SHARE Sharing Economy and Urban Design Studio

Transcription

1 SHARE Sharing Economy and Urban Design Studio ARCH 4/585 and ARCH 4/586 Advanced Design Studio, Syllabus Fall / Winter / Spring 2016 Eugene, LA475 code: Philip Speranza, speranza@uoregon.edu How do we understand the urban processes of a site to design architecture that acknowledges the urban ecological understanding over time? The phenomena of the peer-to-peer share services include music, driving and now housing and urbanism. AirBnB is a peer-to-peer accommodation market place that connects hosts and travelers via a website. Some see AirBnB and other share services as means to open access and livability (Shared City). Others meanwhile see the phenomena as a way to avoid tax collection, regulatory control and subsequent social services, as reasoned in bans in Berlin, Barcelona and New York. How will architectural design shape urban interaction in the shared economy? Recent employment architecture such as Norman Foster s suburban located Apple headquarters has been critiqued as trying to overtly engineer employees everyday interactions. What role does the architecture have in today s social interaction and livable urban ecologies? This architecture studio will focus on the development of new employment space by confronting how a company such as AirBnB would address urban phenomena of a site and urban phenomena over time. AirBnB s current global customer service and support office is shared alongside the University of Oregon s White Stag Block in Portland. The studio will work with stakeholders in Portland including AirBnB, Portland Planning and Sustainability, TriMet transit agency, artist/urbanism consultants, real estate developers and local architects to find an interface between public and private space that aligns with Portland s values. Digital urban tools developed by the UO Urban Interactions Lab, Barcelona Urban Design Program and Parametric Places programs will be available including Grasshopper and Elk. Objective: 1) reveal students lifelong architectural philosophies; 2) inspire confidence to design upon graduation; and 3) develop methods job placement and preparation. Architectural Design Description Students will develop a project based on the issues mentioned above for a +/- 75,000 sqft mid-rise building. The Program will be an AirBnB workplace and an institute for housing equity or an alternate secondary program proposed by each student with the signed approval of the instructor. Each term the studio methodology will differ: 1) fall - preparatory meetings; 2) winter - urban design methodology and architectural design; and 3) spring - architectural design development. Course time will be spent with class discussions, pinups, group work, case studies and desk crits accordingly. Desk crits will be more common toward the end of the winter term and throughout the spring term. The studio will operate in the research driven studio approach. Software tutorials will be asked of students prior to, during the term in and after class hours. Urban ecology readings will include text by Salvador Rueda, Stan Allen, James Corner, Vicente Guallart, Sou Fujimoto, Karen Franck and Philip Speranza.

2 Schedule and Products, Brief Description 1.0 Pre-design Phase - Fall Term The fall term will have weekly meetings to establish the conceptual underpinning, site analysis and selection and programming analysis. - Conceptual Research in the topic area and theoretical framework [diagrams, collages and writing] - Programming and zoning analysis (max building envelop) including individual student site selection within a five-by-five class block area of Portland s eastside waterfront. [charts and diagrams] - Project goals and strategies regarding public space interface, example of Seattle Public Library (islands of privacy) versus Dutch Embassy in Berlin (limited access in and out of volume) [diagrams] - Research of structural types including steel, concrete and mass timber (CLT). [text and diagrams] - Parametric computation and urban computation workshops. [Grasshopper parametric tutorials] 2.0 Schematic Design Phase - Winter Term This term will focus on the use of an urban design methodology including past teaching experience with intermediate studios set in Portland and Detroit. Work will be done as a studio group (ex. CNC site model) and individually. - Parametric Urban Analysis 1) theoretical approach; 2) selection of urban qualities to measure; 3) onsite data collection and 4) analysis and visualization [Grasshopper and Elk] - Test architectural application of urban computation models at the: 1) exterior space, 2) facade, or 3) interior architectural scale. [drawings and models] - Architectural design including integration of design principles, structural systems and façade design. [drawings, diagrams and models] 3.0 Design Development Phase - Spring Term This term will focus on the production of architecture. Studios desk crits and pinups with stakeholders will be more reactive to individual student design methods as demonstrated in the Detroit studio. - Integrated Design Development including facade systems development as interface between urban and interior phenomena [axonometric line drawings portfolio piece] - Urban design development of public spaces [plan, sections, material catalogs, perspectives] - Project development pro-forma visualization [charts] - *Real-time interaction and or time based communication [Arduino Firefly and or Java] *optional Field Trip The studio will make various field trips to Portland and Seattle. Stakeholders and Preliminary Consultants List Airbnb, City of Portland agencies, real estate lawyer, private developers, Portland architects Evan Stravers, PATH Architecture, Portland (Carbon 12 CLT visit) Andres Utting, Associate, SHoP Architects, New York Lluis Enrique, PhD Candidate and Teaching Assistant to the Chair of Structural Design, ETH Zurich Dan Anthony, Digital Practice Leader, NBBJ Design, Seattle Stephen Maher, Design Computation Digital Practice Leader, NBBJ Design, Columbus # Schedule, products and other aspects of studio may change to respond to the needs of the class.

3 COURSE TEACHING METHOD This is a design thesis studio of projects within the topical framework of urban employment and public space. The studio provides a series design investigations that focus on a strong theoretical foundation, rigorous design explorations, and a high level of architectural refinement through tectonic studies that integrate urban design, urban architecture and building systems. The emphasis of the studio is the development of a comprehensive architectural project underpinned by a strong research approach. This course is organized as one lecture group and smaller lab setting in which students engage in independent project-based learning. The course time will be split between lectures, discussion and workshops using the analog and digital media in the lab environment. The work will be shared in class to foster peer-to-peer learning. Class meetings include a variety of communication formats including lectures, tutorials, desk-critiques, pin-ups, reviews, in-class discussions and reading assignments. *Students are required to document their work to a digital archiving system. CATALOG Develop weblog, ebook and printed catalog.

4 SCHEDULE, TASKS AND PRODUCTS *revisions will be posted to the course weblog PART I: PARAMETRIC URBAN ANAYSIS AND DESIGN Thesis Statement and Thesis Program Urban qualities selection for measurement and on-site data collection Analysis and visualization (Grasshopper and Elk) WEEK 01: January 9-13 th Mon Jan 9 Official Start of class. Studio Space Set-up Wed Jan 11 Studio Introduction and discussion of Studies 1 Urban Design and Site Concepts and 2*. - Final Thesis Programs are due. (Statement w/ theory citations, Program, Research questions) Begin Study 1 Concepts for The Neighborhood and Site. 1 st Week Charrette. Fri Jan 13 1:00-3:00 Continue charrette work session. - Class Pin-up discussion of Study 1: 3:00-5:00 PM Begin Study 2 Urban Design + Site Concepts Part 1. Urban Design Vision for the neighborhood Superilla (further developed throughout term) Urban Ecology Parametric Analysis Tools: selection, study method, test use [Analog and digital Parametric Models, Rhino/Illustrator and Grasshopper] 2 person teams - Theory - Define attachment and design idea (problem): what, who affect, why important - Setup shared primary data maps for indicators [Google Sheet] - Urban Qualities and Indicators with Data Dictionary [neighborhood affect maps] site visit - On-site and off-site existing data [diagrams]

5 Week 2: Wednesday, January th Mon Jan 16 Dr. Martin Luther King, Jr. Holiday (no class) Wed Jan 18 Work session and individual conferences. Fri Jan 20 Class Pin-up of Study 2: 1:30-5:00 PM Begin Study 3: Site + Building Design Concept (+Social Interaction / Ecology Method, due Jan 27) Week 3: Wednesday, January th Mon Jan 23 Work session and conferences. Wed Jan 25 Work session and conferences. Fri Jan 27 Class Pin-up of Study 3: 1:30-5:00 PM Begin Study 4: Tectonic Concepts, Structure and Materials, Sustainable Strategies PART II: APPLICATION AT ARCHITECTURAL SCALE, MATERIAL AFFECT Test architectural application of urban qualities at exterior space, façade and 3) interior space. - Group review (+ review site documentation) - Data collection [neighborhood affect maps] site visit - Material Affect, conditions to performative scenarios - [Case study: Ned Kahn, Herzog de Mueron, James Corner, Paricio Clotet] - Tool application to multiple sites (anywhere in Superilla) 2-3 study sites such as comparative baseline sites [Application to existing and new graphics from tools]

6 Week 4 Jan 30- Feb 3 rd Mon Jan 30 Work session Wed Feb 1 Work session Fri Feb 3 Work session Week 5 Feb 6-10 th Mon Feb 6 1:30 Class Pin-up of Study 4 Begin preparation for Mid Term Review Wed Feb 8 Work session Fri Feb 10 Work session - Scenario studies, conditions of the material affect over time (measured phenomenon at site) [story board conditions as scenarios of material affect] - Urban Architecture, envelope and attachment ( phenol/geno relationship) [wall sections, wall axonometric, wall detail, unit/system positions over time]

7 Week 6 Feb th Mon Feb 13 and Tues Feb 14, Mid-Term Reviews. Review Schedule TBA Begin Study 5: Integrated Design Development (air, light, heat, water enclosure, structure, interior) Wed Feb 15 Work Session Fri Feb 17 Work Session PART III: COMPREHENSIVE DESIGN DEVELOPMENT, ARCHITECTURAL INTEGRATION Envelope: Design Development [1:1 drawings and models] - Urban Design: Design Development [1/8 drawings and models] - Urban Architecture: Design Development [parti diagrams, plan, section, perspectives, 3D model, 1/8 model] - Urban Analysis Tool Presentation, story board, video or interactive design [various media] - Integrated model mockup, 1/16, Foam core or other [model] test materials - 1:1 models mockup, 6 [model] - Review zoning requirements by city and developer [ Meeting with Troy Doss] - Place Branding Presentation, Scenarios and Attachment finalization [Identity and Identity over time with participation, Diagrams and Drawings] Week 7 Feb th Mon Feb 20 Study 5 Due for individual conferences (no class pin-up for Study 5) Wed Feb 22 Work session Fri Feb 24 1:30 Lect-Discussion: Tectonic Studies : Structure and materials.

8 Week 8 Feb 27- March 3rd Mon Feb 27 Work session Wed March 1 Work session Fri March 3 Work session - Final Integrated Models, 1/8 [model] source materials, test techniques - 1:1 models mockup, 6 [model] source materials, test techniques Week 9 March 5-9 th Mon March 5 Class Pin-up of Study 5: Tectonic Studies. Begin communications for end-of-term Review Wed March 7 Work session Fri March 9 Work session Week 10 March th Date/s to be determined. End-of-Term Reviews Thursday and Friday March 15 and 16. Individual post-review conferences. The above schedule is subject to modification as the term progresses.

9 Studio Structure Regular design studies with pin-ups take place every week to ten days during the term. This is a professional studio, one step before you enter the professional world. In every pin-up and presentation, even if it summarizes as little as two days of work, a thoughtful selection and organization of media is expected. Media selection is generally up to the student. Study guidelines are issued for each pin-up and phase of work. These are guidelines. You are free to substitute other media so long as you plan your selection carefully. In addition to the use of traditional and digital media, physical study models at different scales, including tectonic models, are emphasized throughout the design process. Study models will serve as important study tools for the studio. During the term, each student will have a specific, regular individual critique time each week. You will select your weekly time so it works with your schedule. The regular weekly critique time enables the student to know exactly when she/he will meet with the instructor, timing preparation of drawings and models for the conference. Additional critique times are always available. Class attendance and on-time arrival is required. All students are expected to be in studio Mondays and Wednesdays 1:00-5:00 + the time of your weekly appointment if it is outside the MW time. Most Mondays and some other days are pin-up days. On pin-up days, please arrive at 1:00 and have your work posted by 1:30. Fridays are flexible work sessions. Project Logbook Each member of the class is expected to maintain an up-to-date and comprehensive digital project logbook that incorporates research, project notes, diagrams, sketches, model photographs and other elements of design process. This will be used for critiques, periodically checked and submitted at the end of Winter term (continues in Spring term). Weekly Conferences and Preparation To make the most of our conference time and, each person is expected to post an updated set of drawings and study model each week. Term Evaluation The term evaluation is based on progress in the weekly/biweekly studies as well as the final communications and monograph. The evaluation is weighted as follows: 50% Interim Studies (weekly critiques and pin-ups) 50% Midterm and Final Content and Communications

10 SPECIAL ACCOMMODATIONS / STUDENTS WITH DISABILITIES The University of Oregon is committed to providing inclusive learning environments. Please notify your instructor if any aspects of this course result in barriers to your participation. You may also contact UO Disability Services in 164 Oregon Hall, or disabsrv@uoregon.edu. If you have a documented disability and require accommodations in studio, please meet your instructor to show your notification letter. ATTENDANCE Attendance is mandatory. Lateness will be counted 15 minutes after class has started. Absences will be counted 30 minutes after class has started. After 3 unexcused absences your grade will be lowered by a grade point for each additional absence if you do not have a written medical, school or religious excuse. All students are expected to participate in class discussions and to develop their projects beyond the minimum requirement. NON-TRADITIONAL LEARNING Weblog participation and related sketchbook work for diagramming ideas is required. The weblog posts will provide two mechanisms for learning: 1) the collection and organization of work in a single shared learning space and 2) the use of comments between students for peer-to-peer learning and to enhance writing ability. The sketchbook is a place for notes, in-situ drawing, and drawing to test ideas. You should draw systems diagrams, examples will be provided. A diagramming method of thinking, visualizing in the mind (including differentiation) and then concisely draw the idea in 30-60s will be presented. COURSE FOLDER A course folder: Arch 4_585 SPERANZA is located in the AAAFILESERVER. Instructions for access to the studio folder are available on the AAA website. The studio will use a weblog to communicate and post assignments.

11 Preliminary Studio Structure. Spring Term **may be revised with notice** The Spring term is a series of focused design studies of project elements, each with specific studies and pin-up reviews: Site and Landscape Design. Context Documentation Site and Landscape Design Revisit and Refinement of Big Picture Urban Design Studies Completion of Context Documentation Building Tectonics and Systems Structure Building Envelope and Elevations Climate and Environmental Systems Sustainability Strategy Sectional Model Interior Space Studies Final Communications Gallery Presentation and Final Review Final Design Monograph Specific study guidelines will be issued for each segment. Continuing research on relevant precedents, techniques and alternatives is expected throughout the design process. Written Component In parallel with the definitive design studies, each class member is expected to write an articulate discussion the project. This will be integrated into the final Design Monograph. Thesis Statement Key issues, in both theory and real-world Physical context (city, neighborhood, site) Theories and precedents that influenced the work Design concepts (intentions). Site, building, tectonic, sustainability. Description of the actual design proposal: Spatial ordering, tectonics (Structure, materials, sustainability strategy, climate response, ECS).

12 Department of Architecture and University Requirements The University and Department of Architecture have requested the following information be included in this syllabus. Portfolio Requirement Each student in the Department of Architecture is required to maintain an up-to-date design portfolio at all times. The portfolio should be brought up to date at the end of each studio term. Learning Outcomes The University has requested that course syllabi include desired learning outcomes for each course which contributes to the overall academic program. In the Department of Architecture the Standards of the National Architectural Accrediting Board (NAAB) serve as guidance for the school s accreditation as well as overall curriculum performance objectives. NAAB Student Performance Criteria. A.1 Communication Skills Ability to read, write, speak and listen effectively. A.2 Design Thinking Skills Ability to raise clear and precise questions, use abstract ideas to interpret information, consider diverse points of view, reach well-reasoned conclusions, and test alternative outcomes against relevant criteria and standards. A.3 Visual Communication Skills Ability to use appropriate representational media, such as traditional graphic and digital technology skills, to convey essential formal elements at each stage of the programming and design process. A.4 Technical Documentation Ability to make technically clear drawings, write outline specifications, and prepare models illustrating and identifying the assembly of materials, systems, and components appropriate for a building design. A.5 Investigative Skills Ability to gather, assess, record, apply, and comparatively evaluate relevant information within architectural coursework and design processes. A.6 Fundamental Design Skills Ability to effectively use basic architectural and environmental principles in design. A.7 Use of Precedents Ability to examine and comprehend the fundamental principles present in relevant precedents and to make choices regarding the incorporation of such principles into architecture and urban design projects. A.8 Ordering Systems Skills Understanding of the fundamentals of both natural and formal ordering systems and the capacity of each to inform two-and three-dimensional design. A.9 Historical Traditions and Global Culture Understanding of parallel and divergent canons and traditions of architecture, landscape and urban design including examples of indigenous, vernacular,

13 local, regional, national settings from the Eastern, Western, Northern, and Southern hemispheres in terms of their climatic, ecological, technological, socioeconomic, public health, and cultural factors. A.10 Cultural Diversity Understanding of the diverse needs, values, behavioral norms, physical abilities, and social and spatial patterns that characterize different cultures and individuals and the implication of this diversity on the societal roles and responsibilities of architects. A.11 Applied Research Understanding the role of applied research in determining function, form, and systems and their impact on human conditions and behavior. B.1 Pre-Design Ability to prepare a comprehensive program for an architectural project, such as preparing an assessment of client and user needs, an inventory of space and equipment requirements, an analysis of site conditions (including existing buildings), a review of the relevant laws and standards and assessment of their implications for the project, and a definition of site selection and design assessment criteria. B.2 Accessibility Ability to design sites, facilities, and systems to provide independent and integrated use by individuals with physical (including mobility), sensory, and cognitive disabilities. B.3 Sustainability Ability to design projects that optimize, conserve, or reuse natural and built resources, provide healthful environments for occupants/users, and reduce the environmental impacts of building construction and operations on future generations through means such as carbon-neutral design, bioclimatic design, and energy efficiency. B.4 Site Design Ability to respond to site characteristics such as soil, topography, vegetation, and watershed in the development of a project design. B.5 Life Safety Ability to apply the basic principles of life-safety systems with an emphasis on egress. B.6 Comprehensive Design Ability to produce a comprehensive architectural project that demonstrates each student s capacity to make design decisions across scales while integrating other specific criteria. B.7 Financial Considerations Understanding of the fundamentals of building costs, such as acquisition costs, project financing and funding, financial feasibility, operational costs, and construction estimating with an emphasis on life-cycle cost accounting. B.8 Environmental Systems Understanding the principles of environmental systems design such as embodied energy, active and passive heating and cooling, indoor air quality, solar orientation, daylighting and artificial illumination, and acoustics; including the use of appropriate performance assessment tools. B.9 Structural Systems Understanding of the basic principles of structural behavior in withstanding gravity and lateral forces and the evolution, range, and appropriate application of contemporary structural systems. B.10 Building Envelope Systems Understanding of the basic principles involved in the appropriate application of building envelope systems and associated assemblies relative to fundamental performance, aesthetics, moisture transfer, durability, and energy and material resources.

14 B.11 Building Service Systems Understanding of the basic principles and appropriate application and performance of building service systems such as plumbing, electrical, vertical transportation, security, and fire protection systems. B.12 Building Materials and Assemblies Understanding of the basic principles utilized in the appropriate selection of construction materials, products, components, and assemblies, based on their inherent characteristics and performance, including their environmental impact and reuse. C.1 Collaboration Ability to work in collaboration with others and in multidisciplinary teams to successfully complete design projects. C.2 Human Behavior Understanding of the relationship between human behavior, the natural environment and the design of the built environment. C.3 Client Role in Architecture Understanding of the responsibility of the architect to elicit, understand, and reconcile the needs of the client, owner, user groups, and the public and community domains. C.4 Project Management Understanding of the methods for competing for commissions, selecting consultants and assembling teams, and recommending project delivery methods. C.5 Practice Management Understanding of the basic principles of architectural practice management such as financial management and business planning, time management, risk management, mediation and arbitration, and recognizing trends that affect practice. C.6 Leadership Understanding of the techniques and skills architects use to work collaboratively in the building design and construction process and on environmental, social, and aesthetic issues in their communities. C.7 Legal Responsibilities Understanding of the architect s responsibility to the public and the client as determined by registration law, building codes and regulations, professional service contracts, zoning and subdivision ordinances, environmental regulation, and historic preservation and accessibility laws. C.8 Ethics and Professional Judgment Understanding of the ethical issues involved in the formation of professional judgment regarding social, political and cultural issues in architectural design and practice. C.9 Community and Social Responsibility Understanding of the architect s responsibility to work in the public interest, to respect historic resources, and to improve the quality of life for local and global neighbors.