arts Grounds (Drama and Studio Art), offer a complete range of tools to work with almost any material (including concrete, wood, metal, cloth, plastics, foam, 3D printing) using both manual tools and digital fabrication equipment. The goal is not to build at full scale simply for the sake of it. The architect’s mission is both design and research; but using new materials (or moving artifacts) requires an iterative process of verification at full scale. Prototyping is always experimental, always risky and always searching for new possibilities in construction systems, in materials or even in bringing to architecture the movement of improbable creatures.

In addition to facilities located at the School of Architecture and across the Arts Grounds, M.Arch students have access to an airport hangar at Milton Airfield with a fully-equipped woodshop and space for full scale prototyping and design/build projects. In the past, projects at Milton have included ecoMOD, reCOVER, and the Elizabeth River Learning Barge.

EXPERIMENTALPROTOTYPING:

CREATURESAND CONCRETE

Full scale prototyping at Milton Airfield


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The Stan Winston Arts Festival of the Moving Creature: prototyping and production at Arts Grounds shops

“Concrete Casting”; SARC 5555-(5-6), Alexander Kitchin

UNIVERSITY OF VIRGINIA SCHOOL OF ARCHITECTURE86

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RYAN METCALF, M.ARCH ‘13

CARLOS JENNINGS, B.S. ARCH ‘13

IÑAKI ALDAY, Quesada Professor; Chair, Department of Architecture

JOHN QUALE, Associate Professor; Director of Graduate Architecture Program

GHAZAL ABBASY-ASBAGH, Lecturer

REBECCA COOPER, Architecture Librarian for the Fiske Kimball Fine Arts Library

ROBIN DRIPPS, T. David Fitz-Gibbon Professor of Architecture

CHARLES SPARKMAN, Lecturer

DANIELLE ALEXANDER, M.LA ‘14

REBECCA HORA, M.ARCH ‘13

MATTHEW PINYAN, M.ARCH ‘13

THIS BOOK WAS PRODUCED AS PART OF THE SPRING 2013 PAPER MATTERS CLASS

EDITORIAL TEAM

EDITORIAL COUNCIL

UNIVERSITY OF VIRGINIA SCHOOL OF ARCHITECTURE_MASTER OF ARCHITECTURE

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