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ARCH ARCH 102 / ARCHITECTURE DESIGN II
SPRING 2013-2019 / FIRST YEAR
FACULTY
Anthony Titus Coordinator Christianna Bennett
Parker Bunce
Yael Erel
Fleet Hower Ryosuke Imaeda Edwin Liu Matthew Lopez Michael Oatman Rhett Russo
TEACHING ASSISTANTS
Allen Bell
Eric Chin
Kevin Conlin
Rachael DiChristina Alexandra Kallish Miguel Lantigua-Inoa Madeline MacDonald Emily MacDougall Allison Rojas
Jacob Wigton Ellen Wong
Jonathan Marcos > Ryosuke Imaeda Critic > In the the first semester we typically begin our studies by investigating some of the the primary elements of of form space and and habitation as
as
well as
as
related methods of of drawing and and making In the second semester we continue to study questions from the first term with yet greater ambition and depth expecting each student to to strive for a a a a a a a greater degree of intellectual autonomy and creative precision Each student is is is expected to identify clear creative objectives and is is is rigorously guided
by the the the the the professors who work with them over the the the the the duration of of of the the the the the given project One of of of the the the the the primary aspirations of the the second semester is to to bring into greater focus the the interrelated spaces between
an an an an an an an inhabitant and and and an an an an an an an architectural object Inventing and and and developing spaces of transformation and and and change are encouraged throughout the the the process with the the the hope of understanding the the the dynamic relationship between
architecture and and time In this second term we we look to further understand the the many ways in in in in which architecture can influence and and shape modes of living and and communication in in in in contemporary society As in the the the first semester the the the program of of house is often chosen as
the the the primary space of of focus At this point there is is is an expectation that a a a a a a a a a greater degree of of articulation is is is achieved in conception representation and fabrication Studio sessions are supplemented with lectures workshops and charettes as
a a a a a a a means of of establishing a a a a a a a consistent level of of growth To achieve the the above-stated goal we expand the the frame of learning by introducing students to contemporary practices in in in in the arts such as
painting performance and and and installations art art and and and film and and and cinema In addition to the visual or or or performing arts students are are made aware of experimental forms of language found in in in poetry fiction and theory while also being introduced to key scientific themes that affect the ongoing conversation about a a a a a a a a a sustainable environment This aspect of expanding
the the students’ frame and scope of of knowledge beyond the the immediate limits of of architecture is made possible by engaging with the larger community of scientists engineers researchers and artists who study practice and teach at at Rensselaer At this juncture in in the educational sequence we begin to emphasize how drawings models text and and images can communicate in in unique ways and and offer numerous ways of of understanding an an architectural concept Students are guided
in in the process of of drawing elements of time constructing spaces that that can be reconfigured and writing texts that that move beyond the purely descriptive and begin to project new thoughts This term unfolds over a a series of interrelated projects ultimately leading towards a a a a a a conclusive investigation As the the the the students complete the the the the first-year sequence they are asked to reflect upon the the the the knowledge they have acquired over their first two semesters This reflection is is meant to serve as
the the the next step in in in their future studies studies in in in the the the program Every student and professor in in in the the the first-year sequence studies studies and and works in in a a a a a a a single open studio studio The spatial connectivity and and fluidity of the studio studio allows for an an an exchange and and and flow of ideas and and and viewpoints ultimately educating each student to see and and and think
in a a a a a a a a multitude of of of ways The end of of of the year is conceived as
a a a a a a a a moment of of of celebration and critical reflection The intensity of of the the experience ultimately enriches the the educational life of of all students while also preparing them for the the the complexities of program structure and site with which they will engage in their successive years of study 82