ARCH 4111 1

Dalhousie University School of Architecture

ARCH 4111.03

Architectural History and Theory - 19th Century

1889 La Tour Eiffel et l’Exposition Universelle, Catalogue of the Musée d’Orsay, 1989

Class Days/Times

January 10 – April 5, 2018 (*Please note there are schedule changes to accommodate projects in other courses; class on Thursday, February 15 has been cancelled due to Design Project Reviews. See the Architecture Schedule and Readings for details.)

Seminars: Wednesdays 10:00 a.m.-12:30 p.m.

Lectures: Thursdays 11:00 a.m.-12:30 p.m.

April 4 & 5, tutorials will be held to support oral and written presentation skills for the B5 design project presentation.

Instructor

E-mail

Elizabeth Loeffler

elizabeth.loeffler@dal.ca

Office Hours Wednesdays 12:30-1:00 p.m.; Thursdays 12:30-1:00 p.m. Room HC8

Course Assistants & E-mails

Alexandra Lavallée al934373@dal.ca

Alex Saunders ed752852@dal.ca

Karl Gruenewald Karl@Dal.Ca

Classroom Park Lane Theatre 4/HA19 on Thursdays; see Seminar Group Schedule for Wednesdays posted in Brightspace

Course Description

This course studies the impacts of industrialization on architecture and the city in nineteenth-century Europe and its colonies. Taking into consideration the socio-political context of various urban environments, we will examine major urban transformations and the creation of new architecture for all the new institutions, from public schools to hospitals. In the seminars, students will examine primary and secondary sources to develop skills in research and critical thinking.

The primary architectural focus for the course will be major building types that developed during the nineteenth-century. These include communal housing, public institutions such as schools, hospitals, public baths and national parks, as well as department stores, urban infrastructure and skyscrapers. The lectures will contextualize each building type in terms of the debates that took place at the time and contemporary critical perspectives. Topics include, Marxism, organicism, preservation, fetishism, the gaze, environmental determinism, progress, and colonialism.

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Mark Distribution Word-Inspired Design: Heat-Cool-Rest

15% Workshop Wednesday, Jan 24 Assignment Due Wednesday, Jan 31

Weekly Seminar Participation 10% Wednesdays, Jan 31 – Mar 28

See Architecture Schedule and Readings. Seminar Assignment Group Leadership (10%)

10%

Quiz 15% Thursday, Mar 15

Final Essay Project

Annotated Bibliography (5%) Essay Outline (5%) Essay (40%)

50%

Bibliography due Wednesday, Feb 14 Essay Outline due Monday, Mar 5 Essay due Thursday, Mar 29

Assignments

Design Statement

(15%)

Word-Inspired Design: Heat-Cool-Rest

A variety of factors influence architectural design, such as building function, location, culture, materials, environment, cost, and so on. Consideration of these factors may be used to inspire a thematic approach to design.

As part of your “Bathing and the City” assignment for ARCH 4005, students will create a design statement focusing on key words that they feel best represent the theme of their design, taking into consideration the social nature of the project, as well as phenomenological elements (e.g. tactile, experiential ways of experiencing space) (refer to ARCH 4005 course syllabus, page 6, sec A1.1). This theme should be evident in all representational aspects, including plans, sections, and models. The design statement will serve the purpose of making this thematic intent explicit, identifying distinctive features that are not obvious in the plans and models, and indicating how the structure relates to its urban context, specifically, the Halifax waterfront.

There will be two parts to this assignment.

Part I: Design Statement Workshop

On Wednesday, January 24, students will meet in their studio groups with the TAs to work through the first draft of your design statements. As with the seminars, students will be randomly assigned to one of two 70-minute sessions, starting at 10:00 a.m. and 11:20 a.m. respectively (i.e. half of the class will be attending at 10:00 a.m., and the other half at 11:20 a.m.) The assigned times and locations for the groups will be posted in Brightspace.

Be sure to come with a draft statement prepared, including a selection of key words which best express the theme that you wish to establish. Also bring plans, sections, and drawings that you may have started that will help us to understand the project better and compare these with your statement. The design statement should be approximately 150-200 words in length.

Tips for creating a Design Statement:

• Give your design a title;

• Establish design intent: i.e. identify a problem that needs to be solved and then your design’s proposed solution;

• Explain how the building will function;

• Ensure that there is a concluding sentence to wrap up the statement; some overarching theme, message, function.

Keep in mind that the statement is a way to sell your design. Make your description concise and perhaps a little sexy. Be aware that errors in such a short statement are magnified, so read it over to ensure that it is clear, and that grammar, spelling, and punctuation are correct.

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Part II: Final Draft

The second part of the assignment will be to refine and edit your draft statement based on feedback from the workshop. Provide a word count and your key thematic words on a cover page or at the top of your design statement. The final version will be due on Wednesday, January 31, submitted to my instructor mailbox (Sessional under “L”) and a back-up copy uploaded to a Brightspace Dropbox.

Seminars

(20%)

Attendance and Participation (10%)

Starting January 31, students will participate in seminar discussions that run every Wednesday until March 28.

Required readings will be posted in Brightspace or made available at the reserve desk in the Sexton Library. Class on these days is scheduled from 10:00 a.m. to 12:30 p.m., however, students will be randomly assigned to one of two 70-minute seminar sessions, starting at 10:00 a.m. and 11:20 a.m. respectively (i.e. half of the class will be attending at 10:00 a.m., and the other half at 11:20 a.m.). Students in each session will then be further subdivided into approximately four groups with seven members. Once in the seminar, students will engage in a critical discussion of the assigned readings, guided by student leaders. Group membership will change weekly so be sure to check the schedule.

The purpose of the seminars is to expose students to scholarly writing that explores historical architecture topics in greater detail, while encouraging critical analysis of the readings through peer discussions.

Participation in discussions will be noted by the TAs and the instructor to ensure that students have done the readings and are engaging in the discussion process.

Seminar Leadership (10%)

Seminar group leaders will be assigned based on a sign-up sheet designating readings and topics for that week. It is expected that all students will complete the assigned readings each week and be prepared for the discussion. Students will also be responsible for acting as seminar group leaders. Leaders will be responsible for:

• preparing questions to guide the discussion in advance of class; and

• providing an introduction to the topic and readings on the day of the seminar and facilitating the discussion.

Please note that a minimum of six questions (three per reading) should be developed at least two days in advance of the seminar and distributed electronically to group members, the instructor, and TAs. This will help ensure that students are prepared for discussion, but allow flexibility for the discussion to progress in an organic fashion. I would recommend that leaders have additional questions ready for the day of the seminar to stimulate conversation if needed. These questions will be turned in at the end of the seminar. Seminar leadership marks will be based on the leader’s preparation for the seminar and efforts to engage students in discussion. A peer feedback process will also contribute to the leader’s mark for these seminars.

Final Essay Project

(50%)

Working in a group of approximately 5 to 6 members, you will each develop sub-essay within a group essay about one fundamental activity, and describe how it was supported and structured by nineteenth-century architecture. In your essay, compare and contrast the same type of activities carried out in the private realm versus in the commercial or public realm.

For example, compare and contrast: birthing at home and in a hospital; learning with a private governess at home and in a public school; bathing at home and on the beach; studying nature as a hobby and working for a natural museum; cooking at home and cooking for a restaurant; or making one’s clothes at home from purchased patterns and going shopping at a department store. Comparing such activities in the colonies can also be interesting.

After you have agreed on the activity, the first step is to gather research material on key examples.

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Final Essay Project

(cont)

Annotated Bibliography (5%) – Due Wed, Feb 14 (hard-copy submission to instructor mailbox)

The annotated bibliography should provide the bibliographic information for scholarly sources on which you plan to base your research. One bibliography may be submitted for the group. Be sure to include the author’s credentials if the scholarly nature of your source might be in question (e.g. if the material is not published in a peer reviewed journal or other scholarly publication), and provide a brief summary of what each source has to offer.

Some of the topics will have more literary sources to draw on than others, so I will refrain from providing a target for the number you should be using. (Needless to say, one source will be inadequate, while fifty will likely be overkill.) You will be expected to include supporting images in your final essay, so include image sources as part of your bibliographic submission. You may also include copies of the images themselves, such as prints, maps, photographs, clippings from period newspapers, advertisements, and so on, with your bibliography submission.

For assistance with developing an annotated bibliography, please visit Dalhousie Library’s website for Writing Guides:

http://libraries.dal.ca/writing_and_styleguides/writing_guides.html

To cite references, please use the Chicago Manual of Style, Humanities version (footnotes). Dalhousie Library provides a quick link to this citation style:

http://libraries.dal.ca/writing_and_styleguides.html

RefWorks is an electronic citation program offered through the University Library and can assist you with automatically formatting your source entries. RefWorks is also accessible through the above link.

Late submissions will be penalized 1% point of the maximum 5% per day.

This assignment is intended to ensure that you know what kinds of research materials are acceptable and that you have a sufficient quantity for a robust research project.

Essay Outline (5%) – Due Mon, Mar 5 (hard-copy submission to instructor mailbox and electronic submission to Brightspace Dropbox)

Keeping in mind the points below for the essay, each group will submit an outline, with a focus on establishing a central thesis statement and plan for discussing key elements of your topic. While the thesis statement should be written in complete sentence format, other points for mapping out the body of your essay may be written in point form.

Include in your outline a short description of the type of nineteenth-century activity that will be investigated, what buildings will be used in the comparison of public versus private spaces (e.g. healing in a hospital versus in a room of a house), and the significance of how environment impacts these activities. The group will essentially create a central thesis statement, with individual members developing a sub-topic within the essay. Identify what those sub-topics will be, and which members will address which portion. Within the sub-topics individuals will be responsible for creating their own mini-thesis and providing a map for body paragraphs. This is a short assignment intended to show the group’s plan for the essay. Footnote citations and bibliography are not needed. Keep the submission under two pages.

Each essay should focus on one of the following aspects of the whole:

1. Place the activity in its urban and socio-economic context. Describe where that activity takes place and justify your choice of private building and room in a house to analyze.

2. Analyze and interpret a typical room in the private building where the activity takes place. Show how this activity was supported by architectural means. Using plan, show how the area of interest in the building relates to others and who uses what rooms, to do what, when.

3. Analyze and interpret an institution or a business where the same type of activity (in the same city) takes place through plans or axonometric drawings. Refer to a building that represents

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Final Essay Project

(cont)

'best practice' and was designed by a well-known architect or landscape architect. On other plans, show how the activity is spatially organized at three scales: the site, the way one particular building relates to the others, and at the scale of the users. Again, show who does what where.

4. Analyze and comment on the role of professionals in the design and running of the institution- such as architects, doctors, religious organization, and political figures.

5. Comment on the way the debates surrounding the activity were represented at the time. If it was the subject of discussions, show how these were argued through words and images in books, essays and articles in the popular press. What does your analysis reveal that was not shown?

You are permitted to resubmit your outline once you have received feedback. Provide the original graded copy with the resubmission to my mailbox. Due dates for resubmission will be announced in class.

Final Essay Submission (40%) – Due Thurs, Mar 29

This assignment must follow proper essay format, utilizing appropriate methods of citation (Chicago Style, with footnotes), including bibliography. Expected length for each essay portion (not including bibliography) is 2000-2500 words. Please provide a word count for each author on your cover page.

Essays should be supported by images (e.g. photographs, floorplans, sections, etc.) where appropriate, with credit given to those sources. Be sure to number and title the images, incorporating the figure numbers into the body of the essay.

Even though the final research project is presented as a single essay, each author should be clearly identified. Individuals will be graded on their own submission, as well as how it relates to the overarching thesis for the essay. The group will be responsible for creating the main thesis and conclusion.

Each person should write a 150-word abstract of their essay and have it at the start of their essay. The title and the abstract of the essay should then be included in the design portfolio to apply for MArch as an example of the humanities course.

Evaluation Criteria:

Clear thesis Logic of the demonstration of the thesis Each point made is supported by the proper documentation and references A wide enough range of references (5 minimum) Integration of the visual material in the essay Interesting conclusion drawn from the research

Quiz (15%) Mar 15

The quiz will likely focus on word definitions with examples. Other short-answer questions may be included. Details will be provided in class.

Missed Class Assignments,

Seminars, Quiz

Students who have missed a seminar discussion which they were to lead, a quiz, or other assignment, must contact me as soon as possible to make alternate arrangements. A student who is absent from a class with a grading component through no fault of his/her own, for medical or other valid reasons, must contact me within three days of the missed class.

Students Requiring

Accommodations

Students requiring special accommodations must contact Dalhousie’s Advising and Access Services Centre, and provide the instructor with the necessary documentation within the first two weeks of classes.

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Evaluation Procedures

Raw scores or percentages will be determined on each assignment as per Dalhousie’s grading system. The grade distribution will be assigned as follows:

Descriptor Percentage Range Letter Grade

Excellent

90-100 A+

85-89 A

80-84 A-

Good

77-79 B+

73-76 B

70-72 B-

Satisfactory

65-69 C+

60-64 C

55-59 C-

Marginal Pass 50-54 D

Inadequate 0-49% F (Fail)

Note: Grades reflect judgments of student achievement made by instructors. These judgments are based on a combination of absolute achievement and relative importance in class.

Student Rights and

Responsibilities

Please see the School of Architecture’s "Academic Regulations" page (http://tinyurl.com/dal-arch-regulations) for a summary of university policies affecting academic courses: • Accommodation Policy for Students • Academic Integrity • Code of Student Conduct • Services Available to Students

Academic Integrity

All work is expected to meet the Dalhousie University standards of Academic Integrity, especially regarding citation and plagiarism. Refer to the university standards at:

http://www.dal.ca/dept/university_secretariat/academic-integrity.html

Plagiarism (using the words, ideas or images of another author without full and proper acknowledgement) constitutes grounds for failure of a paper, project, or report, and may result in disciplinary actions by the university. The work must be your own and cannot be sub-contracted. If there is a third party involved other than colleagues, faculty, or a University workshop, similar penalties will be enforced.

Credit: The Credible Hulk

ARCH 4111 Schedule and Readings

1

Dalhousie University School of Architecture

ARCH 4111.03

Architectural History and Theory - 19th Century

1889 La Tour Eiffel et l’exposition universelle, Catalogue of the Musée d’Orsay, 1989

Weekly Schedule and Readings *Note: Readings may be added to the current list

Week 1 Wed, 10 Jan Introduction to Course – 11:00-12:30, HB4

Thurs, 11 Jan Lecture 1: Shock City (Christine Macy)

Social reform and planning movements: new slums of the industrial cities; development of urban zoning and building codes in reaction to cholera epidemic; paternalistic ideal worker communities.

Week 2 15-19 Jan Professional Practice Week

Week 3 Wed 24 Jan Word-Inspired Design: Heat-Cool-Rest Workshop

Check schedule in Brightspace to see which session you will be attending.

In preparation for Design Statement Workshop, read Heschong, Lisa. Thermal

Delight in Architecture. Cambridge, Mass.: MIT Press, 1979: vii-ix; 1-17.

The time in which you are not attending the workshop on this day would be well-spent in establishing group members and a topic for your final essay.

Thurs 25 Jan Lecture 2: Scopic Regime of Modernity (Christine Macy)

The panopticon to watch prisoners and its inverse: the spectacular depictions of cities in panoramas. The scopic regime of modernity extends to the modernization of the city of Paris by creating deep cuts into the old city fabric. Case studies: Bentham's panopticon, the Universal Exhibition of 1889, the boulevards of Paris by Haussmann

ARCH 4111 Schedule and Readings

2

*Week 4 Wed, 31 Jan Seminar 1: A healthy body in a healthy city

Reading:

Lupkin, Paula. Manhood Factories: YMCA Architecture and the Making of Modern Urban Culture, University of Minnesota Press, 2010: 37-72.

*Word-Inspired Design Statement Due (hard copy in my mailbox, Sessional under “L”, electronic submission to Brightspace Dropbox)

Thurs, 1 Feb Lecture 3: In what style shall we build? (Christine Macy)

Building civic institutions, architectural styles, representations of culture and power: opera, theatre, museum, train station, university, town hall, parliament. Case studies: Ringstrasse in Vienna

Week 5

Wed, 7 Feb Seminar 2: Consumerism, Spectacle and Leisure

Reading:

David Harvey, Paris, Capital of Modernity, Routledge, 2006

Thurs, 8 Feb Lecture 4: Organicism

Cuvier's theories of biology as a reference for Organicism theory of plan formation and decorative agenda. Case studies: Victor Horta's Tassel House. Then anthropology as a source of inspiration for Semper's theory of tectonic of organicism. Case study: iron and glass structures such as Guillmard metro stations Baltar's Halles Centrales and the Galerie des Machine. Organicism as a microcosm. Case study: Oxford museum of natural history.

Week 6

Wed, 14 Feb Seminar 3: History as Inspiration

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Annotated Bibliography Due (hard copy in my mailbox, electronic submission in Brightspace)

Thurs, 15 Feb *No Class due to Design Review

Week 7 Winter Break

*Week 8

Wed, 28 Feb Seminar 4: Organicism

Reading:

Caroline van Eck, Organicism in Nineteenth-century Architecture, Architectura et Natura Press, 1994.

Thurs, 1 Mar Lecture 5: Creating the Metropolis

Mechanization takes command of the farm, the slaughterhouse and tall building. Case study: Chicago and the surrounding landscape that feeds it.

Week 9 Mon, 5 Mar Essay Outline Due (hard copy in my mailbox, electronic submission in Brightspace)

Wed, 7 Mar Seminar 5: The nail as a metaphor for American democracy

Reading: Tom F. Peters, “An American Culture of Construction" (1989).

ARCH 4111 Schedule and Readings

3

Thurs, 8 Mar Lecture 6: Density in dwelling

Emergence of market-generated housing types, planning controls and regulations of immigrant neighborhoods. 'Motion studies' of factory workers were translated to the design of the home to increase efficiency of the kitchen layout.

Week 10 Wed, 14 Mar Seminar 6: Communes and Co-operatives for Women

Reading:

Dolores Hayden, The Grand Domestic Revolution: A History of Feminist Designs for American Homes, Neighborhoods and Cities, MIT Press, 1981.

Thurs, 15 Mar Quiz

Week 11 Wed, 21 Mar Seminar 7: The Birth of the National Parks

Reading:

Christine Macy and Sarah Bonnemaison, "Exhibiting wilderness at the Columbian Exposition", Architecture and Nature, Creating the American Landscape, Routledge, 2003.

Thurs, 22 Mar Lecture 7: The Working Landscape

The end of the American frontier, the beginning of conservation of nature and reservations for Native Americans. Case study: Yellowstone National Park as the first and exemplary national park. The Simple Life: a critique of modernity.

Week 12 Wed, 28 Mar Seminar 8: Gendered spaces

Adrian Forty, "Masculine, Feminine or Neuter?" in Desiring Practices: Architecture, Gender and the Interdisciplinary, 1996.

Thurs, 29 Mar Lecture 8: TBA

Week 13 Wed, 4 Apr Presentation Tutorial for Design

Thurs, 5 Apr Extra Tutorial (by appointment)