uva school of architecture bsarch program

UNIVERSITY OF VIRGINIA SCHOOL OF ARCHITECTUREBachelor of Science Architecture

UNIVERSITY OF VIRGINIA SCHOOL OF ARCHITECTURE2

4 UNIVERSITY OF VIRGINIA SCHOOL OF ARCHITECTURE_BS ARCHITECTURE

In 1817, THOMAS JEFFERSON proposed that the study of Architecture and the Fine Arts be included in the curriculum of the University of Virginia. Architecture as a course of study was to be placed in the School of Mathematics. The Academical Village, with its various orders of classical architecture, was to serve as a didactic model for the students to study. Today, almost 200 years after the foundation of the University of Virginia and 100 years after the founding of the School of Architecture, this program continues to offer unique educational opportunities that fulfill the essence of the Jeffersonian vision: Architecture as an essential part of a public mandate to help develop and sustain a democratic culture. The School of Architecture is composed of four well-defined disciplines — architecture, landscape architecture, history of architecture, and urban and environmental planning — all of which promote design as a mindful and transformational act.

5

The DEPARTMENT OF ARCHITECTURE at the University of Virginia School of Architecture is consistently building upon its strong reputation while reinventing the program to maintain its intellectual and design leadership. Faculty from diverse, international backgrounds and relevant, engaged design offices are deeply committed to architectural education. The School of Architecture is a close-knit and active community, equipped with the resources of a top-rated public research university.

Our EDUCATION and RESEARCH are 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.


A core-curriculum should, I am persuaded, contain an introduction to architecture. It should be on the center of the programme. Architecture draws on mathematics, geology, the material sciences. But also on sociology, aesthetics, and every facet of environmental politics. It embodies history and futurity. In architecture, the notorious gap between ‘the two cultures’ is wholly abolished. Archimedes conjoins with Michelangelo. They teach us how ‘to read’ a building.

George Steiner, ‘Universitas’, Nexus Instituut, Tilburg 2013

The undergraduate architecture program at UVA synthesizes the ambition of educating open minds, responsible citizens, innovative explorers and cultivated intellects. The four-year degree embodies a holistic approach to education, combining the broad perspectives of liberal arts and the focus of a pre-professional program in architecture. Two concentrations, Pre-Professional and Design Thinking, allow for diverse yet equally compelling paths towards the completion of a Bachelor of Science Architectural Studies degree. Upon graduating, students are prepared to explore professional practice and receive advanced placement in the professional Master’s degree program.

The architectural content of the undergraduate curriculum is taught by the same faculty who teach in our highly-ranked Master of Architecture program. The Master program is regularly ranked among the top professional programs in the country and is one of three schools consistently ranked in the top 20 since the beginning of the Design Intelligence rankings. After a successful accreditation visit and review in the spring of 2015, the Master program’s accreditation was renewed for eight years, the longest accreditation term available.

Although the B.S.Arch., as a pre-professional degree, is not eligible to participate in national professional degree rankings, it is widely recognized for its comprehensive and thorough undergraduate education balancing the virtues of a rigorous architectural education and a broad liberal arts education.

At UVA students are confronted with complexity from the very first day of their studies, introduced to methodologies to understand and creatively transform complex realities. Innovation is the final aspiration of any intellectual endeavor. Innovation requires creativity, technical knowledge, cultural awareness and inter-disciplinary collaborations. Research is an essential component of innovation, developed through processes of design and speculation that confront our society’s greatest challenges with exciting and creative solutions.

ARCHITECTURE

7

The discipline of Architecture continues to evolve as a more interdisciplinary field. Along with landscape architecture and urban design, the critical study of the relationship of buildings to public spaces, parks, and infrastructure, to only name a few, is essential to addressing the challenges of globalization in our contemporary world.

phot

ogra

hpy

by S

cott

Sm

ith

9

CURRICULUM

RESEARCH + OUTREACH

STUDENT LIFE

DEGREES 10

16

26

72

90

100

PRODUCTION + CONNECTION

DESIGN STUDIOS


DEGREES

11

One of the emphases of the School of Architecture at UVA is on the urban condition. As a discipline, architecture contributes to the building of cities and is, in turn, shaped by its context. The city continues to expand its limits, encompassing larger regions of populations whose demand on resources necessitates integrated, long term strategies for how buildings, public spaces, infrastructures, and landscapes coexist as part of a sustainable ecosystem. The disciplines affecting the built environment may focus on diverse scales through different approaches and techniques, but share an important common ground: a commitment to design as a creative and transformative act in support of mutually beneficial environmental and social dynamics.


ARCHITECTURE DEGREES

The department offers three degree programs: Master of Architecture, Bachelor of Science in Architecture, and the PhD in the Constructed Environment. These programs are anchored by a rigorous design curriculum that provides a forum for synthesizing parallel studies in history, theory, technology, and representation. In keeping with the public mission of the University of Virginia that dates to its founding, these programs are committed to developing the next generation of civic and professional leaders.

Undergraduate students entering the School of Architecture follow a foundational curriculum for their first year before declaring their major. In their second year, students explore a wide range of interests while refining their focus. Students then declare one of the two concentrations.

The Pre-Professional concentration offers a mix of rigorous design research studios, required disciplinary courses and electives preparing students for a graduate program in Architecture. The curriculum is designed to maximize the opportunities to explore through design of complex projects as well as representing intentions in material form.

The Design Thinking concentration is a curriculum that enables our students to study open, complex problems in critical ways with the goal of generating relevant design solutions that benefit the common good. Our Design Thinking approach leverages design to imagine potential scenarios from novel perspectives and, in turn, frame innovative relationships between working principles and iterative applications. The curriculum builds on the strong core in the design of the built environment while adding required courses in leadership, entrepreneurship, and sustainability. Students are asked to integrate a second field of study by declaring a minor. Design-thinking studios attract students from all majors in the University, allowing truly collaborative learning.

Students in both BS Architecture concentrations pursue a thesis project in their last year of study.

DEGREES

FOUNDATION

PRE-PROFESSIONAL

DESIGN THINKING

13




Students may choose to pursue a minor. A minor allows students to select courses in a second are of interest often in support of their major. Undergraduate students may choose from minor program at the School or Architecture or any other School within the University.

The School offers minors in Global Sustainability, Architectural History, Architecture, Landscape Architecture, Urban and Environmental Planning, and Historic Preservation. Civil Engineering, Studio Art, Languages, and Buisness are frequent minors taken in the University.

MINORS

ARCHITECTURAL HISTORY

The oldest and largest Architectural History program in the nation lets students study at one of the world’s most important historical landmarks: Mr. Jefferson’s university. Architectural historians at the University of Virginia explore the history of architecture, landscape, and urban form by analyzing the sources and forms of creative architectural expression while considering architecture as a critical feature in a broader social and cultural context. The department’s teaching and research aim to illuminate the changing meaning of vernacular and monumental designs for the people who commission, design, build, use, preserve, and demolish buildings, landscapes, and cities. The department’s areas of study—and faculty specialties—span both time and geography, from Ancient to Modern and across all continents of the world.

GLOBAL SUSTAINABILITY

The interdisciplinary Minor in Global Sustainability benefits students of all majors across the University who want to understand the many facets of sustainability and learn how to apply this knowledge to their daily lives. The Minor empowers students across disciplines in common efforts to accomplish real change through community engagement with sustainable projects in their communities and beyond. The Minor also establishes connections between different disciplines and prepares students to incorporate sustainable practices into their varied future careers. The Minor is housed in the School of Architecture and guided by a Governing Board of representatives from the six partner academic units, the Office of the Vice President for Research, and student groups. In establishing the Minor we aim to shape students both into individual leaders ready to create and tackle projects on their own, and into creative collaborators who understand how to engage the material and human resources of their community to accomplish their goals.

15


We seek to cultivate the next generation of design leaders working toward a more sustainable and just world. Our faculty and students address critical issues that we believe should influence the design of all landscapes, including social justice for under-represented communities, renewal of degraded sites, diverse ecosystems, and urban adaptations to climate change. Our curriculum offers a strategic understanding of landscapes as extensive armatures of dynamic systems, bringing new performance capacity to the designed environment.

LANDSCAPE ARCHITECTURE

URBAN AND ENVIRONMENTAL PLANNING

Planning is a systematic, creative way to influence the future of neighborhoods, cities, and rural areas. A planning degree is for students who want to serve communities facing social, economic, environmental, and cultural challenges by working with residents to enhance a sustainable quality of life, protect the natural environ-ment, preserve historic buildings and landscapes, promote social justice for disadvantaged groups, and deal effectively with popula-tion growth or decline. The Program in Urban and Environmental Planning balances the development of professional planning skills with a liberal arts education emphasizing interdisciplinary study. Our graduates work in the pubilc, private, and non-profit sectors. They hold jobs as transportation planners for the gov-ernment, sustainability directors for private firms, and staff for the Chesapeake Bay Foundation and Piedmont Environmental Council, among many others.


CURRICULUM

17

The faculty is committed to working with students in regular coursework and in 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 horizontal relationships, with faculty and students working together, advancing the agendas of both. UVa professors, above all, are as eager to learn as students.


CURRICULUM

DECLARE CONCENTRATION

Undergraduate students entering the School of Architecture share a common first year curriculum. Students take core courses in Architecture, Urban and Environmental Planning, and Architectural History to provide a framework for the study of contemporary culture through observation, analysis, and considered design of our ongoing constructed occupation of the earth. Required courses include ARCH 1020 Lessons in Making, PLAN 1010 Introduction to Urban and Environmental Planning, ARH 1010 History of World Architecture 1, ARCH 1030 Intro Design Studio, ARH 1020 History of World Architecture 2, ENWR 1510 Accelerated Academic Writing.

During the spring semester of the first year, students choose an intended major; Bachelor of Architectural History, Bachelor of Science in Architecture, or Bachelor of Urban and Environmental Planning.

The BS Architecture curriculum is advanced and practiced as a mode of critical inquiry from the scale of the city to the scale of the hand. The studio curriculum, the core of architectural education, is complemented by required and elective courses in the areas: Visualization, Theory-History, and Technology-Construction while leaving time for electives taken anywhere in the University.

Second year student take two foundation studios 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 2010 in the fall focuses on how architecture constructs our cities and how cities shape contemporary culture, infrastructure, history, and ecology. The spring foundation studio, ARCH 2020, addresses the topic of contemporary inhabitation through intense analysis and design. Required courses and electives support the studio experience, including a main lecture course that welcomes and introduces students to architecture. Courses are taken in Visualization (ARCH 2710 Descriptive Geometry), Theory-History (ARH 3403 World Contemporary Architecture), and Technology-Construction (ARCH 2240 Intro to Structural Design 1).

During the spring semester of second year, BS Architecture students choose a concentration based on their interests and future projections in the design professions

CURRICULUM SEQUENCE

FOUNDATIONSTUDIOS

2nd YEAR

1st YEAR

DECLAREMAJOR

19

CURRICULUM

Cou

rtne

y Si

gloh

/ in

stru

cted

by

Char

lie

Men

efee

/ ph

otog

rahp

y by

Sco

tt S

mit

h


CURRICULUM

The Pre-Professional concentration continues the 6-credit design studios with the Design Research Studios. As part of a research institution and a pedagogical program based in social responsibility, critical thinking and innovation, three studios of the undergraduate program are focused on profound architectural research. ARCH3010/4010 mix third and fourth year students to confront complex programmatic and contextual scenarios, and the urban environment. Students define their personal path through the program selecting the topical research studio each semester in their own preferred sequence, ending with a thesis in their final semester.

Visualization courses are taken in modules 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.

The Theory-History curriculum aims to provide students with the ability to place themselves in the contemporary discourse. Students take an Architecture (or Landscape Architecture) History or Theory Elective, ARCH3120 the Architectural Theory course, and an additional upper level Theory-History seminar of their choice.

The Technology-Construction coursework provides a solid foundation to the students’ understanding of how materials, structures, technology, and construction are essential ingredients for design. In the second year, ARCH2240 introduces students to the fundamentals of structure and space. In the third year, advanced computational structural design (ARCH3260/3270 ‘Building Matters’) offers pre-professional students a solid education in tectonics and design.

The pre-professional degree culminates in a thesis. Thesis is intended as a final personal statement that helps guide and propel students towards well-defined professional careers and explorations.

PRE-PROFESSIONAL

TECHNOLOGYCONSTRUCTION

THEORYHISTORY

RESEARCHSTUDIOS

INDIVIDUALRESEARCH

VISUALIZATION

21

CURRICULUM

Emili

o Cr

addo

ck


CURRICULUM

The Design Thinking concentration continues the 4-credit design studios with the Design Thinking Studios. In a world in which UVa students should be committed to solving contemporary problems, three studios offer relevant topics that require working outside the traditional bounds of the profession of architecture. The Design Thinking education is currently a model that several other disciplines are trying to incorporate, being aware of the excellent background that the design education provides for understanding complex logics and problem solving. Studios are designed to work with students and faculty across various disciplines focused on the topics of Design and Time, Design and Product, and Design and Development.

The required coursework of the Design Thinking concentration includes Visualization, Theory-History courses but replaces the Architectural Technology-Construction courses with three courses in Global Sustainability, Entrepreneurship-Economics, and Leadership.

Visualization courses are taken in modules 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.

The Theory-History curriculum aims to provide students with the ability to place themselves in the contemporary discourse. Students take an Architecture or Landscape Architecture History or Theory Elective, ARCH 3120 the Architectural Theory course, and an additional upper level Theory-History seminar of their choice.

Design Thinking students take three courses in Global Sustainability, Entrepreneurship-Economics, and Leadership. Students choose these courses from a pre-approved list that includes partnerships with the School or Engineering and Applied Science, The Frank Batten School of Leadership and Public Policy, the McIntire School of Commerce, and the College of Arts and Science.

Additionally, the Design Thinking concentration student will choose a minor to focus their interdisciplinary studies through 5 courses. This minor can be in the School of Architecture or elsewhere in the University to give student depth in a second area of interest. The School of Architecture houses minors in Architectural History, Urban and Environmental Planning, Landscape Architecture, and Global Sustainability.

In the fourth year, undergraduate students may study abroad or pursue an internship in the fall semester. The spring semester is devoted to the thesis or individual design project in the last studio course with supporting elective courses.

DESIGN THINKING

INTERDISCIPLINARY COURSES

THEORY-HISTORY

DESIGNTHINKING

STUDIOS

INDIVIDUALRESEARCH

VISUALIZATION

FOCUSED MINOR

23

CURRICULUM

Megan Suau


CURRICULUM

Please note that each curriculum is subject to modifications per the department chair and program director’s authorization. For the most up-to-date version, please visit www.virginia.edu/registrar/

3 cr

Minor Requirement

3 cr3 cr

3 cr

Social / Behavioral Science Elective

3 cr

Physics Elective

3 cr3 cr

3 cr

Open Elective

3 cr

3 cr

3 cr

Open Elective

3 cr

Humanities Elective

3 cr

16 credits 16 credits 15 credits 16 credits 15 credits 16 credits 15 credits 15 credits

Optio

nal S

umm

er P

rogr

ams

or In

tern

ship

6/9

cr

Sum

mer

Pro

gram

sor

inte

rnsh

ip

6/9

crAR

CH 2

011

/ 202

1 St

udio

for t

rans

fers

Care

er D

isco

very

/ Sum

mer

Des

ign

Inst

itue

TransferDeclare major inside A-School

Semester Abroad or Internship Option

Optio

nal S

umm

er P

rogr

ams

or In

tern

ship

6/9

cr

Optio

nal S

umm

er P

rogr

ams

6/

9 cr

3 cr

Entrepreneurship/ Economics Requirement

3 cr 3 cr

Minor Requirement or Open Elective

3 cr

14 credits 16 credits 16 credits 15 credits


TransferDeclare Concentration

Declare Concentration

ARCH 1020 Lessons in Making

4 cr

ARCH 1030Foundation Studio I

4 cr

3 cr

ARH 1010 History of Architecture I

3 cr

PLAN 1010Introduction to Urban and Env. Planning

Math/Natural Science Elective

3 cr

3 cr

ARH 1020 History ofArchitecture II

ARCH 2010Foundation Studio II

6 cr

3 cr

ARCH 2710CAAD Geometrical Modeling and Visualization

ARCH 2020Foundation Studio III

6 cr

4 cr

ARCH 2240Introduction to Structural Design

ARCH 3010Research Studio I

6 cr

3 cr

ARCH 312020th Century History of Ideas

4 cr

ARCH 3020Foundation Studio IV

6 cr

3 cr

ARCH 3270Introduction to Parametric Structural Design 3 cr

ARCH 3260 Building Matters

ARCH 4010Research Studio II

6 cr

ARCH 4020Independent Design Research Studio

6 cr

ENWR 1510Accelerated Academic Writing 3 cr

ARCH 3011Design Thinking Studio I

4 cr 4 cr

4 cr

3 cr

ARCH 3021Design Thinking Studio II

ARCH 4011Design Thinking Studio III

4 cr

3 cr


6 cr

Transfer

Declare Minor or Second Major

SUMMER

ARCH

103

1 St

udio

for t

rans

fers


3 cr

ARCH

201

1 / 2

021

Stud

io fo

r tra

nsfe

rs


Declare Minor (recommended)


ARCH 3070Foundations in Design Thinking

3 cr

Minor Requirement

3 cr

3 cr3 cr

3 cr

General Education Elective

3 cr

ARH 3403 World Contemporary Architecture3 cr

ARCH 1010 Lessons of the Lawn

Humanities Elective

General Education ElectiveGeneral Education Elective

Open Elective Open Elective

3 cr


Open Elective

Humanities ElectiveGeneral Education Elective

Sustainability Requirement

3 cr

Minor RequirementMinor Requirement

3 cr




Leadership/ Community Engagement Requirement

3 cr

CLASS of 2020 | UNDERGRADUATE | BS ARCHITECTURE PREPROFESSIONAL CONCENTRATION + ARCHITECTURAL DESIGN THINKING CONCENTRATION

COMMON 1st YEAR Architectural + Urban Studies PREPROFESSIONAL CONCENTRATION CURRICULUM

FALL SPRING FALL SPRING FALL SPRING FALLSUMMERSUMMER SPRINGSUMMER

ARCHITECTURAL DESIGN THINKING CONCENTRATION CURRICULUM

FALL SPRING FALL SPRINGSUMMER SUMMER

25

CURRICULUM

3 cr

Minor Requirement

3 cr3 cr

3 cr


3 cr

Physics Elective

3 cr3 cr

3 cr

Open Elective

3 cr

3 cr

3 cr

Open Elective

3 cr

Humanities Elective

3 cr

16 credits 16 credits 15 credits 16 credits 15 credits 16 credits 15 credits 15 credits

Optio

nal S

umm

er P

rogr

ams

or In

tern

ship

6/9

cr

Sum

mer

Pro

gram

sor

inte

rnsh

ip

6/9

crAR

CH 2

011

/ 202

1 St

udio

for t

rans

fers

Care

er D

isco

very

/ Sum

mer

Des

ign

Inst

itue

TransferDeclare major inside A-School


Optio

nal S

umm

er P

rogr

ams

or In

tern

ship

6/9

cr

Optio

nal S

umm

er P

rogr

ams

6/

9 cr

3 cr

Entrepreneurship/ Economics Requirement

3 cr 3 cr


3 cr

14 credits 16 credits 16 credits 15 credits


TransferDeclare Concentration

Declare Concentration

ARCH 1020 Lessons in Making

4 cr

ARCH 1030Foundation Studio I

4 cr

3 cr

ARH 1010 History of Architecture I

3 cr

PLAN 1010Introduction to Urban and Env. Planning

Math/Natural Science Elective

3 cr

3 cr

ARH 1020 History ofArchitecture II

ARCH 2010Foundation Studio II

6 cr

3 cr

ARCH 2710CAAD Geometrical Modeling and Visualization

ARCH 2020Foundation Studio III

6 cr

4 cr

ARCH 2240Introduction to Structural Design

ARCH 3010Research Studio I

6 cr

3 cr


4 cr

ARCH 3020Foundation Studio IV

6 cr

3 cr

ARCH 3270Introduction to Parametric Structural Design 3 cr

ARCH 3260 Building Matters

ARCH 4010Research Studio II

6 cr


6 cr

ENWR 1510Accelerated Academic Writing 3 cr

ARCH 3011Design Thinking Studio I

4 cr 4 cr

4 cr

3 cr

ARCH 3021Design Thinking Studio II

ARCH 4011Design Thinking Studio III

4 cr

3 cr


6 cr

Transfer

Declare Minor or Second Major

SUMMER

ARCH

103

1 St

udio

for t

rans

fers


3 cr

ARCH

201

1 / 2

021

Stud

io fo

r tra

nsfe

rs


Declare Minor (recommended)


ARCH 3070Foundations in Design Thinking

3 cr

Minor Requirement

3 cr

3 cr3 cr

3 cr


3 cr

ARH 3403 World Contemporary Architecture3 cr

ARCH 1010 Lessons of the Lawn

Humanities Elective


Open Elective Open Elective

3 cr


Open Elective

Humanities ElectiveGeneral Education Elective

Sustainability Requirement

3 cr

Minor RequirementMinor Requirement

3 cr




Leadership/ Community Engagement Requirement

3 cr

CLASS of 2020 | UNDERGRADUATE | BS ARCHITECTURE PREPROFESSIONAL CONCENTRATION + ARCHITECTURAL DESIGN THINKING CONCENTRATION

COMMON 1st YEAR Architectural + Urban Studies PREPROFESSIONAL CONCENTRATION CURRICULUM

FALL SPRING FALL SPRING FALL SPRING FALLSUMMERSUMMER SPRINGSUMMER

ARCHITECTURAL DESIGN THINKING CONCENTRATION CURRICULUM

FALL SPRING FALL SPRINGSUMMER SUMMER


DESIGN STUDIOS

27

Design studios are the core of architectural education 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 foci proposed by the faculty of the Department of Architecture taught through studios, required courses, and elective seminars. Students build upon these experiences to develop their own research methodology and unique interests in the broad field of the built environment. Studio is the place for exploration—from components to buildings, urban design and landscape.


FOUNDATION STUDIO

The introductory foundation course fosters the development of students’ design methodology founded on thoughtful, creative, ethical, sustainable and rigorous work practices. This course investigates the relationship between design and its theoretical, conceptual, spatial and formal intentions. Economic, social, cultural, material and technological agencies are considered as they relate to the built environment and other contextual factors.

Students progress through three projects:

(1) BALANCING ACT is an exploration of the structural cantilever using a deck of playing cards. Each card acts as a modular structural element.

(2) FLIP IN AND OUT is an in-depth field study of the School of Architecture building. Students draw to better understand the two most recent additions to the building, designed by faculty members WG Clark and Bill Sherman.

(3) OCCUPY ARCHITECTURE challenges students to design an inhabitable pod made entirely of recycled materials. Once a material is identified, students invent an assembly method, and finally, they inhabit their creation.

Coordinator: ANSELMO CANFORAFOUNDATION STUDIO 1 ARCH 1030

Don

gyan

Xu,

Mar

issa

Say

ers

29

FOUNDATION STUDIO


FOUNDATION STUDIO

A series of three initial design projects introduces students to the complexity of cities as interdependent networks of infrastructure, transportation, education, cultural, social, economic and demographic systems and hierarchies. Informed by these lessons of the city, students design a building or retrofit an existing building set within the context of a masterplan. Students are encouraged to consider material, structure, public space, water, human creativity, safety, embodied energy, transportation, community, industry, waste, consumption. Urban architecture defines a future; it is a place to protest, to build consensus; it is a place for contemplation and rest; it is the city and the individual simultaneously.

Coordinator: ALEX WALLFOUNDATION STUDIO 2 ARCH 2010

N

Proposed In�ll Development

Proposed Park Network

Proposed Transportation Network

Extended Pedestrian Bridge

Mixed Use Pathways

Proposed Bicycle �roughway

Proposed Pedestrian �roughway

Proposed Bus Route Alterations

Existing Bus Routes

Existing Bus Stops

Downtown Development

Proposed Park Extents

Proposed Canal Development

Lynchburg Masterplan

Proposed Intervention

31

FOUNDATION STUDIO

Ben

DiN

apol

i / p

hoto

grap

hy b

y Sc

ott S

mit

h


FOUNDATION STUDIO

FOUNDATION STUDIO 3

The third foundation studio investigates housing in relation to a rich, engaged social life oriented to prevent depravation and isolation. The course also questions the management of basic resources: energy, water, food.

Housing design demands thinking about more than just the physical planning of spaces and their functions. We will question cultural assumptions about cultural identity, individual and collective needs and dreams, density, definitions of college life, city models, production of resources, connection to the ground and the sky. How do we recover more complexity and richness through the way we live on Campus? Can we rethink boundaries, gardens, and how we might aggregate programs?

Coordinator: MARGARITA JOVER ARCH 2020

Ben

DiN

apol

i

33

FOUNDATION STUDIO

Ben

DiN

apol

i, M

aini

Ke,

Mat

thew

Joh

nson

/ ph

otog

raph

y by

Sco

tt S

mit

h


FOUNDATION STUDIO

FOUNDATION STUDIO 4

The fourth installment of the architecture foundation sequence builds upon all prior foundation studios. Students will design spatially, formally and tectonically compelling architecture through a series of interrelated studies that constitute one highly resolved project. Students will begin to develop “the ability to produce a comprehensive architectural project based on a building program and site that includes development of programmed spaces demonstrating an understanding of structural and environmental systems, building envelope systems, life-safety provisions, wall sections and building assemblies and principles of sustainability” (NAAB).

Coordinator: ED FORD ARCH 3020

Ann

a Fr

iedr

ich,

Chr

isti

an K

ochu

ba

35

FOUNDATION STUDIO

Kai

tlyn

n Lo

ng, A

nne

Chen


RESEARCH STUDIO

ARCH 3010/4010PETER WALDMANIntegrating Structural Operations into Health and Well-Being

This studio seeks to advance the practical application of the foundation of this School’s curriculum: integrating the primacy of structure at all scales of community and nature as agent promoting not only good health, but well-being with the world. The research focus of this studio is on both the knowledge base and connections between structural and health systems at multiple scales ranging from the joint between ground and sky to the surrounding communities and ecosystems. The two instructors will engage in an ongoing dialogue and draw connections to their research embodied in their respective courses, Lessons of the Lawn and Health Impact + Design. The syntax of structure introduced in the Lessons of the Lawn is to be reinforced and expanded through the forensic analysis of structural systems in case studies that will yield a primer of Structural Operations. Students will have the opportunity to develop a comprehensive understanding of structure as the armature of inhabitation, which frames the flows of gravity loads first, but also gives measure as accountable form to the flows of air, energy and spirit in the case of both Eastern and Western cultures.

Rac

hel H

imes

37

RESEARCH STUDIO

Ale

xand

ra Ia

ccar

ino,

Rac

hel H

imes

/ ph

otog

raph

y by

Sco

tt S

mit

h


RESEARCH STUDIO

ARCH 3010/4010 NEW POLITICAL SPACE: A COUNCIL OF THINGSSHIQIAO LI

Who has what rights? This is a central question of life, and it is the foundation of legislation. Architecture has played a crucial role in spatialize legislation: an amphitheater, a bouleuterion, a council chamber, a senate, a parliament, a house of representatives. This studio rethinks the question of rights, and the spatial types associated with legislation; it does so through a project of redesigning the UVa Student Council. Our foundational political theory, perhaps best illustrated by the remarkable writings of John Locke in the late seventeenth century, faces new conditions in a dramatically altered world. In shifting the rights to power from the state to the bourgeoisie, Locke transformed political representation, and consolidated the project of humanism which had been the central driving force since the Renaissance. Recent political thinking, for instance in the works of Peter Sloterdijk, Bruno Latour, Timothy Morton, and Jane Bennett, reformulated the relationship between humans, things, power, and the environment in radically new ways, which to some extent reconnected with vitalism found in many ancient cultures. Their works give us an opportunity to reimagine political representation to move beyond anthropocentrism as a spatial project: should political representation conceive not only human rights but also thing rights? What would this new imagination result in terms of spatial practice compared with traditional political spatial practices? The UVa Student Council could be a space for radical politics of the twenty-first century.

Jord

ana

Gre

enbe

rg

39

RESEARCH STUDIO

Jare

d H

uggi

ns, S

teph

anie

Gra

nado

s / p

hoto

grap

hy b

y Sc

ott S

mit

h


RESEARCH STUDIO

ARCH 3010/4010

one strip with angled bends is mirrored, establishing water movement in two directions

[right + left]

1-directional:aggregating strips with the same

direction channelswater solely to that direction

2-directional:aggregating strips in opposite di-rections creates columns of water

down the facade

2-directional, shifted:staggering columns of

water across facade allows for greater design variation and move-

ment

right

left

aluminum strips slotted together to

direct water

CONSTRUCTION

a pre-fabricated panel system could be used, assembling pieces off-site, then securing onto the struc-tural grid for construction efficiency

bent tabsriveted to strips

for connection to structure

steel structural grid riveted to

aluminum screen

connection bracketsattached to

building structure

building structure + envelope

JEANA RIPPLEDESIGN-DRIVEN MANUFACTURING: INVENTION

This is a “material” research studio. We will develop material systems to act as devices that perform and respond to their environment. We will be more interested in “why we should” rather than “what we can” make. We will invent.

Our project will involve experimentation, design, and eventually production of material prototypes for a client and site. Metals are our primary materials. Plasma-cutting, breaking, bending, welding, and fastening, our primary fabrication methods. We will combine physical material testing with advanced digital simulation. Our final prototypes will be manufactured by expert local metal fabricators and we will install and test on-site.

41

RESEARCH STUDIO

Chri

stia

n K

ochu

ba, M

arco

Cra

ddoc

k


RESEARCH STUDIO

ARCH 3010/4010MATTHEW JULL and LEENA CHOARCTIC DESIGN GROUP: SVALBARD (travel studio)

Svalbard is a Norwegian archipelago in the Arctic Ocean only ~800 miles south of the North Pole. It is the northernmost settlement in the world with permanent population, and is made of organizing landscapes and infrastructure with different combinations of built structures and uses deployed across the territory. Together they give rise to the richness and texture of urban and biophysical life. The Svalbard research studio studies the conditions and existing architectural typologies that characterize the arctic region and explores new conceptual strategies and potential relationships between buildings, program, public space and the extreme and transforming environment of the far north.

43

RESEARCH STUDIO

Tube System + Reasoning

load

load

load

win

d

structural airflow

distributedload

fixed support

tubes act as beams

fixed support

velocity increased

section perspective

planaxonsection

wind

win

d

velocity decreasd

plan

distributedload

load

load

elevationplan

axon

Concept + Rules

prevail

ing w

ind

low speedhigh speed

wind

snow fence

orthogonal arrangement

section

elevation

axon

Snow Fence System

consistent wind

distorted wind

tubular wall

yogacafe

exhibithybrid

circulationentrance

elderly recreation

children recreation

viewingpost

yoga

cafe

exhibit

elderly recreationchildren

recreation

hybrid

views

views

viewsviews

viewsviews

viewsviews

views

views

exhibit

intersect twin branch

swallow disconnect layer

Tube Typologies Tube Types Tube Sections Exploded Axonometric

small + hot

medium + warm

large + cool

plan axon

circulation room partition

multi-levelgathering

FULL LOOP

SCENIC LOOP

OVERLAPENTRANCE

ENTRANCE

TO

P F

LO

OR

MID

DLE F

LO

OR

GR

OU

ND

FLO

OR

BEFORE MOVEMENT

AFTER MOVEMENT

Bra

ndon

Eck

, Jen

ny A

dair


RESEARCH STUDIO

ARCH 3010/4010SETH McDOWELLMANIFESTO FOR UNFINDABLE ARCHITECTURE

In 1969, Jaques Carelman, artist and Régent of the Collège de Pataphysique, published the “Catalogue of Unfindable Objects.” The publication was a parody of the mail order catalog. This catalog of fantastic inventions presented a series of objects that question utility and offer impossible solutions to problems that may not even be problems. This studio will provide the architectural edition to this catalog.

There is no Google entry for an unfindable architecture. An unfindable architecture is the exception, the special occurrence, the outlier. An unfindable architecture is probably dysfunctional - probably impossible. This studio will examine the fantastical absurdity that exists in architectural pursuits. We will not reinvent the wheel, we will re-imagine the rules that govern the wheel.

Aid

an G

arri

ty, L

e’B

ryan

t Bel

l

45

RESEARCH STUDIO

Scot

t Lev

ine,

Aid

an G

arri

ty


RESEARCH STUDIO

ARCH 3010/4010CHARLIE MENEFEEDESIGN DEVELOPMENT: ASSEMBLY REQUIRED

The work of the semester will use a site and constructions within that site to explore the relationship between light, space, and materiality. At best, the building will be an essay on the relationship between construction and light. The use, or specific occupation by a maker as a laboratory, will take a secondary role.

47

RESEARCH STUDIO

bathroom

section cut

bathroom

section cut

Ang

ie D

oor

/ pho

togr

aphy

by

Scot

t Sm

ith


RESEARCH STUDIO

ARCH 3010/4010 HONG KONG 3D METROPOLISLUCIA PHINNEY

Three dimensional dexterity is the core of our expertise as architects. Developing the creativity to imagine the physical qualities of three dimensional space, to diagram relationships with surrounding elements, to accommodate specific and flexible programs, and to delineate structural and material systems that define this space is certainly central to an architect’s education. This semester we will advance the cause of 3D education through a set of spatial challenges leading to two highly articulated interventions set within the dense fabric of Hong Kong. These exercises will push beyond such inherent polarizations of mid-twentieth century modernism as outside/inside, public/private, enclosed/open, and figure/ground. Challenging these abrupt polarities, we will pursue spatial continuity through gradations, transformations, operability, dynamism, and the geometry of curvaceous surfaces. The laser-cutters and 3D printers will be integral to the precise study and construction of these surfaces.

Lem

ara

Bla

nco

/ pho

togr

aphy

by

Scot

t Sm

ith

49

RESEARCH STUDIO

Cey

lan

Tom

ruk


RESEARCH STUDIO

ARCH 3010/4010MANUEL BAILO ESTEVESTUDY ABROAD IN VENICE: BE WATER

We are going to be working in a unique place in the world. A city where history, water and people create magic, an exceptional place.

This is an incredible opportunity to understand the European culture, living in an old historical Italian city. This is not just an architectural studio as ones we do in Charlottesville. This studio is also a way of understanding architecture through experience. This semester you will have the chance to learn architecture through living inside history.

In this studio we will investigate how an old, commercial city was created and grew. We will learn what it took to build such a charming city in la Laguna di Venezia. How the smart Italian architects and builders found a way to raise this city over the water. We will understand how the history and the Venetians build this dream city. But, we also will discover how one of the richest and most active Mediterranean cities from the XII century survives in a contemporaneous modern world.

Dix

i Wu,

Sam

anth

a M

anoc

k, A

shli

Mar

ino

51

RESEARCH STUDIO

Han

nah

Hei

le, Z

eph

Rug

gles

, Nic

ole

Zacc

ack,

Yas

min

e M

cBri

de


RESEARCH STUDIO

ARCH 3010/4010 THE JOINT STUDIOED FORD

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.

53

RESEARCH STUDIO


RESEARCH STUDIO

ARCH 3010/4010 SURFACE FLOWS: Experiments in New Forms of Public Space

Working experimentally within contemporary theories of surface, and looking critically at projects and built work within these ideas, this studio will explore potentials for complex, folded, woven, and thickened surfaces to become new, fluid, public spaces that are open, un-programmed, and substantially animated. Rather than being a separate and controlled place with increasing limits on political expression, these surfaces will beomce a new spatial territory with more fuild relationships between public and private domains.

Preliminary explorations of complex three-dimensional territories will be the basis for the design of a school as a hybrid cultural-institutional capable of fully engaging and participating in a dense urban context. Baltimore, a city in the midst of change, will be the site for the school. Baltimore has two histories. It has been a shrinking city with many vacant lots and derelict buildings. With a long history of seeing vacancy as an opportunity, it is also a place with an entrepreneurial attitude and an optimistic openness to new ideas. As such, it is a great place to envision how new forms and new fluid connections can improve the nature of 21st century urban life.

ROBIN DRIPPSD

anie

l McG

over

n

55

RESEARCH STUDIO

Xi H

an


RESEARCH STUDIO

The Yamuna is one of India’s sacred rivers; it’s an essential part of its culture, history, economy, and environment, a fundamental resource in its region of the subcontinent. Unfortunately, the Yamuna is also the most polluted of the world’s main rivers, specifically at its urban transect of New Delhi. The Yamuna and the capital city of the world’s largest democracy are now in a state of urban crisis.

The research team at the School of Architecture has developed a visionary masterplan draft that identifies both dysfunctions and opportunities for improvement throughout the city, including designs for a series of strategic urban projects that show tangible options for implementation. To investigate new spatial potentials between urban growth, infrastructure, landscape, water, and architecture, these projections operate at different scales: that of the individual citizen, the local community, and the broader region. Their coordinated synthesis aims not just to rehabilitate Delhi and the Yamuna, but also to extrapolate future potentials for river cities across the world.

ARCH 3010/4010INAKI ALDAY and PANKAJ VIR GUPTADELHI (travel studio)

Ben

DiN

apol

i

57

RESEARCH STUDIO

Sam

anth

a M

anoc

k


DESIGN THINKING STUDIO

ARCH 3011/4011 FORMS OF CONCRETE 3: SCREENS + SKINS + SCRIMSALEXANDER KITCHIN

Concrete is an ancient and modern material. It is the most consumed material on the planet, other than water. It is derived from natural resources and relatively simple in its compostion. It is also at the cutting edge of material science. New formulas and chemistry are enabling concrete to perform in ways never imagined before, and in ways perfectly suited to the new design thinking that embraces both the tactile and the technical. No other material is employed as a liquid and utilized as a solid. The advancements made in high performance concrete are blurring the traditional role of workman or craftsman, making him/her also a scientist and enabling the designer to work in digital forms yet realized.

59


Max

Cut

tler

, Sam

uel E

ldre

dge,

Wil

liam

Hay

nes,

Rya

n H

ess,

Ale

xand

er K

apla

n, K

ate

Lem

ly, R

oshn

i Mah

tani

, Rob

ert M

anio

n, S

ydna

Mun

dy, A

nne

Tave

tian

, Chr

isto

pher

Wel

ler,

Dir

k W

ilkin

s



ARCH 3011/4011SCHAEFFER SOMERSHEALTH IMPACT + DESIGN

This course will provide a review and application of systematic approaches to assessment and design that focus on human health outcomes, Health Impact Assessment and Design Thinking. These combinations of procedures, methods, and tools originate outside the conventional domain of architecture, landscape architecture, and urban planning practice. The goal of the first phase of the course is to situate these two approaches in a larger context of analysis and design. In addition to these two approaches, students are encouraged to bring their own discipline’s knowledge and practice to inform and expand the discussion of design process.

Once basic familiarity with the concepts is established, students will be introduced to the project opportunities and their respective stakeholders and constituents. Working in groups students will develop plans for a human-centered design approach for each project making use of the established methodologies, and possibly synthesizing an integrated approach. The remainder of the course schedule is allocated to implementing the plan through direct collaboration with the project stakeholders and constituents.

Untitled-5 1 12/13/2014 8:13:02 PM

61


Har

shee

n K

aur

/ pho

togr

aphy

by

Scot

t Sm

ith



ARCH 3011/4011MEGAN SUAUTIME OVER CRISIS

Time Over Crisis was the first in a sequence of studios which explore “design thinking” as a paradigm within the School of Architecture. Offered during the Fall of 2013, this studio used the physical, economic, and temporal limitations of an extreme crisis scenario to develop a critical perspective toward the built environment as a source for innovative problem-solving. The crisis investigated was the exodus of 2 million Syrians during the ongoing civil war and specifically regarded the refugee camp of Za’tari, Jordan, currently the second-largest in the world (according to the UN High Commissioner for Refugees).

Students were required to engage in the subtleties and sensitivities of the camp while developing a critical attitude and ultimate proposal toward a focused problem. In addition to developing rigorous technical and research skills, the students were encouraged to investigate non-traditional, firsthand accounts of the refugee experience through interviews, blogs, and social media outlets. Each student tackled a problem identified by the UNHCR – including local food supply, political relationships with the host nation, treatment of fresh and waste water, international funding opportunities, and adaptable shelters – while creating a collective research compendium for the studio. This research and its designed outcomes are currently being compiled into the first of a series of internal design thinking publications for continued discourse within the school.

HARD SCAPE

SOFT SCAPE

SEMI-HARD SCAPE SEMI-SOFT SCAPE

CLARIFICATION TANKS ANAEROBIC TANKS

FAMILY DINNER CHILDREN LEARNING CALL TO PRAYER SYRIAN AFTERNOON TEA LOCAL FARMERS PUBLIC ART THE BLACK MARKET CIVIC DEBATE PLAY DAILY SERVICE EMPLOYMENT

PIPELINE WATER TOWER WATER TOWER BIOFILTER TANK REED BED ROCK EMERGENT WETLAND PLANTS SURFACE WETLAND PLANTS SUBMERGED WETLAND PLANTS

SECTIONSCALE 1:500

Ale

xand

ra Ia

ccar

ino

63


Sara

h H

olsi

nger



ARCH 3011/4011MELISSA GOLDMAN and DR. CASEY KERRIGANTHE SHOE STUDIO

We have been treating our feet badly. Traditional shoe designs focus on the wrong forces of our body relating to the ground and traditional shoe manufacturing is slow, pricey, and wasteful. 3D printing, though slow in a different way, is more amendable to change, material testing, customization, and the design process.

As a collaboration between the SARC Shops and OESH Shoes, a local 3D-printing shoe fabricator, students in this Design Thinking studio tackled the experimental fabrication of 3D printing technology as well as mediated data from biomedical and biomechanical research, 3D scanning and force plate testing, and conversations across and beyond Grounds with doctors, researchers, engineers, and prosthetists. Each student mastered the building craft of 3D printing as one might if working with wood or casting concrete. They studied grain, flexibility, and strength, infill (flesh) and shell (skin), feeds, speeds, and temperatures, raw materials and exploitation of material and machine properties, calibration and hacking of machines, and joinery of soles and uppers. Using themselves as clients, they produced an iterative series of shoes that they wore and tested, and then showcased on the runway at the final review.

Deb

orah

Par

k

65


Chri

stia

n K

ochu

ba, J

osh

Had

ley

Gog

gin


THESIS

ARCH 4020

Ceylan Tomruk / advised by Robin Dripps

INDEPENDENT RESEARCH STUDIO

The independent research studio provides a general framework in which each student has the opportunity to develop a specific design trajectory. The general framework outlines or identifies a general topic informed by a set of relevant principles to be debated and tested through a design process. To this end, a design research project (a thesis) challenges a way of thinking and making that produces new design possibilities. It is critical to note that research is not simply an act of “collecting” information; instead, it necessitates an active synthesis through design research leading to novel explanations of that which is found to generate new interpretations and design propositions.

UNDERGRADUATE THESIS

67

THESIS

Amelia Brackman / advised by WG Clark

LEVEL 2 1/8’ = 1’ 0”

SLEEPING PORCH

OPEN TO KITCHEN

BEDROOM

LONG SECTION 1/8” = 1’ 0”


THESIS

ARCH 4020

POLLUTION

Formed when reactive organic gases (ROG) and Nitrogen oxides react in the presence of sunlight. ROG sources include any source that burns fuels, solvents, petroleum processing and storage, and pesticides.

Breathing difficulties, lung tissue damage, damage to rubber and some plastics

Reduce vehicle ROG and nitrogen oxide emissions, reformulated fuels, inspection programs and reduced vehicle use, limit ROG emissions from commercial operations and consumer products, limit ROG and nitrogen oxide emissions from industrial sources

Fuel combustion in vehicles, equipment and industrial sources, residential and agricultural burning. Formed from reaction of other pollutants.

Increases respiratory disease, Lung damage, cancer, premature death, reduced visibility, and surface soiling.

Reduce combustion emissions, precursor controls, reduce fine particle formation in the atmosphere.

Any source that burns fuel.

Chest pain in heart patients, headaches, reduced mental alertness.

Control over vehicle and industrial emissions. Use oxygenated gasoline during winter months. Conserve energy.

See Carbon Monoxide

Lung irritation and damage. Reacts in atmosphere to form ozone and acid rain.

Control vehicle and industrial combustion emissions. Conserve energy.

Metal smelters, resource recovery, leaded gas, deterioration of lead paint.

Learning disabilities, brain and kidney damage.

Control metal smelters, no lead in gas. Replace leaded paint.

Coal or oil burning. Power plant and industry refineries, diesel engines.

Increase lung disease, breathing problems for asthmatics. Reacts in atmosphere to form acid rain.

Reduce use of high sulfur fuels.

Geothermal power plants, petroleum production and refining, sewer gas.

Nuisance odor, headache and breathing difficulties.

Control emissions from geothermal power plants , petroleum production and refining, sewers, sewage treatment plants.

Despite decades of progress, California cities continue to dominate the lists of the ten most polluted cities in America for ozone (smog) and short and long-term particulate pollution. California is home to some of the most polluted air in the United States, with 89% of residents living in counties with unhealthy air during some parts of the year. California’s air quality challenges are compounded by a population of 37.5 million, heavy dependency on petroleum for transportation, and climate and geographic and weather conditions that are more conducive to poor air quality. The Central Valley and Los Angeles regions fare the worst for air pollution where residents can experience unhealthy air several months of the year.

Los Angeles is one of the worst cities for all types of pollution, but the air quality is much better than it was in the first State of the Air report released 14 years ago. Days with unhealthy ozone levels have fallen by a third since then, to about 125 days a year.Improvements in auto engines and clean-burning gasoline have made most of the difference, accord-ing to Carsten Warneke, a scientist with the Cooperative Institute for Research in Environmental Scienc-es at the University of Colorado Boulder."The main emissions source [in Los Angeles] is vehicle exhaust, but the cars we're driving are getting better every year," he said.

BIGGEST POLLUTANTS IN CALIFORNIA

OZONE

Extreme

Severe

Serious

Moderate

Marginal

Attainment

County Lines

POLLUTIONCLASSIFICATION

PARTICULATE MATTER

SECTION1’=1/16”

Tori Amato / advised by Lucia Phinney

INDEPENDENT RESEARCH STUDIOUNDERGRADUATE THESIS

69

THESIS

HOUSING

SHOPS

RESERVOIRS

THEATER

FARMER’S MARKETAGRICULTURE

MUNI STATIONPARKING

OPEN SPACE

OFFICE

PARKING GARAGEMUNI STATION

FARMER’S MARKET

PEDESTRIAN

BICYCLE

VEHICLE

SHOPS

HOUSING AND OFFICEHOUSING AND OFFICE

AGRICULTURE

FOG COLLECTIONRAIN COLLECTION

GRAY AND BLACK WATERRECYCLING

GRAY WATER USEDTO IRRIGATE CROPSAND LANDSCAPE

FOG AND RAIN WATERPURIFIED ON SITE

PYRAMIDAL STANCEON PODIUM

BUILDINGS SPACEDAPART

WATER RESERVOIRSCREATE DAMPER

PODIUM BRACEDINTO HILL,BUILT INTO BEDROCK

2015 20?? 2025 2027 2035 2050

CURRENT CONDITIONS THE NEXT BIG ONE PUBLIC HOUSING DEMOLISHED, NEW DEVELOPMENT COMPLETE URBAN GRID OVERLAYED ON SITE BAYVIEW CENTER COMPLETE HILL DEVELOPMENTS COMPLETE

NOT DROUGHT RESISTANT, NO PUBLIC SPACE, POOR TRANSPORTATION,NO CONTINUITY WITHIN NEIGHBORHOOD, NO COMMERCIAL CENTER, FOOD DESERT

MANY OF THE BUILDINGS IN THIS NEIGHBORHOOD ARE BUILT ON LANDFILL. THESE WILLCOLLAPSE IN THE EVENT OF AN EARTHQUAKE. CURRENT PUBLIC HOUSING IS NOT

SEISMICALLY SAFE

CURRENT PUBLIC HOUSING DEMOLISHED. NEW DEVELOPMENTS BY LENNARAND OTHERS COMPLETED

AFTER PUBLIC HOUSING CLEARED OFF SITE, HISTORIC BURNHAM GRID IS OVERLAYED BAYVIEW CENTER IS BUILT, SPURRING DEMOLITION OF REST OF PUBLIC HOUSING FOR NEWDEVELOPMENT

BAYVIEW IS NOW A UNIFIED NEIGHBORHOOD WITH ALL THE AMENITIES OF ANY OTHERSAN FRANCISCO NEIGHBORHOOD. IT IS DROUGHT-RESISTANT AND SUSTAINABLE

Henry Brazer / advised by Betsy Roettger


THESIS

ARCH 4020

Alexandra Iaccarino and Madeleine Partridge / advised by Betsy Roettger

INDEPENDENT RESEARCH STUDIOUNDERGRADUATE THESIS

ON-THE-GROUND RESOURCES

SITE

URBAN CENTER UN TENT RE-USE

LIVING QUARTERS

71

THESIS

Courtney Keehan / advised by Betsy Roettger

The structure adjusts to meet the needsof the user. Louvered doors open horizontallyto create awnings along the exterior of the structureto block the sun; during times when the structure is notin use or during storm season, these doors can lock down to enclose the structure.

TEMPERATUREAVERAGE MONTHLY

91 F

43 F

61 F74 F

JANUARYJULY

JULY

JANUARY

87%

AVERAGE RELATIVE HUMIDITY

The market is clad in louvers. Reminicent of the southern frontporch and the traditional marketsin New Orleans, the louvers have amulti-purpose function. They controlthe sunlight entering the interior space, allowing for natural light in a shadyenvironment. Additionally, they allowthe structure to stay cool by channelinga breeze between their gaps.

A NEED FOR VENTILATION

TRADITIONAL PUBLIC MARKET

VENTILATION

PITCH ROOFCORREGATED TIN SHEET

SKIRT ROOFCORREGATED TIN SHEETSASH WINDOWS

LONG, RECTANGULAR SHAPE

SLANT U

P

150ft50ft

VENTILATION HEAT ESCAPES THROUGHSLATED SCREENS

CROSS BREEZES ENTER THROUGHSIDE WINDOWS; LONG, RECTANGULARSHAPE MAXIMIZES FLOW

BREEZE

HEAT

N

S

W E

WE

N

S

EW

NW NE

SESW

WIN

D

STRONGEST WINDSFROM THE SW

VENTILATION + COOLING

COOLING EVAPORATION

SOUTHWEST WINDSNORTHWEST +

SHADELONG, RECTANGULAR SHAPE

LOUVERS

This shape, typical to the traditional New Orleans Shot Gunhouse, facilitates a cross breeze within the space.


PRODUCTION ++ CONNECTION

73

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 Architecture program, knowledge is developed through the process of design, criticism and reflection, under a theoretical and historical perspective.



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.

Recent lecturers:

Vicente Guallart, former Architect and Chief Planner of BarcelonaJeanne Gang, Studio Gang ArchitectsJanne Terasvirte, ALA ArchitectsMindy Fullilove, Columbia UniversityMichael Murphy, MASS Design GroupTed Flato, Lake Flato ArchitectsBryan Bell, NC State, Executive Director at Design CorpsMichael Van Valkenburg, MVV AssociatesAndres Jaque, Office for Political InnovationHrvoje Njiric, Njiric ArchitectsSylvia Karres, Karres+Brands Landscape ArchitectureAdam Yarinski, ARO New YorkLiu Xiaodu, URBANUS Architecture + DesignKai-Uwe Bargman, BIG New York

Recent guest jurors:

Adam Yarinski, AROMichelle Addington, YaleTed Flato, Lake Flato ArchitectsJudith Leclerc, Coll-Leclerc ArchitectsJaume Blancafort, Blancafort-Reus ArquitectosRuss Perry, Smith GroupRandy Holmes, Glave and HolmesKyle Sturgeon, BACElgin Cleckley, Ontario Science MuseumNicholas de Monchaux, BerkeleyAnatxu Zabalbeascoa, El Pais

CONVERSATIONSLECTURES

WORKSHOPS

75




VORTEX:WORKSHOP AND

COMPETITION

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. SYLVIA KARRES of Karres+Brands in the Netherlands led 2015 workshop and the design process of every team.

to grounds

daylight channel Ivy Road“V” Hall beach seats vegetated gravel and boulder field stepped bank measures stream fluctuation

multilevel commercial and residential units

Champion Tower

The Vortex

The Flexible Forest

Harri

ngto

n Mem

orial

Brid

ge

Cope

ley Co

mmon

s

New Parking Deck

Arts G

round

s

Emme

t Stre

et

Ivy Road

Ivy Road

New Visitors Center

77


Site

pla

n 1

/32

AA

C

B

BLUE RIDGE TRAIL

SPECIALTY TRADES: CONCRETE /STEEL/ WOODS: Mass/Frames/Skins

Journeying west, the site of the next light rail station pauses before the 64/29 interchange with another residential college appreciating the facilities of food and printing services where a precious few students have unimpeded adjacencies to all the library resources now in compressed storage. The wisest students love to live here with Butchers/Bakers/Candlestick makers, Guttenberg still pressing on and Borges, the blind national Librarian in Residence, within the compressed stacks in A Garden of Forking Paths.

THE NEW CORNER

NOLLI MEETS JEFFERSON: ON THE FOUNDATONS OF URBAN THEATERS

Site #2 now “the Other Corner” is where Foods of All Nations, Osaka, Papa John’s, and the Panda Garden join Taiwan Gardens in Reconciliation and newly welcomed Afghan Palace all converge as a Threshold to the spatial monuments and mazes of a serendipitous landscape haunted by Piazza Navonna, the Pantheon and SM Sopra Minerva, through excavation and plinth building all interrogating a newly transformative sense of “The Grounds.” In between the Corner and the labyrinth three housing typologies of modest Garden Apartments adjacent to cultivated fields requiring daily Maintenance, porous mid-rise Swiss Pavilions and Marseille blocks of student governance and inhabitation, and Japanese Metabolist housing canisters project bridging connectors amidst scaffolding of solar voltaic cells A vast infrastructure of air labyrinths and geothermal cisterns makes this site a power plant for the entire North Grounds.

MADISON BOWL & CARR’S HILL

EXCAVATION

If students want proximity to the Grounds, no better site where to begin would be where Jefferson’s workforce prepared the bricks for the construction of the Academical Village, the so called depression or excavation of Madison Bowl on axis with the Rotunda.

BUILDING ON CARR’S HILL’S FLATS AS NEW GROUNDS

The light rail station is at Carr’s Hill, between the Band Practice Building and the Culbreath Parking Garage. Here hundreds of students of the Arts Precinct root themselves in new residential facilities all located on the existing flat roof decks amidst Bio-Philic agricultural terraces and Pavilions for visiting professors such as Sylvia Karras and Peter Zumthor. It is rumored that soon Carr’s Hill House will revert to the Widow Carr’s Boarding House now Residential College for a newly empowered generation seeking social justice through transformation and Change.

AMTRAK on WEST MAIN

FURNISHINGS & EQUIPMENT: HOUSING AS CABINETS & POWER AS TOWER

When one moves East from the Rugby Road train corridor one next stops at the old Rail station of West Main Street where a Dense Medina of housing serves as belt buckle and mid mile Tower to Copernicus and Chopin both In Praise of Shadows and Mirrors for the Moon to the Downtown Mall

BELMONT COMMUNITY CENTER

MECHCANICAL SERVICES: PROJECTORS & REFLECTORS

The next stop, but never the last, is at the Belmont Bridge with our sights now hinged to the Historic Downtown mall yet now refocused on another cultural condition of feisty food and entertainment precincts for Charlottesville lunatics, Mas o Menos signs metering a deep Geo-thermal power station quarried beneath this benign village.

MONTICELLO TRAIL

MAINTENANCE

There is another stop at Riverbend south of Market where a new power plant rises from Woolen Mills and the 4th of July is celebrated by the sprinkling of ashes into the water, which will feed the James and eventually Chesapeake Bay.Father to the south and East the rail line intersects Monticello, Ash Lawn and Finally Morven where it is only a 4 hour 17 minute walk from Boar’s Head Inn to Morven, a graduation rite and responsibility to travers at least once on a students four year residence at this expansive University navigable at the pace on one’s heartbeat.

But what about that place called Ivy? It is no longer a spatial temporal connector but simply and powerfully a generative plant.

COLLEGE AS COLLAGEOn close encounters of site and far-sighted perspectives of Culture and Memory

ASSUMPTIONS: ASSIGNMENT AND TRESSPASS

For the myopic, Site #2 contains remnant parcels of a fabric of small commercial agorae adjacent to the monuments of Athletic/ Health Maintenance Facilities divided by the rail line, and as found is no place to call home. For the far-sighted, Life, Liberty and the Pursuit of Happiness in this University and City have been framed by the topographic character of mountain ranges, which spawn the rivers, which reach the Sea as envisioned by Peter Jefferson, father of Thomas.Site #2 is only one location along that way, transforming itself in section into

an introverted and dense, new precinct, digging down in order to build up, an excavated quarry and elevated theater of an Uncommon Residential College Life for a University conceived and constructed in the 19th Century now serving as a catalyst for our Bicentennial in the 21st.

IVY IS A FIELD CONDITION, NOT A STREET OR CORRIDOR

We choose not to start our Tale midway between the other two assigned sites but to build upon the still contested grounds of the origins of Jefferson’s pragmatic construction project just north of the Rotunda aligned with Rugby Road and the so-called Madison Bowl. Transportation is the high

speed connective tissue, which makes feasible an assemblage of distributed precincts to be close to this historic center a place of Ancient Oracles and Inaugural Transformations. Previous student projects are collaged to make connective tissues of diverse spatial, material and cultural landscapes inspired by Collage City and Roma Interrota. College As Collage is an Assemblage of Circumstantial Oases or Construction Sites between the Mountains and the Sea offered Peter Jefferson’s 1756 first map of the Virginia Territories. It includes the assigned site #2, but it also generates another Spatial Tale of Origin of Uncommon Ground through Specifications for Construction.

A FOOTNOTE NOTE ON IVY

IVY IS a parasitic plant that thrives on the lime sucked from mortar between masonry, the connective tissues of Jefferson’s serpentine as well as straight walls. It is rumored that around the time of the Bicentennial celebrations of 2017 due to unchecked global warming a new breed or English Ivy not only wipes out the Virginia creeper but attacks all the mortar joints of buildings aligned to IVY Road’s auto fume fed corridor. This devastation is worse than Kudzu and within a generation all buildings collapse under the weight of this massive green fecundity. All of the King’s Horses and All the King’s men could not put Ivy Road’s establishments together again.

But the horses (Uccello) began to nibble on the Ivy and grew fat and sassy, then studded out to Morven Farms a new breed of Ivy Feed Lots turned out Ivy League super nourished Stallions. From the first through twelfth grade all Charlottesville Albemarle school children were required to tend the foals with acorns and apples, to plant one apple in their backyards and oak trees in their front yards. At the end of school they harvested apples all summer long, in the dead of winter they would compete with squirrels to store acorns. In this small university village Ivy was not a Road, a corridor or a Street condition but a field condition of symbiotic field conditions with the fragmentary necessity for ruins with an Afghan Palace here, a Panda Garden there, Foods of All nations, Tokyo Rose, there and Pizza and Taiwan Gardens

with Wild Wing arriving when the Canadian geese make their journeys twice a year. IVY is just IVY under foot where it belongs. The horses and School children think of this place as their Central Park, their Eden between the reservoirs to the North West and the Rivanna and tributaries to the Chesapeake to the South East. It is home to citizens and strangers alike. This scheme is a collage of citations, an urban strategy Between Memory and Amnesia. (Agrest), and perhaps an intentional cacophony of voices and fingerprints.

Site

pla

n 1

/32

AA

C

B

BLUE RIDGE TRAIL

SPECIALTY TRADES: CONCRETE /STEEL/ WOODS: Mass/Frames/Skins

Journeying west, the site of the next light rail station pauses before the 64/29 interchange with another residential college appreciating the facilities of food and printing services where a precious few students have unimpeded adjacencies to all the library resources now in compressed storage. The wisest students love to live here with Butchers/Bakers/Candlestick makers, Guttenberg still pressing on and Borges, the blind national Librarian in Residence, within the compressed stacks in A Garden of Forking Paths.

THE NEW CORNER

NOLLI MEETS JEFFERSON: ON THE FOUNDATONS OF URBAN THEATERS

Site #2 now “the Other Corner” is where Foods of All Nations, Osaka, Papa John’s, and the Panda Garden join Taiwan Gardens in Reconciliation and newly welcomed Afghan Palace all converge as a Threshold to the spatial monuments and mazes of a serendipitous landscape haunted by Piazza Navonna, the Pantheon and SM Sopra Minerva, through excavation and plinth building all interrogating a newly transformative sense of “The Grounds.” In between the Corner and the labyrinth three housing typologies of modest Garden Apartments adjacent to cultivated fields requiring daily Maintenance, porous mid-rise Swiss Pavilions and Marseille blocks of student governance and inhabitation, and Japanese Metabolist housing canisters project bridging connectors amidst scaffolding of solar voltaic cells A vast infrastructure of air labyrinths and geothermal cisterns makes this site a power plant for the entire North Grounds.

MADISON BOWL & CARR’S HILL

EXCAVATION

If students want proximity to the Grounds, no better site where to begin would be where Jefferson’s workforce prepared the bricks for the construction of the Academical Village, the so called depression or excavation of Madison Bowl on axis with the Rotunda.

BUILDING ON CARR’S HILL’S FLATS AS NEW GROUNDS

The light rail station is at Carr’s Hill, between the Band Practice Building and the Culbreath Parking Garage. Here hundreds of students of the Arts Precinct root themselves in new residential facilities all located on the existing flat roof decks amidst Bio-Philic agricultural terraces and Pavilions for visiting professors such as Sylvia Karras and Peter Zumthor. It is rumored that soon Carr’s Hill House will revert to the Widow Carr’s Boarding House now Residential College for a newly empowered generation seeking social justice through transformation and Change.

AMTRAK on WEST MAIN

FURNISHINGS & EQUIPMENT: HOUSING AS CABINETS & POWER AS TOWER

When one moves East from the Rugby Road train corridor one next stops at the old Rail station of West Main Street where a Dense Medina of housing serves as belt buckle and mid mile Tower to Copernicus and Chopin both In Praise of Shadows and Mirrors for the Moon to the Downtown Mall

BELMONT COMMUNITY CENTER

MECHCANICAL SERVICES: PROJECTORS & REFLECTORS

The next stop, but never the last, is at the Belmont Bridge with our sights now hinged to the Historic Downtown mall yet now refocused on another cultural condition of feisty food and entertainment precincts for Charlottesville lunatics, Mas o Menos signs metering a deep Geo-thermal power station quarried beneath this benign village.

MONTICELLO TRAIL

MAINTENANCE

There is another stop at Riverbend south of Market where a new power plant rises from Woolen Mills and the 4th of July is celebrated by the sprinkling of ashes into the water, which will feed the James and eventually Chesapeake Bay.Father to the south and East the rail line intersects Monticello, Ash Lawn and Finally Morven where it is only a 4 hour 17 minute walk from Boar’s Head Inn to Morven, a graduation rite and responsibility to travers at least once on a students four year residence at this expansive University navigable at the pace on one’s heartbeat.

But what about that place called Ivy? It is no longer a spatial temporal connector but simply and powerfully a generative plant.

COLLEGE AS COLLAGEOn close encounters of site and far-sighted perspectives of Culture and Memory

ASSUMPTIONS: ASSIGNMENT AND TRESSPASS

For the myopic, Site #2 contains remnant parcels of a fabric of small commercial agorae adjacent to the monuments of Athletic/ Health Maintenance Facilities divided by the rail line, and as found is no place to call home. For the far-sighted, Life, Liberty and the Pursuit of Happiness in this University and City have been framed by the topographic character of mountain ranges, which spawn the rivers, which reach the Sea as envisioned by Peter Jefferson, father of Thomas.Site #2 is only one location along that way, transforming itself in section into

an introverted and dense, new precinct, digging down in order to build up, an excavated quarry and elevated theater of an Uncommon Residential College Life for a University conceived and constructed in the 19th Century now serving as a catalyst for our Bicentennial in the 21st.

IVY IS A FIELD CONDITION, NOT A STREET OR CORRIDOR

We choose not to start our Tale midway between the other two assigned sites but to build upon the still contested grounds of the origins of Jefferson’s pragmatic construction project just north of the Rotunda aligned with Rugby Road and the so-called Madison Bowl. Transportation is the high

speed connective tissue, which makes feasible an assemblage of distributed precincts to be close to this historic center a place of Ancient Oracles and Inaugural Transformations. Previous student projects are collaged to make connective tissues of diverse spatial, material and cultural landscapes inspired by Collage City and Roma Interrota. College As Collage is an Assemblage of Circumstantial Oases or Construction Sites between the Mountains and the Sea offered Peter Jefferson’s 1756 first map of the Virginia Territories. It includes the assigned site #2, but it also generates another Spatial Tale of Origin of Uncommon Ground through Specifications for Construction.

A FOOTNOTE NOTE ON IVY

IVY IS a parasitic plant that thrives on the lime sucked from mortar between masonry, the connective tissues of Jefferson’s serpentine as well as straight walls. It is rumored that around the time of the Bicentennial celebrations of 2017 due to unchecked global warming a new breed or English Ivy not only wipes out the Virginia creeper but attacks all the mortar joints of buildings aligned to IVY Road’s auto fume fed corridor. This devastation is worse than Kudzu and within a generation all buildings collapse under the weight of this massive green fecundity. All of the King’s Horses and All the King’s men could not put Ivy Road’s establishments together again.

But the horses (Uccello) began to nibble on the Ivy and grew fat and sassy, then studded out to Morven Farms a new breed of Ivy Feed Lots turned out Ivy League super nourished Stallions. From the first through twelfth grade all Charlottesville Albemarle school children were required to tend the foals with acorns and apples, to plant one apple in their backyards and oak trees in their front yards. At the end of school they harvested apples all summer long, in the dead of winter they would compete with squirrels to store acorns. In this small university village Ivy was not a Road, a corridor or a Street condition but a field condition of symbiotic field conditions with the fragmentary necessity for ruins with an Afghan Palace here, a Panda Garden there, Foods of All nations, Tokyo Rose, there and Pizza and Taiwan Gardens

with Wild Wing arriving when the Canadian geese make their journeys twice a year. IVY is just IVY under foot where it belongs. The horses and School children think of this place as their Central Park, their Eden between the reservoirs to the North West and the Rivanna and tributaries to the Chesapeake to the South East. It is home to citizens and strangers alike. This scheme is a collage of citations, an urban strategy Between Memory and Amnesia. (Agrest), and perhaps an intentional cacophony of voices and fingerprints.



GHANA

TAKAHASHIUGANDA

reCOVER

SOUTH AFRICA

reCOVER

MOROCCO

BASSET

BARCELONA

JOVER

MOZAMBIQUE

HUANG

KENYA

BASSET/reCOVER

TEHRAN

ABBASY + BARGMAN

ITALIAN RENAISSANCE

BROTHERS

MEDITERRANIAN

CRANE

CHINA

LI

HONG KONG

LORENZ

CHINA

SUMMER

PELLICCIA FLWSHP

SUMMER

VENETO

SUMMER/FALL

SWITZERLAND

SUMMER

NIX FLWSHP

SUMMER

INDIASUMMER

RE-CENTERING

DELHI STUDIO

EUROPEAN

LAB

The future of our students will be found in all corners of the globe, so their exposure to this future begins 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 and courses 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 School’s expanded global focus, integrated within our six research themes, provides an important opportunity to incorporate the most talented faculty and students from across the world into our own work. As we attract people to the School we also continue to learn from the world’s most exceptional cultures, past and present, and to provide professional service internationally where possible. We continue to send a larger percentage of our students overseas than any other School, and we aspire to do still more.

INTERNATIONALPROGRAMS

FACULTY RESEARCH SITES

THE ARCTIC

JULL/CHO

HAITIreCOVER

NICARAGUA

reCOVER

SW VIRGINIA

MOOMAW/RIPPLE

SUMMER PROGRAMS

LOW URBAN

DENSITY LAB

URBAN DESIGN LABS

79


GHANA

TAKAHASHIUGANDA

reCOVER

SOUTH AFRICA

reCOVER

MOROCCO

BASSET

BARCELONA

JOVER

MOZAMBIQUE

HUANG

KENYA

BASSET/reCOVER

TEHRAN

ABBASY + BARGMAN

ITALIAN RENAISSANCE

BROTHERS

MEDITERRANIAN

CRANE

CHINA

LI

HONG KONG

LORENZ

CHINA

SUMMER

PELLICCIA FLWSHP

SUMMER

VENETO

SUMMER/FALL

SWITZERLAND

SUMMER

NIX FLWSHP

SUMMER

INDIASUMMER

RE-CENTERING

DELHI STUDIO

EUROPEAN

LAB

FACULTY RESEARCH SITES

THE ARCTIC

JULL/CHO

HAITIreCOVER

NICARAGUA

reCOVER

SW VIRGINIA

MOOMAW/RIPPLE

SUMMER PROGRAMS

LOW URBAN

DENSITY LAB

URBAN DESIGN LABS



CHINA The China program identifies, documents, and analyses emerging architectural and urban typologies in two of China’s most dynamic city-regions, the Yangtze River Delta and the Pearl River Delta. With a combined population of 260 million people, both delta areas are made of clusters of cities and towns that provide vast design, production, and consumption capacities. Perhaps the most fascinating features to architecture and urbanism are new realities in city-making that demand knowledge and insights. We are witnessing the making of an urban age in which not only half of the world’s population lives in cities, but also the very idea of the city is changing. Architecture and urbanism in China present rare opportunities to observe mutations of the city in response to contemporary world political and economic structures, as they take place.

ITALY Students are introduced to Italian culture through the study of architecture, landscape architecture, and city planning. The formal ideals as well as the constructed reality of these three subjects will be studied through critical observation and documentation of universal conditions and critical junctures. Exploratory field trips of the Venetian region will extend from Verona in the west to Treviso in the east and the Venetian lagoon north into the pre-Alps.

81


INDIAThe India Program focuses on cultural heritage and the contemporary dilemmas of Indian society, building on knowledge developed in previous studios and the unique expertise of Shure Professor Pankaj Vir Gupta. A central theme is water and its role in creating and transforming space, settlements and landscape. We analyze extraordinary pre-industrial systems and speculate on new methods that leapfrog the single-logic operations of 20th-century industrial solutions. Students bring a wide range of expertise: architectural history, architecture, landscape architecture, urban and environmental planning and others (engineering, sciences, humanities). The program consists of two weeks at the School of Architecture and three weeks in India to visit five critical destinations.

GHANABuilding on a sixteen-year relationship with the community and leaders of Cape Coast, Ghana, this program immerses students in the West African context while providing an opportunity to participate in the economic development of the community through urban-based interventions. In 2012 students addressed issues ranging from the use of water to improve quality of life for a minority settlement, to revising portions of the Cape Coast municipal plan. Students learn how to work directly with local experts and stakeholders to understand their needs, recognize challenges, and identify short-term and long-term potential solutions. All solutions are contextualized within a larger cultural, economic, and ecological framework.



The program is housed at the Villa Maderni in Riva San Vitale, Switzerland, a small, picturesque town in the Ticino Canton, the Italian region of Switzerland. The program includes classroom session in Riva San Vitale, two overnight trips, and several day trips in the region.

SWITZERLAND

Venice is at the cutting edge of issues of great interest and relevance to the School. It is at the forefront of hydrological and ecological management, confronting a potentially hazardous situation through radical and innovative means. It is a leader in preservation, restoration, and adaptive re-use, with premier experts in the field who are available to be involved with our programs. It is a major center of the international art and contemporary architecture world, through its hosting of the art and architecture Biennale.

The aim of the new semester-length program in Venice is to reinvigorate existing ties while giving undergraduate students at the School of Architecture an opportunity for immersion in the vibrant and unique cultural and architectural life of Venice.

VENICE

83




EXTERNSHIPS The U.Va. School of Architecture Extern Program allows current undergraduate and graduate students at any level and in any discipline—architectural history, architecture, landscape architecture, or urban and environmental planning—to explore a career interest in a realistic learning environment outside of the classroom.

Participating students spend one week with sponsoring firms and organizations across the country during Winter Break. Depending upon the individual’s level of experience, an extern’s duties can range from true job shadowing to building a basswood model, to helping prepare competition boards and renderings, to sitting in on city planning or client meetings, or attending site visits. Any activity that can help provide exposure to the student’s field of interest is considered valuable extern experience.

Alloy Workshop

BRW Architects

Bushman Dreyfus

SHW Group

VMDO Architects

Water Street Studio

3North

SMBW

Michael Vergason

Ayers Saint Gross

Bonstra Haresign

Gensler

Groupo 7

Hartman Cox Architects

HOK

National League of Cities

Oehme Van Sweden

Robert M. Gurney

R2L

Shalom Baranes

Studio 27

Biohabitats (MD)

Duda Paine

Bohlin Cy winsky Jackson

DIGSAU

KieranTimberlake

MGA Partners

Olin

Public Workshop

EYP

Leers Weinzapfel

Reed Hildebrand

Runcible Studios

Utile

Volpe Center

ARO

Balmori Associates

BIG

Dirtworks

Ennead

FXFowle

Laura Heim Architect

LTL

Morphosis

MV VA

NBWL A

OMA

SPG Architects

SCAPE

85


ALUMNIPERSPECTIVES

I am looking forward to my adventures ahead as a MASS Design-Global Health Corps fellow! As a fellow, I will work in the MASS office in Kigali, Rwanda focusing on projects spanning the design of buildings, research, policy, education, and strategic planning. MASS’s projects seek to provide infrastructure necessary for growth, dignity, and well-being, and I am beyond grateful to be a part of their team.

Alexandra Iaccarino, BS ARCH 2015

During my externship at RAMSA, I was given the opportunity to make a model for a residential building at 220 Central Park South in New York. RAMSA has a large model shop in house, and I worked with one of the employees to build this model for the client. I really enjoyed working at RAMSA because it is one of the first firms I have seen use significant precedent research in their work as well as look to architectural history.

Henry Brazer, BS ARCH 2015

I did my externship at DIGSAU in Philadelphia, PA. They mainly work on educational, public and civic projects. During my week-long externship, I was asked to make a site model for new residential dorms at Swarthmore College. also attended meetings, went on a site visit, and visited a local landscape architect and planning office.

Kari Roynesdal, BS ARCH 2015

Alloy Workshop

BRW Architects

Bushman Dreyfus

SHW Group

VMDO Architects

Water Street Studio

3North

SMBW

Michael Vergason

Ayers Saint Gross

Bonstra Haresign

Gensler

Groupo 7

Hartman Cox Architects

HOK

National League of Cities

Oehme Van Sweden

Robert M. Gurney

R2L

Shalom Baranes

Studio 27

Biohabitats (MD)

Duda Paine

Bohlin Cy winsky Jackson

DIGSAU

KieranTimberlake

MGA Partners

Olin

Public Workshop

EYP

Leers Weinzapfel

Reed Hildebrand

Runcible Studios

Utile

Volpe Center

ARO

Balmori Associates

BIG

Dirtworks

Ennead

FXFowle

Laura Heim Architect

LTL

Morphosis

MV VA

NBWL A

OMA

SPG Architects

SCAPE



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.

PUBLICATIONS

87


LUNCH is a student-run publication of faculty, student, and alumni work at the University of Virginia School of Architecture.

The term ‘lunch’ is an informal derivation of the word luncheon. The colloquialism of the term coupled with some ‘talk of you and me’ speaks to the core intention of this collection. lunch is inspired by chance; by chance discussions that grow from a meal in a shared setting and by chance discussions that alter or challenge views of the space and place we inhabit. lunch provides for the meeting of diverse voices in common place tended by a casual atmosphere. To lunch suggests an escape from the day’s work; perhaps even a break. The works collected in previous editions of lunch mix a range of studies, conversations, drawings, statements, and stories that together aspire to reflect the student and educational experience at the UVa School of Architecture.



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, Architecture 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.

FABRICATION

UNIVERSITY OF VIRGINIA SCHOOL OF ARCHITECTURE_MASTER OF ARCHITECTURE88

89



STUDENT LIFE


STUDENT LIFE

ARTS GROUNDS

CAMPBELL HALL

The Betsy and John Casteen Arts Grounds are comprised of several new and renovated facilities, including a restored Fayerweather Hall (Art History), renovated galleries in the Fralin Art Museum, studio art spaces, and the W.G. Clark-designed renovation and expansion of the School of Architecture’s Campbell Hall. Planned additions to the Arts Grounds also include a new music rehearsal hall, a museum expansion, and the Arts Common: a centralized and shared space reflecting the communal spirit of the Academical Village as well as the newest collaborations across schools and departments.

Final Fridays is a monthly showcase of the Arts at U.Va highlighting exhibits, performances, and lectures on Arts Grounds and across the University. The Fralin Art Museum, Ruffin Gallery, The School of Architecture, The Fine Arts Library, and The Garden at Eunoia offer monthly receptions and gallery talks in conjunction with their exhibits. Music performances, Drama performances, and Creative Writing readings often join the line-up.

Campbell Hall serves as the School of Architecture central facility. The upper two floors provide studio space and new faculty offices, while the second floor contains the majority of administrative offices, review space, and the digital visualization lab. The first floor houses lecture halls, Planning and Architectural History student lounges, the woodshop, the A & A supply store, the Fine Arts Café, and classrooms. There are also outdoor teaching spaces.

93

STUDENT LIFE

Cam

pbel

l Hal

l / p

hoto

grap

hy b

y K

irk

Mar

ini


STUDENT LIFE

The term Studio describes a place. At U.Va.’s School of Architecture this place occupies most of the third and fourth floors of Campbell Hall. The term is also applied to a series of courses, undergraduate and graduate, central to the curriculum of all designers within the School. Lastly the term can be said to describe a mode of working or attitude.

“I am going to studio,” can mean the person is headed to their table (i.e.,workplace), or to a collection of tables. It may mean they are headed to class. But more often it means the individual, or class section, is going to work. It is no surprise the “studio model” is the one on which most design offices—from the one-person atelier to the 400-person corporate office—base their physical environment and productive interaction upon given the proven potential for success from this mode of working.

Descriptors most often used to depict studio are laboratory, open, messy, dense, workshop, swamp/meat-locker, positive, vital, noisy, and intense. Teaching verbs most often used are consider, include, try, wonder, think, edit, and address.

Studio is an educational anomaly and an enigma. Teaching is done there, but it is not a classroom. Practice happens there, but it is not a field. Production happens there, but it is not a factory. Studio is both personal space and civic space. Students manage to work for their own benefit and for the benefit of the collective—from classmates to the community.

STUDIO

95

STUDENT LIFE


STUDENT LIFE

Nestled in the foothills of the Blue Ridge Mountains, Charlottesville is a sophisticated community that is strengthened by the University and University-related activities. For those interested in music there is the Chamber Music Series, the Charlottesville and University Symphony, and during the summers, “Fridays After 5” on the Downtown Mall.

The Downtown Mall itself, a vibrant pedestrian zone, is Lawrence Halprin-designed space, provid-ing shopping, dining, and a number of formal and informal entertainment venues that draw performers from around the world. The Mall’s outdoor pavillion has featured artists such as Bonnie Raitt, Dierks Bentley, Wilco, Daughtry, Old Crow Medicine Show, The Counting Crows, SOJA and Matisyahu, Pretty Lights, Girl Talk, etc.

Theater also has a major place in the community. In addition to the productions of the Department of Drama, events include the Virginia Film Festival, the Heritage Repertory Theatre, and the summer Opera Festival at Ash Lawn. Other annual events that take place downtown are the LOOK3 Photography Festival and the Virginia Festival of the Book.

The University’s John Paul Jones Arena seats 16,000 and hosts a wide variety of sporting events as well as nationally prominent music and entertainment groups. Past concerts include Jay-Z, Luke Bryan and Jason Aldean, Taylor Swift, Rascal Flatts, Red Hot Chili Peppers, John Mayer, and Michael Franti, Lada Gaga, The Dave Matthews Band and the Lumineers.

Recreational opportunities abound in Charlottesville, from tubing on the James River to hiking and biking in the mountains, from tailgating at football games to roller derby and arm wrestling leagues.

Charlottesville is in close proximity to major centers of the arts. Just a two-hour drive north, Washington, D.C. houses the superb collections of the National Gallery, the Hirshhorn Museum, the Corcoran Museum, the Smithsonian American Art Museum, as well as the museum and library at Dumbarton Oaks. Baltimore is three hours away and offers the Baltimore Museum and the Walters Art Gallery. Just one hour east in Richmond is the Virginia Museum of Fine Arts, one of the few state-sponsored art museums in this country, which possesses an excellent collection with par-ticular strengths in ancient, medieval, Renaissance, American, and modern French art.

CHARLOTTESVILLE

97

STUDENT LIFE


STUDENT LIFE

Students play critical roles in shaping the life of the school, hosting guest lecturers, serving on school search and administrative committees, and organizing their own calendar of social and educational programs.

AIASThe American Institute of Architecture Students is a national, student-run organization that diversifies architectural education. The UVA chapter provides professional, service, social, leadership, and travel opportunities.

SARC Student CouncilThe School of Architecture Student Council aims to provide an organization for the students of the School of Architecture, as an outlet for the advancement of learning and social activities to improve student life. Representatives from each year collaborate to host a range of events, including Blood Drives, Pumpkin Charrette, Beaux Arts Ball, Art Auction and Fourth Year Pinup.

ECO-REPSEco-Reps is the acting body of student representatives for the group. Eco-Reps work in task forces to further projects ranging from doing research on locally-sourced woods for use in the woodshop to reorganizing recycling bin locations to designing recycled paper sketchbooks.

Green Grounds GroupThe Green Grounds Group is committed to promoting, educating and advocating sustainable building and maintenance practices here at the University of Virginia. Projects include the Clemons Green Roof Project, Paper Reduction Project and University Sustainable Guidelines. Working in conjunction with groups like the Office of the University Architect, Facilities Management and other student organizations, we hope our efforts will champion ways the University can secure a more environmentally sustainable and healthy campus environment.

Judiciary CommitteeThe Judiciary Committee aims to educate and promote the Standards of Conduct put forth by the Board of Visitors. The Architecture School elects two student representatives to serve on this committee.

STUDENTLEADERSHIP

99

STUDENT LIFE

NOMASThe National Organization of Minority Architecture Students fosters communication and fellowship among minority architecture students, to act as a clearinghouse for information on and for minority architecture students, to maintain liaisons with professionals and technicians whose work affects the physical environment, to act as a common public voice for all minority architecture students as they speak out on matters affecting their work, and the communities in which they do their work, and to promote the design and development of a living, working and recreational environment of the highest quality for all people.

SPAThe Student Planners Association is a student run organization that represents graduate and undergraduate students in the Department of Urban and Environmental Planning. SPA organizes lectures by urban planning scholars and professionals, which are open to the entire School of Architecture. These lectures provide students with both a greater academic understanding and a better idea of careers in the field. In addition to academic initiatives, SPA organizes Bagel Breakfasts for School of Architecture students; plans workshops and field trips, including the “100 Mile Thanksgiving” for planning students and faculty; provides financial assistance

UVa Honor CommitteeThe Honor Committee is comprised of students from each school within the University and is responsible for conducting honor trials, investigations, and educational sessions. The Architecture School elects two student representatives to serve on this committee.

UVa Student CouncilElections are run by the Student Council and occur in the beginning of November. The Architecture School has one student representative elected by all architecture students.


RESEARCH ++ OUTREACH

101

Students and faculty at UVa build community through collaboration. We understand creativity as a collective effort towards meaningful and complex innovation. This collaborative research is an opportunity to explore new territories and initiate a personal research agenda.


RESEARCH + OUTREACH

JEFFERSON PUBLIC CITIZEN AWARD: First Place

The design of a secondary school in the El Pantanal community in Granada, Nicaragua establishes a framework for scalable structures that fosters education and community development. The design addresses issues of sustainable design practice through an asset-based approach. This strategy will incorporate the use of local materials, passive energy design, and a kit of parts easily configured without advanced building technologies.

The El Pantanal area in Granada, Nicaragua does not have access to basic education or job training. In an economy that relies heavily on tourism, it is imperative that these school facilities exist in order to create a sustainable community should tourism in the area decline. The design utilizes passive energy design, is derived from vernacular construction techniques of the area, and avoids importing first world expectations into a developing country.

Faculty Advisor: Anselmo Canfora

Students: Aaron Bridgers / William Hayes / Rachel Himes / Alexandra Iaccarino / Nicole Zaccack

INITIATIVEreCOVER

103

RESEARCH + OUTREACH


RESEARCH + OUTREACH

GRUNDYTEEN CENTER

JEFFERSON PUBLIC CITIZEN AWARD: Runner-Up

The design for the Grundy Teen Center has evolved over the last three years into a celebration of Appalachian heritage and aspirations for a resilient community in Buchanan County. Grundy has a rich history marked by floods, but a flood-proofing project that began in 2001 demolished nearly 80% of the buildings downtown. The razing of the existing teen center and closure of locally owned businesses was a devastating loss for the sense of community offered downtown. The commission to design a new Teen Center adjacent to the community center is an opportunity to restore the space where the youth of Buchanan County can congregate after school and on weekends.

The Grundy Teen Center provides 7,000 square feet of programmed and multi-purpose spaces, including an outdoor covered courtyard. Using the feedback from students and community stakeholders, programmed spaces provide a venue for after-school music programs, technology education, and culinary arts instruction. The flexible multi-purpose room accommodates musical performances, dances, and community events. Sheltered from the highway by the building, the roof structure extends over a courtyard where the community members can participate in outdoor recreation.

The materiality of the Grundy Teen Center pays homage to vernacular Appalachian building traditions, as well as local craft and industry. The cladding of reclaimed wood on the façade transcribes the classic bluegrass song, “Mountain Dew”, and conveys the local significance of the lumber industry. The tradition of collecting photographs from the past is exhibited in the multi-purpose room, which also features a brick mural designed by local artisans. The Grundy Teen Center was developed through feedback from stakeholders throughout the project. The design is a true reflection of the town’s culture.

Faculty Advisors:Peter Waldman / Suzanne Moomaw / Seth McDowell

Student Team:Asher McGlothlin / Todd Stovall / Christopher Wallace / Callum Gordon / Jessica Baralt

105

RESEARCH + OUTREACH


RESEARCH + OUTREACH

ANSELMO CANFORAASSOCIATE PROFESSOR OF ARCHITECTUREDIRECTOR, ARCHITECTURE GRADUATE PROGRAMDIRECTOR, DESIGN THINKING CONCENTRATIONDIRECTOR, 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.

W.G. CLARKEDMUND SCHUREMAN CAMPBELL PROFESSOR OF ARCHITECTURE

W.G. Clark was born in Louisa, Virginia and studied architecture at UVa. 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.

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 OF ARCHITECTURECHAIR, DEPARTMENT OF ARCHITECTURECatastrophe 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.

107

RESEARCH + OUTREACH

PHOEBE CRISMAN ASSOCIATE PROFESSOR OF ARCHITECTURE

DIRECTOR, GLOBAL SUSTAINABILITY MAJOR

In her teaching, research and practice, Crisman focuses on the design of sustainable relationships between specific cultures and built environments. 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.

EDWARD FORDVINCENT AND ELEANOR SHEA PROFESSOR OF ARCHITECTURE

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).

ERIC M. FIELDDIRECTOR OF THE INSIGHT LAB

LECTURER IN ARCHITECTURE At 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.

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.


RESEARCH + OUTREACH

MATTHEW JULL ASSISTANT PROFESSOR OF ARCHITECTUREDIRECTOR OF ARCTIC DESIGN GROUP

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.

MELISSA GOLDMAN FABRICATION FACILITIES MANAGERLECTURER IN ARCHITECTURE

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”.

MARGARITA JOVER PROFESSOR OF PRACTICE OF ARCHITECTURE

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.

109

RESEARCH + OUTREACH

SHIQIAO LIWEEDON PROFESSOR OF ASIAN ARCHITECTURE

The 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.

ALEXANDER KITCHINLECTURER IN ARCHITECTURE

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 OF ARCHITECTURE

Nana 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.

DIRECTOR, PHD PROGRAM IN THE CONSTRUCTED ENVIRONMENT


RESEARCH + OUTREACH

KIRK MARTINI ASSOCIATE PROFESSOR OF ARCHITECTURE

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.

INES MARTIN ROBLESLECTURER IN ARCHITECTURE

Ines Martin Robles focuses her professional practice on the submission of international architectural competitions. Associated with Luis Pancorbo, she has won 17 awards in different competitions and 9 awards for their built work. This is the research activity to which they devote most of their time. The research interests of Ines Martin Robles focus on the modes of operation of tradition in architectural practice, on memory as the matter of architecture, and the use of mimesis, typology and reference as architectonic tools.

EARL MARK ASSOCIATE PROFESSOR OF ARCHITECTURE

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.

SETH MCDOWELLASSISTANT PROFESSOR OF ARCHITECTURE

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.

ESTHER LORENZ ASSISTANT PROFESSOR OF ARCHITECTUREDIRECTOR, UNDERGRADUATE ARCHITECTURE PROGRAM

Lorenz’ research agenda lies in identifying and analyzing new urban formations. This investigation includes the social, cultural, political, and economic preconditions of architecture, as well as the effects of urban form on human life, social relations and space perception. Her main object of research in recent years has been the city of Hong Kong; with outputs in exhibitions (at Biennales in Shenzhen, Hong Kong, and Venice) and writing. Her book Kowloon Cultural District. An Investigation into Spatial Capabilities in Hong Kong (2014), co-edited with Li Shiqiao, explores the issue of cultural and spatial continuity in a city that is shaped by the dynamics of a free market economy.

111

RESEARCH + OUTREACH

LUCIA PHINNEY DISTINGUISHED LECTURER IN ARCHITECTURE

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.

JEANA RIPPLEASSISTANT PROFESSOR OF ARCHITECTURE

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.

CHARLES MENEEE IIIASSOCIATE PROFESSOR OF ARCHITECTURE

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.

LUIS PANCORBOASSISTANT PROFESSOR OF ARCHITECTURE

Luis Pancorbo focuses his professional practice on the submission of international architectural competitions. Associated with Ines Martin Robles, he has won 17 awards in different competitions and 9 awards for their built work. This is the research activity to which they devote most of their time. The research interest of Luis Pancorbo focuses on the technical dimension of architecture, its interaction with other professional fields such as engineering and its influence on the methodology of architectural design, the relationship between the theories of the technical object and the architectural object and the use of appropriate technology in architectural design in areas of cooperation for development. He is currently developing a Ph.D thesis about some of these topics, entitled “Architecture as technical object. Industrial Architecture of Albert Kahn. Inc 1900-1940”.

BETSY ROETTGERLECTURER; ASSISTANT DEAN OF STUDENTS AND CAREER DEVELOPMENT

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.


RESEARCH + OUTREACH

SCHAEFER SOMERS LECTURER IN ARCHITECTURE AND PUBLIC HEALTH

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.

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

Traditional 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.

WILLIAM SHERMAN PROFESSOR OF ARCHITECTUREASSOCIATE VICE PRESIDENT FOR RESEARCH, UVAFOUNDING DIRECTOR, OPENGROUNDS

As an architect and educator, Sherman’s teaching and design research examine dynamic cultural and environmental processes in architectural design, ranging in scale from human physiology to global energy flows. Having completed terms as Associate Dean for Academics and the Chair of the Department of Architecture and Landscape Architecture, he teaches studios and courses ranging in focus from sustainable buildings and cities to the design of spaces that encourage the teaching and practice of innovation across disciplinary boundaries. His work has been published internationally and has received numerous awards.

LESTER YUEN LECTURER IN ARCHITECTURE

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.

113

RESEARCH + OUTREACH

Mat

thew

Jul

l, Le

ena

Cho,

Arc

tic

Atl

as -

Tra

nsfo

rmat

ion

of th

e N

orth

UNIVERSITY OF VIRGINIA SCHOOL OF ARCHITECTURE114


EDITORIAL TEAM

IÑAKI ALDAYESTHER LORENZBETSY ROETTGERJOSHUA ARONSON

uva school of architecture bsarch program

Documents