«ОТЧЕТ по производственной практике Department of Architecture Massachusetts Institute of Technology. Архитектурный факультет Массачусетского Технологического института. Выполнила: Шадрина А. 06-ПТС Усть-Каменогорск 2009 ...»

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МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РЕСПУБЛИКИ КАЗАХСТАН

Восточно-Казахстанский государственный технический университет

им. Д.Серикбаева

Факультет: АСФ

Кафедра: Архитектура и Дизайн

ОТЧЕТ

по производственной практике

«Department of Architecture Massachusetts Institute of Technology.»

«Архитектурный факультет Массачусетского Технологического института.»

Выполнила: Шадрина А. 06-ПТС Усть-Каменогорск 2009 материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ 2009

СОДЕРЖАНИЕ

Характеристика

I Текст оригинала

1 Department of Architecture

Undergraduate Study

Minor Programs

Graduate Study

Doctor of Philosophy

2 Syllabuses in Architecture

II Текст перевода

1 Архитектурный факультет

Программы бакалавриата

Программы второй специализации

Магистратура

Доктор философии

2 Силлабусы по архитектуре

Архитектурное проектирование: строительство на местности

Высокоэффективное проектирование и семинар по технологическим исследованиям

Изготовление мебели

Введение в строительные технологии

Лабораторные занятия по строительным технологиям

Основы использования энергии в зданиях

Основы теории конструкций

Архитектурное конструирование и расчеты

Компьютерное проектирование I: Теория и ее применение

Искусство ХХ века

Архитектурное проектирование, уровень I: Восприятие и процессы

Архитектурное проектирование, уровень II: Зимний сад

Архитектурное проектирование, уровень II: Тектонические преобразования и трансформация материалов: Музей Херрешоффа

Архитектурное проектирование, уровень II: Куба

Нематериальные пределы: Процесс и протяженность

Исследование городов

Мастер-класс архитектурного проектирования - Переосмысление разработки офисных зданий

Мастер-класс архитектурного проектирования - Исследование потребительского спроса в области офисных инноваций

Примечания к переводу

материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ Характеристика Студент группы 06ПТС (05АР3) Шадрина Анна прошла практику перевода на кафедре "Архитектура и дизайн" ВКГТУ. Она выполнила выданное ей задание и успешно справилась с переводами силлабусов Архитектурного факультета Массачусетского Технологического Университета с английского языка на русский.

Заведующий кафедрой "Архитектура и Дизайн" Комлев С.В.

материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ I Текст оригинала 1 Department of Architecture The Department of Architecture conceives of architecture as a discipline as well as a profession. Five semi-autonomous, graduate degree–granting "discipline groups" provide an architectural education that is as complex as the field itself. Each discipline group is supported by the other four, and all five contribute to a mutual enterprise. Students learn ways of working that draw upon the whole range of resources that architecture affords in finding and defining the expansive problems of building, as well as in proposing effective solutions. The groups are Architectural Design; Building Technology; Computation; History, Theory and Criticism of Architecture and Art (HTC); and Visual Arts.

In the several disciplines of the department, there is a substantial body of research activity.

Moreover, the department's setting within MIT permits greater depth in such technical areas as computation, new modes of design and production, materials, structure, and energy as well as in the arts and humanities. The department builds on, and contributes to, such valuable institutional commitments.

The department offers six degree programs: the Bachelor of Science in Art and Design, Master of Architecture, Master of Science in Architecture Studies, Master of Science in Building Technology, Master of Science in Visual Studies, and the Doctor of Philosophy.

In the United States, most state registration boards require a degree from an accredited professional degree program as a prerequisite for licensure. The National Architectural Accrediting Board (NAAB), which is the sole agency authorized to accredit US professional degree programs in architecture, recognizes three types of degrees—the Bachelor of Architecture, Master of Architecture, and Doctor of Architecture. A program may be granted a six-year, three-year, or two-year term of accreditation, depending on the extent of its conformance with established educational standards.

Master's degree programs may consist of a preprofessional undergraduate degree and a professional graduate degree, which, when earned sequentially, constitute an accredited professional education. However, the preprofessional degree is not, by itself, recognized as an accredited degree.

The Department of Architecture offers the MArch degree in programs ranging from two to three and one-half years. These professional degrees are structured to educate those who aspire to registration and licensure as architects.

The undergraduate Bachelor of Science in Art and Design is a preprofessional degree program. It is useful for those wishing a foundation in the field of architecture as preparation for either continued education in a professional degree program or for employment options in architecturally related fields.

Architectural Design is taught from a broad range of perspectives linking several common concerns: site and context, use and form, building methods and materials, and the role of the architect. Context is considered in terms of existing and historical physical form (natural and constructed) and sociological patterns of use. The architect is seen less as the sole creator of a completed building than as a participant with others in the shaping of our physical environment.

материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ Diverse architectural design studios are offered. After establishing a basis in a core curriculum, the focus shifts to choices among design projects of ascending complexity.

Introductory studios provide a basic architectural design background and help undergraduates decide whether they want to continue in architecture. Entering graduate students have a basic studio crafted for their needs. The intermediate studios provide a range of experiences of form-making in which individual faculty present their particular ways of exploring a design issue. The advanced studios give graduate students the opportunity to sharpen their skills and to develop their own attitudes of form-making. In their theses, students carry through a project of their own from concept through theory and design to a final product.

Computer resources for educational purposes are distributed in the laboratories and studios of the department and overseen by the staff of the Computer Resource Office. Students are required to learn the fundamentals of computer-aided visualization. Other computation subjects or studio work permit further experimentation with modeling techniques, graphic representations, design methods, technical analysis, prototyping, and assistance with the design process. Students may also participate in research work in these areas.

The work of the Architectural Design faculty extends beyond the studio. Workshops, lectures, seminars, and research engage the built environment, the forces that mold it, and the design process itself. The work of the faculty covers such areas as large-scale physical settings, environmental programming, the form and evaluation of cities, computation and architecture, architectural theory and design methodology, decision-making procedures in design, housing and settlement forms in developing countries, self-help processes, and design in nonwestern cultures. Central to these topics is the role of the user as an active force in the development of environments and the role of the designer as an agent in the process of human habitation.

This area of study offers a concentration to undergraduates in Course 4 as well as Master of Architecture and Master of Science in Architecture Studies degrees.

Building Technology includes teaching and applications of the fundamentals of technology as well as research in technology for the next generation of buildings. Topics include building structures, materials, industrialized building systems, appropriate technology for developing countries, sustainable design, new indoor air quality, daylighting and energy efficiencies technologies, and development of computational methods for research and design through visualization of building performance in its many aspects. Subjects include fundamentals of technology, applications to buildings, laboratories, and independent research projects. For example, students may study problems of energy resources and technologies and use this knowledge to design physical environments or buildings for the next decade that embody current research concepts. Research facilities include the Building Technology Laboratory, a full-scale indoor environmental chamber, a daylighting laboratory, and computer work stations. Research facilities of other departments such as Mechanical and Civil and Environmental Engineering are also used in joint research projects.

This area of study offers a concentration to undergraduates in Course 4 as well as a Master of Science in Building Technology (SMBT) and a doctoral degree with emphasis on building technology.

The Computation group teaches diverse subjects dealing with theory, history, methods, and applications of computation and digital technology. The aim is to cover the many facets of a rapidly changing and growing area with in-depth, agenda-setting research and teaching.

материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ Topics taught cover the description, generation, and construction of architectural and urban form and other designed artifacts using computational means, including computer visualization, rendering, and modeling; generative theories, strategies, and software for design synthesis and analysis; and digital fabrication and construction processes and technologies. Students are encouraged to acquire both the technical skills and the theoretical and conceptual foundations to rethink and challenge the limits of current design processes and practices, and to consider the social and cultural implications of their positions.

The Computation group offers subjects at the graduate and undergraduate levels. It is responsible for a concentration in the Master of Science in Architecture Studies (SMArchS) program, and for a doctoral program. SMArchS and PhD students are encouraged to take subjects in other discipline areas as a means to explore and develop their interests.

The History, Theory, and Criticism of Architecture and Art group teaches subjects dealing with the history of art and architecture. Offerings range in content and method.

Some study questions internal to the discipline of architecture, while others seek contexts in social, political, and intellectual history. Some are motivated by questions derived from the problems of contemporary practice. Others take their organization from a body of historical material investigated in ways that develop skills of analysis applicable to a wide range of topics. The group teaches subjects from the Renaissance forward in time, focusing on materials that are both

Abstract

and concrete, with scales that range from the architectural drawing to the urban environment. There is a special emphasis on topics of modern art and architecture.

HTC offers a concentration to undergraduates in Course 4 and a HASS (humanities, arts, and social sciences) concentration and minor in the history of architecture to all MIT undergraduates. There is a doctoral program with emphasis on the history, theory, and criticism of art and architecture, and students in the Master of Science in Architecture Studies program may choose to concentrate in HTC.

The Visual Arts group offers a diverse range of subjects in studio practice. Students challenge traditional genres and push the limits imposed by gallery and museum contexts.

Exploring experimental media and expanded definitions of site is encouraged. Central to the curriculum is the potential for links with programs in architecture, urbanism, technology and media studies. Related areas of research include the dialogue between art and architecture;

critical approaches to public art; demarcations between public and private space; antimonuments and new instruments of collective memory; prosthesis and extended body;

nomadic design tactics; new interfaces between visual art and landscape; and performance and sound works.

This area of study offers a concentration to undergraduates in Course 4 and a HASS concentration in the visual arts to all undergraduates. It also offers a graduate major leading to a Master of Science in Visual Studies. Undergraduate and graduate subjects are also offered to students from other disciplines who would like to experiment in the visual arts.

More information about the Department of Architecture and its programs can be found on the department's home page, http://architecture.mit.edu/.

2 Undergraduate Study The Department of Architecture offers two undergraduate courses of study. They provide a broad undergraduate education for students who have clear professional goals and for материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ those who desire a solid foundation for a number of possible careers. Course 4 leads to the Bachelor of Science in Art and Design, and Course 4-B leads to the Bachelor of Science.

Bachelor of Science in Art and Design/Course [see degree chart] Course 4 offers a flexible program for students in four possible discipline streams: visual arts; architectural design; building technology; and history, theory, and criticism of architecture and art. Within a clear framework, students develop individual courses of study best suited to their needs and interests.

The requirements for the SB in Art and Design (BSAD) curriculum begin with an introductory subject, 4.111 Experiencing Architecture Studio, designed to be taken by freshmen and sophomores. The remaining core subjects include beginning work in the arts, computation, architectural design, building technology, and the history of architecture and art.

Students should discuss their educational interests and plans with a faculty advisor no later than the beginning of the fall term of their junior year. The department has prepared handouts which give the subject requirements for each of its four discipline streams. Each area of concentration provides a variety of subjects from which to choose, as well as an opportunity to get deeply involved in a particular subfield. The Department offers a foreign exchange study program with Delft University of Technology for architecture design seniors in fall term. An optional senior thesis may be taken in the final year.

The vast majority of BSAD candidates choose the architectural design discipline stream, which includes sequential studios. The approach fosters investigation and discussion in the development of sensitivity to the built environment. These sensibilities are linked to values and responsibilities to the community at large. The design studio is a place not only where technical and analytical skills are developed, but a place of synthesis and invention using the elements of architectural form: material, structure, construction, light, sound, memory, and place. This is the process that characterizes the architectural education and what the studio sequence explores.

Students who plan to continue their studies for the graduate degree, Master of Architecture, must apply for admission to the graduate MArch program. Students who have fulfilled the requirements for the Architectural Design discipline stream of the Bachelor of Science in Art and Design normally are able to satisfy the requirements for the MArch in two and one half years if they include in their undergraduate program a sufficient number of professional subjects. This requires careful use of a student's unrestricted electives.

Eligible BSAD Architectural Design discipline stream students may apply for early admission to the MArch program after the first term of the junior year. If accepted to the MArch program early, students are normally able to satisfy the requirements of the degree in two years of graduate study following successful completion of the BSAD. Consult the department for details.

Students who intend to continue with graduate studies in the visual arts, building technology, and history, theory, and criticism of architecture and art should consult with an appropriate faculty member to design a program of study which establishes the basis for graduate study.

материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ Bachelor of Science/ Course 4-B Course 4-B is offered for students who find that their basic intellectual commitments are to subjects within the Department of Architecture but whose educational objectives cut across departmental boundaries. These students may, with the approval of the department, plan a course of study that meets their individual needs and interests while including the fundamental areas within the department. For example, students might create a coherent program combining subjects in architecture with subjects in urban studies and planning, computer science, systems analysis, acoustics, etc.

As early as possible, students should discuss their interests and intended programs with their advisor and departmental faculty members. A student who wishes to follow Course 4-B must initially register as a Course 4 major. By the end of the sophomore year, the student is expected to submit to the department a proposal that includes a statement of educational goals, a list of subjects to be taken to fulfill these goals (72 units), and a timetable of when the subjects will be taken. When the proposal is approved by the Department of Architecture Undergraduate Curriculum Committee, the student may officially switch to the 4-B major.

The Course 4-B curriculum is similar to Course 4 in that the six core subjects that are to be taken primarily in the freshman and sophomore years are 4.111, 4.113, 4.302, 4.401, 4.500, and 4.605. During the junior and senior years, the approved interdisciplinary course of study is pursued.

Minor Programs The Minor in the History of Art and Architecture, considered a HASS minor, is designed to enable students to concentrate on the historical, theoretical, and critical issues associated with artistic and architectural production. Introductions to the historical framework and stylistic conventions of art and architectural history are followed by more concentrated study of particular periods and theoretical problems in visual culture and in cultural history in general.

Graduate Study The Department of Architecture offers five graduate degree programs—the Master of Architecture, Master of Science in Architecture Studies, Master of Science in Building Technology, Master of Science in Visual Studies, and the Doctor of Philosophy.

The Master of Architecture is awarded to students who complete a program, accredited by the National Architectural Accrediting Board, that is an essential step toward licensure for architectural practice.

The Master of Science in Architecture Studies program stresses research and inquiry in the built environment; the degree is meant both for students who already have their first professional architecture degree and those whose previous education orients them toward nonprofessional graduate study in architecture.

The Master of Science in Building Technology program is run jointly by the Departments of Architecture, Civil and Environmental Engineering, and Mechanical Engineering. It is meant for students who intend to make a career in this field.

The Master of Science in Visual Studies focuses on the development of critical and visionary positions of artistic practice in the context of an advanced technological and scientific community. Central to the curriculum is the potential for creating links with programs in architecture, urbanism, technology, and media studies. Students are challenged to expand their artistic practice by questioning the historical, cultural, social and материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ ethical implications of their work. Discussion in contemporary theory and criticism complements studio production.

The PhD program is an advanced degree program initiated in the area of History, Theory, and Criticism, and has been expanded to the areas of Building Technology, and Design and Computation.

Master of Architecture The Master of Architecture is awarded upon the satisfactory completion of an approved program of at least 164 units, of which 96 units must be in H-level subjects, and an acceptable thesis. Those who have not yet studied in a department of architecture require three and one-half academic years of residence to fulfill the requirements for the MArch degree.

Advanced standing is possible for students who have taken architectural design at an accredited school of architecture. Students who have majored in architectural design at a " plus 2" architecture school, including MIT, may have the time to complete the program reduced to two and one-half or, rarely, even two years depending on their academic experience and accomplishments.

The professional MArch program is seen as being diverse and open-ended with many views of an appropriate theory and practice of architecture available, yet with a general set of shared concerns. These include a commitment to design, a concern for the behavior of people and their participation in creating architecture, an interest in inquiry and criticism, a view of the environment as a living and developing phenomenon, an interest in the relation between the built environment and institutions, a regard for the material processes of building, and a concern for the spatial and temporal contexts of buildings.

Architectural design studios are the center of the MArch degree program. Students must recognize that there are many possible professional roles, and therefore must assume much of the responsibility for structuring their own educational programs. While the professional curriculum specifies that a student study a range of subjects in several interrelated fields, students in the MArch program have some choice within each of the study areas offered in the department, and are required to develop a concentration in a self-determined area.

Master of Science in Architecture Studies This program is designed to provide a climate for research and inquiry that stresses the investigative component of understanding the built environment. It is open to students with professional degrees in architecture and, more rarely, to other university graduates. The SMArchS degree is awarded upon satisfactory completion of an approved program of study of 96 units, 42 of which will be H-level subjects, and the completion of an acceptable thesis.

The degree requires two full academic years of residency.

The program has a strong interest in the methods of inquiry, development and testing of knowledge, and the building and application of theory as it pertains to the built environment.

It allows students to specialize in areas in which they wish to obtain particular abilities.

There are several areas of study.

In Architecture and Urbanism, areas of faculty interest include theory of urban form and urban design strategies linked to the institutions that effect urban change.

материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ The Aga Khan Program for Islamic Architecture supports a small number of students interested in pursuing research on architecture and urbanism in the Islamic world. Faculty interests include Islamic architectural and urban history and historiography, strategies for preservation, and the critique of contemporary design in Islamic countries.

The mission of Design and Computation is to promote a rethinking of technique in relation to architectural form, as well as to challenge conventional distinctions between physical and virtual environments. Research focuses on new means for describing, representing, and generating architectural form; for modeling physical processes; and for facilitating communication.

Building Technology focuses on the intersection of design and technical issues for buildings that positively contribute to a more humane and environmentally responsible built world. Research within the group addresses innovative materials and assemblies, lowenergy strategies, and structures.

A few students can enter the area of History, Theory, and Criticism where they work alongside doctoral students in the study of Western (19th and 20th centuries) architecture and methodological issues that inform or link historical and practical work.

In all these areas, related subjects are available in the Department of Urban Studies and Planning, in other departments at MIT, and at Harvard.

About 60 percent of the students in the SMArchS program come from outside the United States; this encourages the exchange of ideas across cultures. Students often use a site in their home countries as a base for their theses.

Simultaneous Master's Degrees in Architecture and City Planning Students who have been admitted to either the Department of Urban Studies and Planning or the Department of Architecture can propose a program of joint work in the two fields that will lead to the simultaneous awarding of two degrees. Degree combinations may be MArch/MCP or SMArchS/MCP. A student must apply by January 1 before beginning the last full year of graduate study for the first degree: SMArchS and MCP students must apply during the spring admissions process. All candidates for simultaneous degrees must meet the requirements of both degrees, but may submit a joint thesis.

Urban Design Certificate Students in the MCP, MArch, or SMArchS programs who complete a specific curriculum in urban design are awarded a Certificate in Urban Design. The curriculum includes subjects in both Architecture and Planning.

Master of Science in Building Technology This program provides a focus for graduate students interested in the development and application of advanced technology for buildings. Students in this program take relevant subjects in basic engineering disciplines along with subjects which apply these topics to buildings. The program is open to qualified students with a degree in engineering or in architecture with a substantial background in technology.

The program concentrates on the development of the next generation of technology for buildings as well as the innovative application of state-of-the-art concepts to building systems. Research programs, in many cases jointly carried out with faculty and students in the School of Engineering, include sustainable building design, controls, natural ventilation материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ and indoor air quality, innovative materials and structures, and computational simulation of building behavior.

The SMBT degree is generally completed in two years, requires 66 units of coursework ( of which must be H-level graduate credit), and the completion of an acceptable thesis.

Master of Science in Visual Studies The Visual Arts Program focuses on the development of analytical and visionary strategies in artistic practice within the context of the advanced technological and scientific community of MIT. The program offers an intellectual and studio environment for innovative, experimental, and critical art-making.

Students are challenged to expand their artistic practices through informed and articulate focus on the historical, cultural, social, existential, and ethical implications of their projects.

In-depth examination of works in progress, as well as readings and discussions complement artistic production. Workshops, seminars, lectures, project reviews, tutorials, public presentations, and exhibitions are the core of the education method of the program.

Areas of investigation include media art, expanded video, photography, and digital art, as well as public art, performance, sculpture, design, and the art related to science, technology, and technoculture. Central to the curriculum of the program is the capacity for creating links with MIT research units, departments, programs, and centers in architectural design, history, theory and criticism, urban planning, media arts and sciences, computer science, engineering, and others.

The SMVisS degree is completed in two years, requires 156 units of coursework (120 of which must be H-level graduate credit), and the completion of an acceptable thesis.

Doctor of Philosophy The PhD in Architecture may be pursued in one of four separate areas: (1) History and Theory of Architecture, (2) History and Theory of Art, (3) Building Technology, or (4) Design and Computation.

The PhD program in the area of History, Theory, and Criticism of Architecture and Art emphasizes the study of Western (19th and 20th centuries) and Islamic art, architecture and urbanism, and methodological issues that inform or link historical and practical work.

The doctoral program in Building Technology is interdepartmental, with important components in the Departments of Civil and Environmental Engineering, Electrical Engineering and Computer Science, and Mechanical Engineering. Research programs include sustainable building design, controls, natural ventilation and indoor air quality, daylighting, masonry structures, innovative materials and structures, and computational simulation of building behavior.

The PhD program in Design and Computation is broadly conceived around computational ideas and digital technologies as they pertain to the understanding, description, generation, and construction of architectural form. Research topics include the mathematical foundations of shape and shape representation; generative tools for design synthesis;

advanced modeling and visualization techniques; rapid prototying and CAD/CAM technologies for physical fabrication; and the analysis of the design process and its enhancement through supporting technologies and work spaces. The mission of the материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ program is to enrich design from a computational perspective, with clear implications for teaching and practice.

Admission and degree requirements vary somewhat in the specific areas listed above, and may be obtained from the Department of Architecture headquarters, or in correspondence with the separate areas. The residency requirement for the PhD is a minimum of two full academic years. However, advanced standing awarded at admission may reduce this to three terms for students with a prior MIT degree. Completion of all of the requirements for the PhD—including the dissertation—is usually accomplished in five years.

Each student admitted to work for the PhD should consult closely with one principal professor in his or her area to develop a general plan of study. In all three areas, progress toward the PhD follows a sequence of required subject work, qualifying papers, general examinations, and dissertation research, writing, and defense. Students are encouraged to take subjects appropriate to their study plans in other departments at MIT, and at Harvard.

2 Syllabuses in Architecture Architecture Studio: Building in Landscapes Syllabus The work for the semester is the designing of places for community and privacy. These are always the two main issues that we have as architects: How to make spaces that can respond to the needs of the community for joyful livable places of interaction, and how to respond to the dreams of individuals to provide for a joyful livable place of their own. The second concern is building on the land, or earthtexture. Earthtexture includes land, sky, air, wind, sun, context - all of that influences what we design. Architecture happens in the space between the sky and land and the designs for the studio will always take this into account.

We will also explore materials and structures that can relate to earthtexture and give architectural meaning to the forms. It is with an understanding of materials/structures that we can give form to our ideas of architecture. Finally, and most important, we will be understanding and reflecting the ideas and dreams of the people we are designing for.

Architecture is an echo of our society and culture and at the same time it can influence the way that people relate to their surroundings.

There is one project for the semester but in three parts. The first part is designing an "observation community place" in an abandoned quarry in Rockport near Boston. The concern is how to design a cover for the sky - sky form - and a platform for the land - land form -that can give people shelter from the wind, sun, rain, snow.

The second part is to design places for a "community of individuals in the sky" on the rooftops and walls of buildings in the North End. This is another translation of land and we will treat the area as quarry, the buildings being sides of this quarry. Sites will be on roof tops, on sides of the quarry/buildings, or both. There will be as many sites as designers in the studio and each will be asked to pick a site -space- and design a place for themselves to live and work while projecting their lives ten years from now. Again the architecture must not only relate to the sky and land but also the attached walls or roof.

The last part is to design a "community meeting place" for members of a defined community on a site in the same area. The project is the making of a small building of not more than 5,000 square feet that might contain meeting places, work rooms, living places. The program for the building is to be designed by each studio member. Adjacent to this building will be a small "earthplace" a place related to nature that might be enjoyed by not only your community but others in the North End neighborhood.

материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ The designing mediums will include sketch modeling, sketching, making of full size pieces of the building, and drawing methods that you used last semester. In addition we will be working in digital programs, such as Photoshop and PowerPoint, digital photo programs that can be useful in explaining your design.

Other issues for the semester:

The Making of the Space and Space Within The Making of Large Scale and Human Size The Making of Space and Place The Making of Light and Shadow Sustainable Design and Technology Research Workshop Syllabus General Information The workshop welcomes students from different disciplines that focus upon the design and technological issues related to the development of the built environment.

The intention is to explore and speculate upon current interpretations of sustainability in and around architecture and urban design, in the broadest sense - from the micro level of materials and technology, through the scale of the building, to the macro scale of urban form and suburbanization. We will be interested in looking at not only how the notion of sustainable architecture is conceptualized, interpreted and implemented at varying scales, but also how we might push the frontiers of knowledge toward new directions and dimensions. These new dimensions should challenge us to be conscious of resource use, ecological balance and minimizing environmental impacts in professional design work and technological applications.

The workshop will be interdisciplinary and collaborative in nature and will develop as a forum where students and faculty will engage both in investigative analysis as well as design studies of a speculative nature. The intention will be to produce work of a publishable quality that can then educate and inform a wider professional community.

The workshop will be structured around three interrelated phases. We will begin by looking at current interpretations of sustainability in architecture from literature, publications, professional practice and assessment methods with a view to developing some critical edge to the upcoming work of the class. Secondly, we will engage in holistic and critical research of a range of chosen projects through the study of their underlying objectives and ideas as well as the resultant problems and issues. For example, a group may do a critical analysis of a new building or urban development that has been critically acclaimed to be very sustainable. Finally (and for the second half of the semester), students will select their own design project which will become the vehicle to articulate and evaluate either totally new ideas and agendas for a sustainable future, or to revisit familiar problems but with a new vision and understanding of the environmental potential.

Furniture Making Syllabus Description Students will look at slides of furniture, and attend lectures on the following topics: Furniture Making, Ancient Chinese Construction, the Ise Shrine of Japan, Colonial American Construction, Shaker Furniture, the Arts and Crafts Movement, the Bauhaus, the architects материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ Saarinan, Alto, and Reitveld. They will also take a visit to the Museum of Fine Arts, Decorative Arts Collection.

Two projects are undertaken in the class, after a general overview of shop safety and tools, furniture making, joints, furniture making techniques, and hand tools. The first project is a small dovetailed box, built using only hand tools.

For the term project, students design an original piece of furniture that will support 185 lbs.

at least 12 inches off ground. Students produce a sketch that is evaluated by the teacher and classmates, and then design, build and finish the piece.

Class time is primarily taken up with students building their furniture individually. However, once a week, usually Wednesdays, a tool demo or discussion about a technique will be held, especially as it comes up around a student's project. Also, we take field trips to a residential construction site with S&H construction, and a local furniture making shop/factory.

Lecture demonstrations include the following: properties of wood, power tool demonstration, machinery demonstration, jig-making, wood bending, table saw introduction, joinery, turning, routing, morticing, shaping, sanding, and finishing.

The completion date is approximately mid-May with an end of semester Furniture "BBQ" and Exhibition.

Introduction to Building Technology Syllabus Subject Overview The course aims at providing a fundamental understanding of the physics related to buildings and to propose an overview of the various issues that have to be adequately combined to offer the occupants a physical, functional and psychological well-being.

Students will be guided through the different components, constraints and systems of a work of architecture. These will be examined both independently and in the manner in which they interact and affect one another.

It is intended as a transfer course, applying calculations in pure science and mathematics to the realm of building technology. Design alternatives and issues will be presented from various standpoints, including response to climate, construction methods and materials, heat and air flow, thermal comfort and insulation, lighting and acoustics.

Learning Objectives The course serves both as an introduction to the physical processes lying behind the design of a building's envelope, interior and equipment, and as an initiation for a proper integration of technology in architecture.

Grading Grading criteria.

Class participation 5% Homework assignments (5% each) 35% In-class quizzes (15% each) 30% Design project 30% Homework assignments include problem sets and field studies. There will be no final exam.

материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ The design project includes thermal, lighting and acoustic assessments of an existing building as well as an analysis of its construction method. The buildings are selected at the beginning of the term by the students in teams of 2. Short written reports are due for each analysis.

Building Technology Laboratory Syllabus Subject Overview This course consists of a series of extended experiments:

Passive solar design and evaluation Natural ventilation Daylighting design and evaluation, via models and simulation.

All experiments will draw on recent or ongoing work by Department of Architecture faculty and students in the Hunza Valley of Northern Pakistan, in the state of Gujarat, India, and in Beijing and Shanghai, China. The second experiment will address natural ventilation in houses, either in Pakistan or China. The first experiment will consider passive solar heating in buildings and will feature design and construction of models for outdoor tests, using temperature sensors to record variations in indoor temperatures due to changes in solar radiation and outdoor temperature. Investigations in the second experiment will focus on airflow around the outside of buildings as well as within them, and will be based on both measurement in models and on simulations using programs that calculate pressure drops between zones and those that rely on computational-fluid dynamics. The third lab will focus on how to size and locate windows to provide adequate natural light in houses in rural villages in Gujarat. This work will require construction of realistic models, use of daylighting design procedures to size windows, testing of the models under natural light with illuminance meters, and simulation of daylighting using AutoCAD® and Lightscape.

Learning Objectives Emphasis will be placed on experimental methods, including use of instrumentation and thoughtful analysis of data; simulation, including appropriate modeling and interpretation of results; and attention to cultural issues associated with the buildings and occupants used as inspiration for the experiments.

Completion Requirements Lab projects will be done in small teams. A commitment to consistent attendance is expected from all. The course grade is based on lab reports and participation.

Grading The course grade will be based on participation in class and lab reports.

Participation is crucial to the success of the course. While attendance will not be taken, the instructor and teaching assistant will make a subjective but informed judgment, relative to the ideal of arriving more or less on time and staying for the entire lab. Poor attendance will result in a reduced grade.

You will typically be encouraged to work in small groups, depending on the lab and available resources. Groups of 2-3 can work well; pairs are usually optimal and a group size larger than a threesome is unwieldy. Solo work is also permitted but is necessarily more work.

материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ Lab reports may be submitted up to one week late with no reduction in credit. Further delays must be authorized by the instructor or the score will be reduced by 10% of full credit per additional week. Resources needed to complete labs may not be available after the nominal completion date. Lab reports will be returned within one week of submittal. Schedule adjustments will be made as necessary to accommodate major studio reviews or other significant deadlines.

Academic integrity is a serious issue. Data sources must include attribution. Lab reports must reflect the thoughts and efforts of team members, unless noted.

There is no final exam in this course and there will be no quizzes.

Fundamentals of Energy in Buildings Syllabus Course Description Textbook: Levenspiel, O. Understanding Engineering Thermo. Prentice Hall, 1996.

This subject provides a first course in thermo-sciences for students primarily interested in architecture and building technology. It introduces the fundamentals important to energy, ventilation, air conditioning and comfort in buildings. It includes a detailed treatment of different forms of energy, energy conservation, properties of gases and liquids, air water vapor mixtures and performance limits for air conditioning and power producing systems.

Heat transfer principles are introduced with applications to energy losses from a building envelope. The subject is a prerequisite for more advanced thermo-science subjects in Architecture and Mechanical Engineering.

Assignments and Evaluations The final grade in the course will be based upon analytical homework assignments, two quizzes, two design projects, and class participation weighting as follows:

20% Homework assignments and class participation. Homework will be distributed in class, and due dates announced at that time. The assignments are essential to learning the material. There will be about seven assignments throughout the semester.

7.5% first one 15% second one There will be two design projects in this class. They will require creative use of the principles and information given in the course to solve a particular problem, relating to energy consumption in buildings. They will be due a day after lecture 14 and lecture 23.

15% each one There will be two quizzes given in class (1 1/2 hour duration each). They are scheduled for a day after Quiz#1, and a day after lecture 17, at the usual class time and location. The content of the quizzes will be discussed in the class sessions prior to the quizzes.

30% There will be a three-hour long final exam during the exam period. The date, time and place will be announced later.

Note: All of the exams will cover material from both the lectures and the homework assignments.

Basic Structural Theory Syllabus Subject Overview материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ The course provides students with a basic knowledge of structural analysis and design for buildings, bridges and other structures. Students will investigate the behavior of structural systems and elements through lecture material, complemented by laboratory exercises. The course will provide insight into the manner in which structures carry loads through a series of design problems and case studies. The course will expose students to structural design using timber, masonry, steel, and concrete.

We will cover the following topics: mechanics of materials; equilibrium of forces and reactions; shear and moment diagrams; deflections; properties of construction materials;

loads; analysis, design and behavior of beams, columns, trusses, frames, arches; and structural systems. The laboratory exercises may include site visits, structural model building and evaluation, seminars, and video presentations.

Learning Objectives The course serves as an introduction to structures through the comprehensive treatment of statics and structural design. Learning in the course is accomplished through design exercises both in the lab setting and as assigned structural design problems. The course is intended to prepare the undergraduate for further study in graduate structural courses.

Completion Requirements Final grades will be calculated as follows:

Attendance...... 10% Assignments.... 40% Midterm............20% Final Exam........30% Architectural Construction and Computation Syllabus Course Description This class investigates the use of computers in architectural design and construction. It begins with a pre-prepared design computer model, which is used for testing and process investigation in construction. It then explores the process of construction from all sides of the practice: detail design, structural design, and both legal and computational issues.

Course Organization Lectures Assignments One Final Presentation Course Policies Students are expected to complete both the assignments to full completion for a grade.

Assignments later than one week after the due date will loose one letter grade.

Assignments will be accepted more than 2 weeks after the assignment date.

Assignments There will be a total of 2 assignments plus one final project. Each assignment is broken into weekly goals.

Grading материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ Due to the size of the class and the fact that we are working in teams your fellow classmates will have a hand in determining your individual final grade. Each team of four will individually evaluate the other three team members after the final presentation in December.

Your final grade will be determined as a variation of the overall grade for the team. For example, if your team receives a B as the average grade for the semester and your teammates qualify you to have contributed to the team your personal grade for the semester will be a B+ or an A. If you slack off or minimally contribute to your teams efforts you will receive a B- or a C. Since everyone has a specific role to play on your team individual contributions should be evident at reviews. Please talk to us early if irreconcilable disputes occur we would like to address them sooner rather than later.

Computational Design I: Theory and Applications Course Description This subject introduces a computational or generative approach to design using shape grammars. Shape grammars were one of the first, and remain one of the few, computational design systems that are wholly visual, rather than textual or numerical. They provide a powerful means for design analysis and synthesis, for design exploration, and for generating novel design solutions.

The basics of shape grammars will be introduced through lectures and through in-class, byhand exercises with simple, abstract shape grammars. A range of applications from stylistic analysis to creative design will be explored. Computer programs for shape grammars will be presented. Readings will supplement lectures.

Prerequisites None. No background in computing or computer programming is assumed, and computer programming is not a requirement of the subject. Students with interests in any area of design, including product design, architectural design, graphic design, and media design, are welcome.

Course Requirements Weekly assignments. An end-of-term, research or design project.

20th Century Art Syllabus General Information The lectures present the objects, history, context, and critical discussion surrounding art after World War II. Because of the burgeoning increase in art production during this period, the course is necessarily selective. We will trace major developments and movements in art up to the present, primarily from the US; but we will also be looking at art from Europe and Asia, as well as art "on the margins" -- art that has been overlooked by the mainstream critical press, but may have a broad cultural base in its own community. We will ask what function art serves in its various cultures of origin, and why, in recent years, art has been such a lightning rod for political issues around the world.

Requirements To learn the material covered in this class, you will be expected to attend lectures, do a good bit of outside reading and looking, view films during class (see syllabus for precise dates), write two papers (one as part of a midterm), attend scheduled field trips, and take a final exam. There are opportunities for different learning styles in coming to terms with this материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ sometimes challenging new art. Please take advantage of office hours to extend class discussions.

Papers There will be a five-page paper due as part of the midterm; this paper will focus on an exhibition on view in Boston. Focus questions for the paper will be handed out two weeks before the due date.

There will also be a 10-15 page research paper due in class some time in December.

Suggested topics will be handed out well before; I strongly encourage you to take advantage of office hours to discuss your research topic and your outline.

Readings There are several required texts for the course. There are other recommended texts widely available in area bookstores but not ordered for the course. Additionally, there are readings from journals and unpublished materials that have been placed on reserve. All of these are referenced in the course reading list; an expanded bibliography of artists active in the U.S.

will be available for use in preparing research papers.

Grading Grades will be determined as follows: 20% on your midterm (including the five-page paper), 30% on your research paper, and 50% on your final exam. You need to do all the work to pass this course.

Architectural Design, Level I: Perceptions and Processes Syllabus "... In time, those Unconscionable Maps no longer satisfied, and the Cartographers Guild drew a Map of the Empire whose size was that of the Empire, coinciding point for point with it. The following Generations, who were not so fond of the Study of Cartography saw the vast Map to be Useless and permitted it to decay and fray under the Sun and winters. In the Deserts of the West, still today, there are Tattered Ruins of the Map, inhabited by Animals and Beggars."

-- Borges This studio explores the notion of in-between by engaging several relationships; the relationship between intervention and perception, between representation and notation and between the fixed and the temporal. In the Exactitude in Science, Jorge Luis Borges tells the perverse tale of the one to one scale map, where the desire for precision and power leads to the escalating production of larger and more accurate maps of the territory. For Jean Baudrillard, "The territory no longer precedes the map nor survives it. …it is the map that precedes the territory... and thus, it would be the territory whose shreds are slowly rotting across the map." The map or the territory, left to ruin-shredding across the 'other', beautifully captures the tension between reality and representation. Mediating between collective desire and territorial surface, maps filter, create, frame, scale, orient, and project.

A map has agency. It is not merely representational but operational, the experience and discursive potential of this process lies in the reciprocity between the representation and the real. It is in-between these specific sets of relationships that this studio positions itself.

материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ The simple gesture of a line in the landscape - the trace of a moving point, inscribes a trajectory of experience. The line, then, becomes a tool to trace, reconstruct, and reenvision the world. Drawings are always already devices. The word to draw comes from the verb to pull, bear, carry or create traction. They inherently express the force of the body, and it's trajectories of movement. The studio will explore the notion of the drawing as a device through a short exercise of site specific acts of collective operational drawings, where each student will set in place a series of instructions for serial notation to be executed by their peers.

After exploring drawing as a device, we will then construct devices for drawing, constructing them at one to one scale. The studio will re-examine the notion of intervention and perception in marking a site. The relationship between representation, construction and perception will be further explored on a field trip to the DIA Beacon in upstate New York and the DIA Chelsea in New York City. At DIA Beacon we will examine the seminal works of various artists, labeled by art historians under the umbrella of minimalism. Our first studio problem will engage all these issues and be sited on the DIA Chelsea rooftop within the elevated urban landscape of Manhattan. Currently the site of Dan Graham's famous Two Way Mirror Cylinder Inside a Cube, the installation in 1981 was meant to be temporary but has in fact become permanent. The studio problem will be to displace Dan Graham's piece and propose a new architectural installation/ device to re-frame the contemporary urban experience through the program of perception.

The final studio project displaces these issues into a larger field to engage architecture as a perceptual instrument, specifically in relation to the measurement and marking of territory and time. Sited in a more ubiquitous and residual landscape, the end of Boston's Fort Point Channel, students will be asked to design a Landform Process Center on a marginal site that is in between city and landscape. The complex program will require an engagement with flux, transformation and multiple modes of occupation. We will unfold the territory for the potential to intervene in its seams.

Architectural Design, Level II: Material Essence: The Glass House Syllabus The theme that unites level 2 studios in the fall semester is a focus upon the 'making of architecture and built form' as a tectonic, technical and materially driven endeavor. It is a design investigation that is rooted in a larger culture of materiality and the associated phenomena -- but a study of the language and production of built form as an integrated response to the conceptual proposition of the project. The studio will look to works of architecture where the material tectonic and its resultant technology or fabrication become instrumental to the realization of the ideas, in whatever form they may take. This becomes the 'art of technology' -- suggesting a level of innovation and creative manipulation as part of the design process to transform material into a composition of beauty and poetry as well as environmental control. In this regard the studio will look to the works and design processes of a number of architects including Shigeru Ban, Peter Zumthor, Herzog and deMeuron, Kazuyo Sejima, Richard Horden, Rick Joy and Glenn Murcutt among others.

The studio will develop 2 projects:

The first project will be a collaborative design that will engage all three of the level 2 studios.

It is conceived as a preliminary exercise that sets the scene for the second project through the development of a number of thematic ideas that are central to the studios. The project calls for the design and partial fabrication of an installation on Thompson Island, located in Boston Harbor. The installations will be responses to a variety of physical and материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ phenomenological conditions that are determined and driven by the site, in conjunction with critical issues such as mobility, transformation and assembly. They will engage you in making places for shelter, view, transition, passage and so forth and each design will call for an innovation in the design and material language. The project calls for an understanding of the local ecology, the tides, climate and the constraints of building on an island. Within the week schedule design teams will conceive, design, research, test and partially fabricate their design propositions.

The second and major project will be a Botanical Research Center. The project (of about 12,000 square feet) is centered around the notion of the 'Glass-House'. The location will be the campus of Wellesley College and within this mature and physically variable landscape, students will work with locations appropriate to their emerging architectural ideas and conceptual propositions, either as an addition to the existing botanical facility or as a new site. The major formal part of the program, the contemporary 'glasshouse', will be served by and interwoven with smaller programmatic elements and will call for an re-examination of the poetic and technical possibilities inherent in scales of transparency and light within this setting.

The 'glasshouse' as a temperate space is a intriguing typology: the development of the building type in the early 19th century was an precursor to a material and assembly innovation that was several decades ahead of its time and led to significant advancements in the development and assembly of glass and cast iron -- and in a contemporary sense that opportunity exists today with new materials and technologies. The spatial volume of the project creates the opportunity to research how materials and the tectonic palette can control light and mass to fulfill various environmental objectives -- light, heat, air and other microclimatic forces naturally and without resource to excessive inputs of energy.

The studio will study develop ideas that look closely at working with the landscape: looking at the means of building in it, on it, above it, through it? Thinking about the relationship of nature to the nature of the architecture, looking at the changing form of the place -seasonally, the sun, the wind, the light. We will also study and develop notions about form processes: generation of form from notions of folding of the land, space and enclosure to study variations of forms of shelter and microclimate.

The studio will have various supporting critics and consultants including a landscape architect, environmental and structural engineers. It is also possible that the studio may make a weekend visit, possibly to Cranbrook Academy in Michigan. In addition the 3 studios will collaborate over a series of seminars or field trips by or to architects or local fabricators of interest.

Architectural Design, Level II: Material and Tectonic Transformations: The Herreshoff Museum Syllabus Introduction This semester students are asked to transform the Hereshoff Museum in Bristol, Rhode Island, through processes of erasure and addition. Hereshoff Manufacturing was recognized as one of the premier builders of America's Cup racing boats between 1890's and 1930's.

The studio, however, is about more then the program. It is about land, water, and wind and the search for expressing materially and tectonically the relationships between these principle conditions. That is, where the land is primarily about stasis (docking, anchoring and referencing our locus), water's fluidity holds the latent promise of movement and freedom.

материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ Movement is activated by wind, allowing for negotiating the relationship between water and land.

Boats and Boat Building As a vehicle for exploring these relationships, we will focus on learning about boat building, so that it might inform our design process. We are going to spend the first part of the project learning about the craft of boat building, its history, as well as learning about advanced boat building technologies such as Kevlar-carbon composite skins with honeycomb and resin cores. The value in exploring another method of assembly is that it removes us from more conventional material and tectonic conventions. This can help stimulate new thinking about transferring concepts and technologies where appropriate or simply to inspire alternative design and production processes in creating new environments.

Search for a Tectonic Language The search for an appropriate tectonic language will be driven in part by an understanding of the performance standards governing boat design, and their resultant qualities. These include:

Displacement By definition boats are about displacement of volume, carving volume below the waterline, but minimizing drag by designing sleek profiles.

Lightness The design of racing boats is driven by needing to make them as light as possible, requiring less energy to propel them forward.

Mass It is also about the fine-tuned distribution of mass, delicately countering-balancing the tendency for flight while staying within racing regulations.

Strength Despite their lightweight construction, racing boats must be built out of efficient and strong assemblies capable of withstanding the tremendous forces on the sails, mast and hull.

Harnessing Energy Their strength must be sufficient to harness the wind's energy, with lightweight membranes, stitched together out of smaller elements, yet acting as a whole.

Speed In the end, racing boats like those designed by the Herreshoffs are about, speed, fluidity, and grace, in seeming defiance of material limitations.

The Site and Program материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ The site is located in Bristol R. I. where the Hereshoff brothers started their company in 1870. Our site overlooks the Narragansett Bay, where two boat hulls are elevated on stilts in the front of the existing buildings. The site is bisected by Bristol's main road and consists of a compound of buildings (manufacturing, storage, and maintenance buildings as well the museum proper). At one time, the original wharf housed structures for manufacturing boats and ramps for launching boats. Today, traces of past structures are still evident, presenting interesting opportunities for transforming this site, its existing structures, as well as its water's edge.

The existing building's interior spaces by contrast are rather dark, cluttered and dowdy. Yet they house treasures, such as a replica of Herreshoff's model room, where over 500 models of the hulls are housed. There is much room for improvement in the presentation of the models as well as full-scale boats and exhibits.

Process We will explore design as an iterative process, which incorporates reading, research, representing and testing.

Reading Reading is about understanding the site, the program, the context, the history, the culture and technology. Drawings, models and words are used to describe the results.

Research As individuals and in groups, we will research about boat building, the program, and technologies. We will record, document, model and experiment as part of our investigations and search for an appropriate language. Research is the first act of design, since its results will strongly influence both the course and content of future design investigations.

Representing Representing our design ideas through drawings, and models, we can internalize of the lessons learned from research. Representing is not always carried out at full scale (prototyping) but can be abstracted at different scales and levels of detail. We do not necessarily need the skill of a master boat builder to experiment with the ideas embedded in their craft.

Testing Testing entails putting forth propositions forward; to be reviewed in relationship to the performance standards you have set forth in your design. Failure is desirable and revealing.

It can force us to question whether we read the site and the problem correctly, or whether the research was appropriately directed, or applied through its representation. Inevitably, we must go back and forth in this process iteratively as we seek the best fit between our design and its performance standards.

So while we will not end up designing boats this semester as Alvar Aalto did in his career, we will seek to allow the study of boat building to inform and generate new approaches to thinking about material and tectonic expression.

материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ Architecture Design, Level II: Cuba Studio Syllabus Designing the Architect Throughout the semester, the work of the studio was documented in a short movie called "Designing the Architect".

Building Communities A Place in Havana, Cuba The work for the semester is about the following issues:

how to understand and design for a different culture...

how to design places where living, working, and shopping can intermix...

how to design a village in the city...

how to design buildings that can intermix uses...

how to design in a tropical climate...

This architectural studio will have one main project for the semester: to explore the issues surrounding the redesign of an area in Havana, Cuba. It is a typical area about the size of a Law of Indies block that presently has a mix of housing, work, and shopping, in buildings that need to be replaced and others that need to be rehabilitated. There is also vacant land, and buildings that are unused. Part of the blocks front on the Malecon, the street next to the water. The other edge fronts onto a typical neighborhood. The intention is to study the culture through an understanding of one area of Havana and then design an "echo" in architectural form. The design will include public space as well as a mix of buildings: some new, some rehabilitated.

The work will start in Boston with lectures about Cuba, readings, background information about climate, site information and design attitudes about the program and form, before we go to Havana. We will then travel for a short but intense period to gather information about the culture through the understanding a small neighborhood. While in Cuba we will meet with students from the University who will also be designing this area. After coming back from Havana, designs that have attitudes about the "village in the city" will be explored.

Design will be from the scale of one unit to the scale of a building and an area. During the semester there will be feedback from architects that have worked in Cuba.

Other concerns for the semester:

understanding the space between buildings...

understanding the idea of "micro villages"...

understanding an attitude about architecture...

All of this will be followed by form making.

Immaterial Limits: Process and Duration Syllabus About This Course This studio proposes to engage tectonics as a material process. By exploring transformation, indeterminacy and mutability inherent in material and landscape processes, students will be challenged to engage notions of duration as a design strategy for architecture and urbanism. While the second law of thermodynamics states that the material universe tends toward a state of increasing disorder, architects build and construct in материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ opposition to these forces. Attempting to delay the processes of disorder, decay and collapse, tectonics is often seen as the embodied expression of an arrested moment the finite resolution of the building process. Yet the processes that enable and disable architecture extend beyond any arrested moment.

While the design of materials is not new, the recent evolution of mutant materials and fabrication technologies has created a material culture pregnant with possibilities. Plastics can be endowed with the properties of glass, wood made to appear like fabric, and foams given the power of memory. Materials and their methods are multiplying while our inherited notions of material significance and signification are increasingly challenged. 'Truth' in materials or in their methods of construction is no longer (and arguably never was) an absolute concept.

Highlighting the multiple states of materials (raw, finished, decomposed) and new methods for fabrication (CAD-CAM, CNC, rapid prototyping), this studio seeks to understand the processes that form, deform and ultimately dematerialize built matter. This studio will explore the limits of materiality and immateriality to engage a tectonics of temporal change, transformation, and succession. Materials will be treated, not merely as finishes, but as critical points of departure for investigating new spatial possibilities. Students will design and fabricate full scale material constructs in order to explore a material's inherent properties.

Investigations of casting, stressing, weathering, eroding, corroding, etc. will be part of the design process.

Students will translate these studies into critical architectural propositions for the Stearn's Quarry site in Chicago. Dating back 400 million years, the site was once a part of an ancient reef near the equator before the shift in the North American tectonic plate. Rich in calcium carbonate, the 23 acre Stearns quarry site was excavated from 1936 to 1970 to a depth of 350 feet. Located within Chicago's city grid, the quarry supplied the dolomite used to line the cities waterways and yielded an unprecedented amount of fossils from the Silurian Age.

Since 1970 the quarry has been used as a dumping site for incinerator ash, and construction debris. Designated a 'Superfund Site' due to concerns over its toxicity, the city of Chicago is currently examining the reprogramming, reuse and reclamation of the site.

Students will design a series of architectural interventions and public interfaces to enable, support and house the geological and ecological processes and artifacts of the site.

The Stearns Quarry site presents a unique opportunity to engage temporal change, transformation, adaptation and succession at the scale of the building, the city and the landscape. By engaging the materials on the site in a process of excavation, recycling, and recovery, the studio addresses a prolonged understanding of architecture, one that acknowledges duration within the framework of architectural design. Engaged in the unpredictable interface of nature, history, construction and imagination, we will attempt to arrest, reverse, stretch, divert, adhere and accelerate the temporal qualities of architecture.

The studio hopes to arrive at a strategy of reworking the landscape, rather than a finite architectural object- a shift from product to process. In doing so, it seeks to unleash urban scaled material effects within the deep surface of the landscape.

Problem 1: Out of Joint (PDF) Problem 2: Duration and Depth (PDF) Problem 3: Extreme Geology Center (PDF) материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ Case Studies in City Syllabus Course Description This course is intended as an introduction to urban form and design. It is more analytical than synthetic and will concentrate on the physical and social form of the city.

Selected cities will be the subject of this semester's study. The cities will be analyzed, drawn, and compared to other cities in order to develop a working understanding of urban and architectural form (i.e. building and block types, fields, edges, streets, squares, monuments, gardens, etc.).

The development of map making and urban representation will be discussed, and use of the computer will be required. There will be special focus on the historical development of the city. There will be related required readings on urban design theory in the twentieth century in addition to the individual investigations.

This course is also open to MCP students with some background in architecture.

Architectural Design Workshop - Rethinking Office Development Syllabus Linking Emerging Trends in Office Work to Entrepreneurial Opportunities for Developers For Whom the Workplace is Intended This is an interdisciplinary workshop, not a design workshop in the ordinary sense. It is certainly intended for graduate students in architecture but also for students in the Center for Real Estate (CRE), and for students in other related disciplines, who are interested in getting the most out of the design process but are not themselves necessarily designers.

The main qualification for taking part in the Workshop is an interest in, and an urgent desire to do something about, specifying the type, quality, image and performance of the new wave of speculative office buildings that will be needed in the next cycle of economic recovery.

The Purpose of the Workshop The workshop will address an important part of the general question vigorously posed by Ada Louise Huxtable, the architectural critic of The Wall Street Journal in her 7 January 2003 article on the proposals for the redevelopment of Ground Zero: "However impressive the twin towers were in sunlight or moonlight, whatever symbolism is now falsely attached to them through a catastrophic act, do we really need to make the same mistakes again?" Behind this question lies Ms. Huxtable's sense that however brilliantly architects design, and whatever patterns of user demand are emerging, the constraints of the program for the WTC site, the inertia of unrealistic financial and political expectations will be very hard to overcome.

To a European architect like myself, living once again in the US after a thirty year gap, a more personal version of the same question occurs. I have experienced over the last three decades an extraordinary sequence of improvements and innovations in the design and specification of office buildings in London, Frankfurt, Stockholm and Paris. These new ideas are all responses to changes in economic, social and technological circumstances, e.g. the globalization of business, the democratization of organizational culture, responses to various energy and environmental crises, the growth of new professions such as Facilities Management and, above all, the massive impact of distributed information technology. It is amazing to observe how little the design of the US speculative office buildings seems to материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ have changed in the same period. Can it be really true that nothing has changed here? Yet the same basic developmental model persists. The same office buildings are being built over and over again.

The questions the workshop will address are:

What has and has not changed over the last three decades in the context of office development in the US?

What are the causes of the apparent current lack of interest in product development and renewal in the office market in the US?

What likely changes, e.g. in tenant and user demand, in business culture, in locational choice, in financial and funding practice, in leasing arrangements, in technology, in constructional technique, could justify and stimulate innovation?

What commercial incentives would it take for developers to take advantage of such changes?

What innovations in new building features, products and services for office development would be likely to result, especially if emerging user demand were to be taken seriously by suppliers?

The End Product of the Workshop There is no exam. Each student's work will be evaluated on ongoing contributions to the workshop sessions including readings, demonstrated ability to critically evaluate current development practice, ability to explore how design can be a bridge between supply and demand issues and imagination, initiative and practicality demonstrated at the final presentation in early May.

For the final session of the workshop each student (or pair of students) would be expected to develop a case for an innovative feature, product or service in the form of a presentation to an appropriate developer (such as Gerald Hines) or service provider (such as Regus).

The presentation will include a market analysis, a thorough description (but not design) of the proposed feature, product or service supported by a well argued and coherent business case justifying the innovation. Since the presentations will be given at the last class before an invited audience consisting of notable figures in the office development world, student ideas will have to be cogent, realistic and well worked out to grab attention. The standard of presentation and argument will need to be equally professional.

The build up to the final presentation will be in the following stages:

An exploration of the office development process as it is currently conducted in cities such as Boston and New York;

An analysis of the reasons for the relatively conservative positions of developers and suppliers;

An exploration of factors for change;

The development of the presentations.

It has been proposed that the results of the workshop could be presented after the end of term to one of the property industry conventions, such as the Realcom event in Chicago.

The decision whether to go ahead with this idea will be made early in the term.

материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ Work may be presented by pairs of students, if there is a cogent reason, for example, a partnership between an Architectural student and a student in the Center for Real Estate.

Benefits to Students It is hoped that the workshop will provide students with:

Understanding of an important field of architectural and commercial endeavour;

An exploration of the relationship between design and emerging user requirements;

Development of analytical and presentational skills;

Contacts with a variety of visitors from within MIT and, more importantly perhaps, leading developers, brokers, product and service suppliers and architects;

Insights into possible joint research projects to be conducted jointly by Architecture and CREE;

Personal product development opportunities.

Background to the Workshop This workshop is the fourth of a series being conducted by Francis Duffy, visiting professor at MIT and founder of the international architectural and consulting practice, DEGW, which specializes in the design of working and learning environments that respond to changes in user demand.

Four initial public seminars (Spring 2001) set the scene for the three year series of workshops. The First Workshop (Fall 2001) examined innovation in the design of the workplace through a series of case studies. Interesting differences both in process and end product were recorded. The Second Workshop (Spring 2002) focussed on 'Missing Products' - the main task was for students to define and specify services and products for 'New Ways of Working' that are still missing from the catalogues of conventional suppliers of office products and real estate services. The Third Workshop (Fall 2002) was an evaluation of the performance of the newly renovated MIT Aero/Astro laboratory in relation to a series of very well defined pedagogical objectives. Each student created and tested a means of measuring an aspect of building performance.

Architecture Design Workshop: Researching User Demand for Innovative Offices Syllabus The Missing Dimension in Workplace Design - Linking Architectural Creativity with Business Purpose Introduction The theme of this workshop is the design of the changing workplace. The five objectives of the Workshop are to:

make MIT graduate students fully aware of emerging technological, economic and social trends that are revolutionizing the working environment;

explore and develop, within a coherent intellectual framework, the widest possible range of practical techniques for measuring the performance of the working environment;

carry out individual field work in a real context - MIT's new Aero/Astro Lab - as part of a parallel program of post occupancy evaluation;

propose new measures that throw light on the relationship between business purpose and the success of some aspect of workplace design;

материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ systematically relate design evaluation to the urgent need - and unrealized potential for radical design innovation.

Two major features of the workshop will be exposing students to advanced practice by inviting knowledgeable clients and experienced practitioners from a wide range of backgrounds to our weekly discussions and access to the real, ongoing, highly important and extremely practical evaluative exercise being conducted by Janet Tan, a former student of this Workshop, at the Aero/Astro Lab.

Background This Workshop is part of a series being conducted by Francis Duffy during his three year Visiting Professorship at MIT on the overall theme of innovative workplace design. Four initial public seminars (Spring 2001) set the scene. The First Workshop (Fall 2001) examined innovation in the design of the workplace through case studies. Interesting differences both in process and end product were recorded. The Second Workshop (Spring 2002) focused on 'Missing Products' - the main task was for students to define and specify services or products implied by 'New Ways of Working' that are still missing from the catalogues and other offerings of conventional suppliers of office products and real estate services. The current Third Workshop (Fall 2002) is intended to progress the theme of design innovation by examining in some detail the techniques that are now available to help designers anticipate and comprehend the emerging requirements of ever more demanding knowledge workers equipped with increasingly powerful technology.

материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ II Текст перевода 1 Архитектурный факультет На архитектурном факультете изучается архитектура как дисциплина и как профессия. Система архитектурного образования так же обширна, как и предмет изучения, и разделена на пять полунезависимых "групп дисциплин". Каждая группа дисциплин дополняется остальными четырьмя, и, в свою очередь способствует изучению остальных. Студенты обучаются рабочим навыкам, основанным на всем разнообразии средств, которые предоставляет архитектура в области нахождения и определения обширных строительных задач и методов их эффективного решения.

Группы дисциплин следующие: Архитектурное проектирование; Строительная технология; Вычислительная техника; История, теория и критика архитектуры и искусства (ИТК) и Изобразительные искусства.

В рамках ряда дисциплин основной является научно-исследовательская деятельность. Более того, положение факультета в рамках МТУ позволяет более глубоко изучать такие дисциплины, как вычисления, новые методы проектирования и производства, строительные материалы и конструкции, энергия в техническом аспекте и в области гуманитарных наук и искусств. Факультет строится на и развитии и кооперации этих двух важных отраслей науки.

Факультет предоставляет обучение по шести научным степеням: бакалавр дизайна и искусств, магистр архитектуры, магистр архитектурных наук, магистр наук в области строительных технологий, магистр наук в области изобразительных искусств и доктор философии.

В Соединенных штатах Америки большинство регистрационных комиссий для выдачи лицензии требуют сертификат от аккредитованной сертификационной комиссии.

Национальный архитектурный аккредитационный совет (НААС), который является единственным органом, имеющим право на аккредитацию архитектурных программ обучения в Америке, официально признает программы обучения по трем степеням бакалавр архитектуры, магистр архитектуры и доктор архитектуры. Это могут быть шестигодичные, трехгодичные и двухгодичные аккредитованные программы обучения, в зависимости от того, какому объему обучения в рамках установленных образовательных стандартов они соответствуют.

Магистерская степень может состоять из предпрофессионального научного образования и профессионального научного образования. Их последовательное изучение составляет общепризнанное профессиональное образование. Следует учитывать, что предпрофессиональное образование само по себе не является общепризнанной научной степенью.

Архитектурный факультет предоставляет магистерское образование по программам сроком на три, два и полтора года. Это профессиональные звания рассчитаны на обучение тех, кто стремится стать аккредитованным архитектором и получить лицензию на проектирование.

Программа обучения со степенью бакалавр дизайна и искусств является предпрофессиональной. Она создана для тех, кто стремится к базовым знаниям в области архитектуры для дальнейшего профессионального образования, либо для тех, кто хочет в дальнейшем работать в связанных с архитектурой сферах.

материалы/materials :http://architecture.mit.edu/.

Перевод на русский язык/Translated from English into Russian: A.Shadrina/А.Шадрина EKSTU/ВКГТУ Образование в области архитектурного проектирования (дизайна) касается широчайшего спектра задач, в том числе таких, как: место и окружение, польза и форма, методы конструирования и материалы а также роль архитектора. Под окружением понимаются как существующие исторические или физические формы (природные и рукотворные), так и социологические аспекты. Архитектор рассматривается не как единственный создатель отдельного здания, а больше как человек, который в сотрудничестве с остальными помогает создавать физическую окружающую среду.

Предоставляется широкое разнообразие практических курсов в архитектурных студиях-мастерских. После того, как изучены основные дисциплины программы обучения, акцент смещается на проектные задания с возрастающей сложностью.

Вводные практические занятия закладывают основы архитектурного проектирования, и студент решает, желает ли он продолжить свое обучение в области архитектуры.

Вновь поступившим студентам предоставляется основная мастерская, отвечающая всем их потребностям. В рамках переходных практических занятий выполняется несколько работ по формообразованию, в которых каждый преподаватель представляет свое особое видение способов проектирования. Дальнейшие практические занятия позволяют студентам отточить свои навыки и развить свой собственный подход к формообразованию. По мере выполнения своего проекта, студент проходит все стадии проектирования - от первоначальной задумки, через теорию и дизайн к конечной продукции.

Для образовательных целей лаборатории и мастерские оснащены компьютерами, за которые отвечает Центр компьютерного обеспечения. Студентам необходимо изучить основы компьютерной визуализации. Остальные компьютерные дисциплины и практические занятия позволяют дальнейшее экспериментирование с методами построения, графической подачей, способами проектирования, технологическим анализом, созданием прототипа и вспомогательными областями процесса проектирования. Студенты могут также участвовать в научной деятельности по этим дисциплинам.

Деятельность профессорско-преподавательского состава специализации архитектурного проектирования не ограничивается мастерскими. Мастер-классы, лекции, семинары и исследовательская деятельность затрагивают строительную отрасль и формирующие ее аспекты, а также сам процесс проектирования.

Преподавательская деятельность охватывает такие сферы, как физическое окружение большого масштаба, программирование окружающей среды, формирование и развитие городов, вычисления в архитектуре, архитектурная теория и методология проектирования, процедуры принятия решений в проектировании, формы расселения и домостроительства в развивающихся странах, самоподдерживаемые процессы и проектирование в незападных странах.