EDUCATOR

CHRISTINE G. H. FRANCK

Student presents results of site analysis to the studio (upper le�). Stu-

dent surveys door surround for analy�que (above). Students work

together on site analysis for studio design project (lower le�).

In the summer of 1998, I began direc�ng the ICA&CA Summer School program. A�er reviewing the previous curriculum with our faculty, we ins�tuted several changes to the program structure.

During the first two weeks, students were instructed in a core curriculum including the elements of classical archi-tecture, propor�on theory and prac�ce, historical and contemporary theories of classical architecture, observa-�onal and representa�onal skills, survey techniques, and tradi�onal wash rendering. Each course complemented the other courses.

The subsequent four weeks of the program were dedi-cated to a group urban and architectural project. In prior years, the ICA&CA Summer School had a short esquisse design project, but it was not urban in scope, nor was it typically a real or live project. As an educator, it is essen-�al to me to help students explore the real life applicabil-ity of architecture, as well as to contribute to the contem-porary dialogue of the built environment. The following pages show one such summer studio project in detail. Seen here are images of students and their work from the program.

Demonstra�ng wash technique (above). Drawing from cast (near up-

per right). Survey and analy�que (far upper right). Drawing from cast

(far lower right). Observa�onal drawing (near lower right).

ICAA SUMMER SCHOOL CORE CURRICULUM New York, New York

A typical student plate showing a new building designed to be com-

pa�ble with the lo� and market building tradi�on of the Meat Pack-

ing District.

To help the ICAA become an ins�tu�on which contrib-uted to contemporary planning and architecture prac�ce in New York City, as well as to help students understand the applicability of the classical tradi�on, I developed the ICAA Summer School Studio so that it took on real pro-jects cri�cal to New York’s urbanism and architecture.

Such studios began with team work surveying and documen�ng the site, mee�ng with local authori�es, and o�en conduc�ng open air planning sessions to solicit com-munity input. A Master Plan would then be developed by the studio, with each student contribu�ng a building de-sign consistent with the Master Plan. Students would then present their work to the public.

The project shown here addressed the future of the Meat Packing District in the West Village. Under threat from development, this rare historic market neighborhood with its original buildings was zoned to allow high-rise commercial. Our work advanced discussions about land-marking this historic district, while showing how the neighborhood could con�nue to grow with new buildings compa�ble to the old ones. The Meat Packing District is now a designated Historic District of New York City.

The Master Plan (above). Students also prepared street sec�ons (not

shown). Two addi�onal student plates (right) show new building de-

signs for the Meat Packing District along the West Side Highway.

ICAA SUMMER SCHOOL STUDIO Meatpacking District, New York, New York

Student drawing at the Campidoglio (le�). Pictorial view at Villa d’Este

(top). Student watercoloring at Paestum (lower le�). Vigne-e of Piaz-

za S. Ignazio (lower right).

In the summer of 1998 I developed the ICAA’s first Rome Drawing Tour along with fellow ICAA board mem-ber, Richard Cameron. In designing the curriculum I estab-lished specific types of drawing exercises to be conducted during the program. These included analy�cal drawing, measured drawing, pictorial view studies, and visual notes. With this structure of drawing exercises, sites around Rome were selected for morning and a�ernoon drawing exercises.

Our faculty and I instructed students in various media such as pencil, ink, chalk, and watercolor, prepared presenta�ons about each site we visited, and handled all program direc�on and administra�on.

A�er several years of drawing tours in Rome, I devel-oped a drawing tour in Naples and its environs for the ICAA. These programs s�ll operate today. My goal in de-veloping this drawing program was to allow students the opportunity to study in Italy, to increase their familiarity with models of architectural excellence, and improve their observa�onal and representa�onal skills.

ICAA ROME & NAPLES DRAWING TOURS Rome and Naples, Italy

On site cri�que of Tempie-o measured drawings (above). Analy�cal

drawing of Temple of Portunus (top right). Study of window surround

(lower le�). Pictorial view near the Markets of Trajan (lower right).

Page from a student sketchbook showing the Doric order (le�). Stu-

dent with model at cri�que (top right). Student sketching street sec-

�on at I’On (lower right).

Responding to homebuilder interest, I developed a program which taught homebuilders the ICAA’s core cur-riculum of the elements of classical architecture, propor-�onal theory and prac�ce, manual skills, and other sub-jects. To this I added lectures on tradi�onal American do-mes�c architecture and composi�on.

Over the course of six to twelve weekend sessions, up to 140 students per session gathered in various historic American towns where courses were conducted. In addi-�on to the core curriculum, students also undertook a res-iden�al design project. Beginning with precedent studies and working in drawings and models, students developed their design in plan, eleva�on, sec�on, and details.

This program was awarded the AIBD (American Ins�-tute of Building Designers) Award of Excellence and brought the mission of the ICAA to professionals responsi-ble for most of the domes�c environment in America. My work involved the complete development and direc�on of this program, as well as curriculum planning and course instruc�on.

Students gather in Wilmington, NC for cri�que of their design projects

(above). Eleva�on of student project from Mid-Atlan�c program (top

right). Student project from Florida program (bo-om right).

ICAA HOMEBUILDER EDUCATION Florida, Southeast, and Mid-Atlantic

Analysis of French Colonial buildings in New Orleans (above le�).

Analysis of Spanish Colonial buildings in St. Augus�ne (above right).

Plates are by fourth year students at the University of Notre Dame.

The design of a house provides students with an op-portunity to work in detail from the urban to the architec-tural scale. It also allows students to explore the rela�on-ship between architectural form and place, as houses need to be responsive to their local environment.

At Georgia Tech, the ICAA, as well as Notre Dame, I have developed a residen�al design studio project which begins with a careful analysis of local residen�al building tradi�ons, and then the design of a new house in that same locale. This process allows students to discover ways historic buildings have been adapted to their place and to examine how to do the same in new buildings.

Addi�onally, lessons of plan and eleva�onal composi-�on, materials and details, structural and system design are integrated into the project. Shown here are several projects from such a design studio.

RESIDENTIAL DESIGN STUDIO Notre Dame, South Bend, Indiana

An analysis of Greek Revival buildings of New England (above) and the

design of a new house in Stonington, Connec�cut by the same student

(right).

Front and side eleva�on of townhouse in Chicago (upper and lower

le�). Floor plans and site plan of townhouse in Chicago (upper and

lower right).

Another example of my housing design studio, show-ing the project from precedent analysis of a townhouse, at right, to the design of the new house, at le� and below.

In residen�al design, students must successfully re-solve hierarchies of public and private space, ver�cal and horizontal circula�on, the arrangement of plans and eleva-�ons, and understand their building as a contribu�on to the urban realm.

This project also included a dra�ed wall sec�on, the design and detailing of a typical exterior bay, and the de-sign and detailing of one interior room. Construc�on, me-chanical, and electrical systems were integrated into the project as well, allowing a student a nearly complete de-sign experience ranging from the abstract design ideas to the reali�es of construc�on.

RESIDENTIAL DESIGN STUDIO Notre Dame, South Bend, Indiana

Perspec�val view of townhouse in Chicago (above). The precedent

analysis of an urban house (right) prepared in advance of comple�ng

the design shown on these pages.

Student proposals for revitaliza�on of Monroe Ward, Richmond, VA

(le�). Student presents lessons learned in sketching and student

(above top), a student and I relax before presenta�on (above).

A student and I pause while sketching in New Orleans (above top).

Studying the architecture of New Orleans (above). My drawings ex-

plaining elements of classical architecture for a class (right).

Two of my students pinning up for thesis (le�). En charre-e for my

housing design studio (above top). Reviewing a graduate thesis pro-

ject at Notre Dame (above).

Students survey for a measured drawing (above top). Two genera�ons

of my students celebrate a successful thesis defense (above). A sum-

mer school student dra�s a final proposal (right).

CHRISTINE G. H. FRANCK 613 FAIRFAX WAY

WILLIAMSBURG, VA 23185

christine@christinefranck.com