Syllabus Arch 3250 14F10 BDA workshop : Fall Semester 2010 Instructor : Phillip Koski, AIA Mapping the Persistence, Flux, and Potential of Urban Form "The city, however, does not tell its past, but contains it like the lines of a hand." — Italo Calvino (Invisible Cities) Course Intent Most of the time, we walk through the familiar urban neighborhoods where we live, work, study or play as a kind of rote exercise. Focused solely on our next destination, we tend to move from landmark to landmark, navigating traffic, unaware of the multitude of forces directing the seemingly cacophonous organization of roads, empty parking lots, towering buildings, manhole covers, street lamps, bus-stops, trees, transit stations, freeway ramps, sign posts, and billboards. For design professionals, city planners, elected officials and policy makers, first hand experience of the urban environment is a useful but insufficient means to establishing a working knowledge of the city. Research and study is called for. In our attempts to gain a deeper understanding of an urban place, it is important to start with the premise that nothing is “random,” that everything you experience in both the static world (building’s, curbs, benches) and the dynamic world (traffic gridlock, parades, wafts of sewer gas) is the result of a deliberate decisions made by human beings somewhere in historical time (regardless of whether they were prudently or errantly arrived at). Confronted with the daunting and humanly impossible task of tracking each individual decision and alteration, it is instructive to aggregate influences and actions on the urban form into broad categories. These categories may represent systems composed of interconnected parts (bus routes and bus shelter locations, for example), or they may represent data sets that can be subject to comparative analysis (the relationship between the number of street trees in an area and the frequency of sidewalk cafes, for example) The process of mapping these systems and data sets not only provides an opportunity to discover the richness of an urban neighborhood, it represents a sequence of challenges to the student that will help develop a variety of personal skills and aptitudes.

Researching and gathering source date, for example, requires personal initiative, time management and tenacity. Verification of the data requires thoroughness and academic rigor. Translating raw source data into a 2-dimensional graphic requires abstract thinking. Refining the map graphics to communicate effectively to others requires artistry and self-criticism. Formulating new revelations of the built world obtained through study and pattern marking expands a student’s analytical faculties. Presentation of research and graphic design work to peers and expert reviewers hones public speaking and communication skills. Active and positive listening to feedback and critiques by practicing professionals, experts, and community members acclimates the student to a culture of public design discourse that improves their current work, and future creative endeavors.

Syllabus Arch 3250 14F10 BDA workshop : Fall Semester 2010 Instructor : Phillip Koski, AIA Mapping the Persistence, Flux, and Potential of Urban Form

Course Process The workshop invites students to discover a deeper understanding of a geographically contained precinct of East Downtown Minneapolis through the analytical and expressive process of map making. This discovery process will equally value research into primary resource data and graphical representation of prescribed mapping topics. Both aspects of these exercises will be graded evenly – 50% for research, 50% for graphical representation. Map exercises will be augmented by site visits, orientation to university library resources, lectures, desk reviews, and a final review by outside observers. Additionally, outside of class attendance at a City of Minneapolis Planning Commission meeting is required, with the intent to acquaint students to the current regulatory system that governs new urban development. Students are required to produce a synopsis report that relays their impressions and revelations of the public meeting process. Attendance of at least the first two hours of the Planning Commission meeting is required, unless the Planning Commission adjourns before two hours is expired. Late attendance and/or early departure from the meeting will result in a 5% reduction of the final grade. Those who do not attend the meeting at all will have their final grade reduced by 10% (potentially a full letter grade.) A portfolio of the student’s work will be required at the end of workshop. This will give students the opportunity to refine and express the mapping exercises conducted throughout the semester in a single multi-paged document. The final portfolio will include explanatory text that connects discoveries made in researching the various mapping topic areas.

Syllabus Arch 3250 14F10 BDA workshop : Fall Semester 2010 Instructor : Phillip Koski, AIA Mapping the Persistence, Flux, and Potential of Urban Form Requirements for Map Exercises A series of (roughly) weekly Map Exercises will focus on discrete research areas related to urban development and explication. Within each sequential category of urban mapping, students will be required to research and graphically express two out of four sub-categories. Of these two sub-categories, the instructor will assign one (by random selection), and the student will choose one from the remaining three options. Students will be provided with electronic survey information of the research area (a roughly 10 block by 10 block area of East Downtown Minneapolis). The student’s first task is to format the survey information onto a 20” x 20” print area (called a “canvass” in Photoshop, and “artboard” in Illustrator), with streets running horizontally across the page, and avenues running top to bottom. The Mississippi River will be shown at the top of the page. The map will be printed at the scale of 1:3,000, or 1 inch = 250 feet. (The 10 x 10 block area will cover roughly 17” x 17” at this scale.) This “base map” will be used for all seven mapping exercises. Research for each map exercise will be self-guided, with some key sources for information provided with the assignment. While it is assumed that much information can be obtained through internet searches, it is not a substitute for contacting and visiting various map resources, who often have information that is not available on-line. Many research institutions will require advance notice by interested researchers, and others will have limited operating hours. Students are responsible to coordinate their research forays immediately after the assignment of each map exercise so they have time to gather information, cull the data, and create a meaningful expression of that data in map form. Students who have been assigned the same map categories may collaborate in their research efforts, and are allowed to share primary data. Students, however, will not be allowed to share transformations of that data into other forms, especially their uniquely created map designs. All sources for map data will be cited to the best ability of the student using standard academic standards for research. For each assignment, two subcategories of research will be investigated and mapped. Within each sub-category, students will necessarily need to focus their exploration according to their own finding’s and interests. A topic as broad as “public utilities”, for example, include a more focused study on the evolution of the sewer system over time, or the differing diameters of city water pipes in each street, or the location of storm grates and manhole covers. The final map will combine (or overlay) both subcategories on a single 20” x 20” at 1”=250’ (or 1:3000) scale. Each map should include enough verbal and graphical explanation that a person unfamiliar with the area or the subject matter can easily decipher it. Maps can be created using any graphical software or drawn media. If software is used to create the maps, each subcategory of information needs to be organized on it’s own layers (of set of layers). If drawn media is used, each subcategory map needs to be scanned and imported into a publication program so that the two subcategory maps can be superimposed and printed as a single map. Map exercises are due at 1:00 pm on the dates identified on the class schedule. Each student will present their final map along with source data and process work printed on 11” x 17” sheets (6-10 pages). Students will present individually or in groups at the discretion of the instructor. Students will keep electronic copies of all research materials, process work, and final maps. If only hard copies of research data are available, the student will electronically scan the documents and save them on a hard drive with the rest of the research. All electronic documents will be saved in at least two locations. Archiving of the work throughout the duration of the workshop is critical to the creation of a final portfolio. Additionally, students may be asked to provide samples of their work (both hard copy and electronic) to the instructor as the workshop progresses, to be used for curriculum evaluation by the School of Architecture.

Syllabus Arch 3250 14F10 BDA workshop : Fall Semester 2010 Instructor : Phillip Koski, AIA Mapping the Persistence, Flux, and Potential of Urban Form Roster of Map Categories and SubCategories 1. subjective / anecdotal a] photographs b] verbal impressions c] sketch impressions d] non-visual, sensory experience 2. survey / cartographic a] public rights-of-way and rail alignments b] existing building outlines and heights c] natural features d] legal boundaries 3. historic a] buildings and bridges b] land-use patterns c] street and rail alignments d] demographics 4. buried / geologic a] subsurface geology b] public utilities c] trenches, tunnels and manmade hills d] topography 5. legal / political a] land-use zoning b] building height and massing c] parking requirements d] preservation districts 6. locomotive a] pedestrian b] train c] bus d] cars and trucks 7. conjectural a] street grid b] parks and open space c] building patterns d] transit infrastructure.

Syllabus Arch 3250 14F10 BDA workshop : Fall Semester 2010 Instructor : Phillip Koski, AIA Mapping the Persistence, Flux, and Potential of Urban Form Course Schedule wed oct 27 Introduction to course. Lecture / discussion / distribution of base map data.

Map 1 assigned.

fri oct 29 Walking tour of East Downtown Minneapolis to gain first hand impressions of the research area. Map 2 assigned.

wed nov 3 Map 1 due. Group discussion.

fri nov 5 Tour and orientation at Borchert Map Library. Map 3 assigned.

wed nov 10 Map 2 due. Group discussion. Map 4 assigned.

fri nov 12 Map 3 due. Group discussion.

mon nov 15 Minneapolis Planning Commission meeting at 4:00 pm. Map 5 assigned.

wed nov 17 Map 4 due. Group discussion.

fri nov 19 Planning Commission report due. Lecture and desk reviews. Map Exercise 6 assigned.

wed nov 24 Map 5 due. Group discussion. Map 7 assigned.

fri nov 26 Thanksgiving holiday.

wed dec 1 Map 6 due. Group discussion.

fri dec 3 Desk reviews.

wed dec 8 Map 7 due. Outside reviewers. Portfolios assigned.

fri dec 10 Desk reviews.

wed dec 15 Portfolios due.

Syllabus Arch 3250 14F10 BDA workshop : Fall Semester 2010 Instructor : Phillip Koski, AIA Mapping the Persistence, Flux, and Potential of Urban Form Grading Map Exercises 1 - 7 = 10% each x 7 Maps = 70% Planning Commission Report = 10% Portfolio = 20% Grading criteria for map exercises will be evenly divided between research and map construction. Research will be evaluated for depth of inquiry, rarity or completeness of information, organization of information, citing of sources, verification of data by secondary sources, meaningful abstraction of information into a useable data set, objectivity in approaching the subject. Map construction will be evaluated for comprehension of the data, dependability of the method used for abstracting the data, innovation and artistry of the graphic output, legibility, neatness, coherence of verbal and symbolic systems, and oral presentation. The Planning Commission report will be graded for verbal clarity, acuteness of observation, understanding of the public hearing process, and ability to relate the experience to an understanding of urban development. The Portfolio will be graded for both the quality of 7 map exercises, and the graphic presentation of the entire workshop effort. The student has the ability to make improvements of the map exercises in response to feedback from the group discussions for inclusion in the final portfolio. While these improvements will not change the previous grade for the map exercise, they offer the student the possibility of improving the overall quality of the final portfolio, which will be evaluated without bias in the final portfolio grade. Recommended Reading [on reserve in the Architecture Library] Examples of urban maps and analysis Urban Build: Local/Global Ila Berman and Mona El Kafif. Tulane University Quarto NA9125.L82 N493 2008 The Mitiara Masterplan Ken Yeang, Editor. Quarto NA9258.P56 2007 Landscape Architecture and Town Planning in the Netherlands 01-03 Harry Harseman and Reik Baker Quarto NA9207.L36 2004 Design of Cities Edmund Bacon. New York, Viking Press Quarto NA9050.B22 1974 Examples of planning documents A Workable Plan for the Active Conservation and Orderly Development of Southeast Minneapolis. Minneapolis, MN. City Planning Commission. Quarto NA9127.M55 M55x 1964 Whittier East Design Study. Minneapolis, MN. City Planning Commission. Quarto NA9127.M6 M5x 1976

Syllabus Arch 3250 14F10 BDA workshop : Fall Semester 2010 Instructor : Phillip Koski, AIA Mapping the Persistence, Flux, and Potential of Urban Form GENERAL SYLLABUS Studio Space The designated space for the BDA/BA Design Workshop is on the second floor of Rapson Hall. The “hot-seat” studio format requires students to share workspace, pin-up space and storage. There are extra working surfaces and storage in the center space. This will allow students to work in the studio while other Workshops are in session. All cutting and messy work must be done in the center space. Please take good care of the drawing surfaces and Maylines. They need to serve many students for years to come. Access after hours is available to all students and is highly encouraged. At the end of each session, your desk and space must be cleared for the next group. At the end of each Workshop, all projects must be removed from the space immediately. All else will be discarded. General Rules Regarding Deadlines All work will be completed the night before each final project review. This is a Department policy, not the policy of individual instructors and there are no exceptions. The individual instructors will determine the time the work is to be collected. Please respect this policy. Students gain much more from reviews if they have had a good night’s sleep the night before. Late Work Policy No late work will be accepted, except in the case of bona fide emergencies. Giving some students an extension is unfair to themselves and to others. Attendance Policy The School of Architecture has a, zero unexcused absence policy for studios and workshops. The final course grade will be lowered for every unexcused absence, up to a full letter grade for each occurrence. Repeated late arrivals and/or early departures by even five minutes will also result in a similar reduction of the final grade. In case of an emergency or illness contact your instructor immediately (ideally before the class period missed.) Absences may be allowed for the following personal reasons: 1) medical reasons if accompanied by signed documentation from a medical professional explaining the absence. 2) a death in the family 3) time conflict with another CDes approved student event or program, with prior written approval by the Administration. An excused absence does not release the student from the duty to complete – on time – all of the assignments of the class, which will be graded equally with the other students. Any student with three or more excused absences may be asked to withdraw from the course if the instructor feels they are falling too far behind. This decision will be left to the discretion of the faculty and the studio coordinator. General Grading Standards for the Program In order to provide fairness across the workshops, grading procedures and final grades will be reviewed by the workshop coordinator for grading consistency. The nature of creative work is highly dependent on evaluations that can only be done when the work is complete. While every attempt will be made to identify and warn students who are working at a level below that required for a passing grade, a passing midterm grade implies only the expectation of a passing final grade, not a guarantee. A Excellent work not only fulfills the stated objectives of the studio syllabus and project statements, but extends them through new discoveries, insights and proposing issues beyond their stated scope. Students who earn this grade demonstrate through their work a high degree of professional dedication, rigor, a love of exploration, open-mindedness and resourcefulness. They

Syllabus Arch 3250 14F10 BDA workshop : Fall Semester 2010 Instructor : Phillip Koski, AIA Mapping the Persistence, Flux, and Potential of Urban Form also demonstrate that they have developed the ability to build upon a variety of feedback and excel independently. Their resultant work is rigorously thought through, well-crafted and clearly communicates the breath and depth of their regular investigations. B Very good work not only fulfills the stated objectives of the studio syllabus and project statements, but also further expands the stated issues by allowing those issues to direct their investigations and developments in their work. Students who earn this grade demonstrate a medium degree of professional dedication, inquisitiveness, systematic rigor and limited resourcefulness. They show that they are developing the ability to build upon a variety of feedback and their emerging independent voice. Their resultant work is competently thought through, well-crafted and clearly communicates the breath and depth of their daily investigations of the issues presented in the projects. C Adequate work fulfills and clearly demonstrates the stated objectives of the workshop syllabus and projects statements. The department expects that everyone entering a given workshop is capable of this level of performance. Students who earn this grade demonstrate a lower degree of professional dedication that those earning A or B grades. Their work indicates less self-confidence and its development requires constant guidance on what to do next. C work lacks personal authorship manifested through additional and related contributions to the investigations of a project. The adequate student’s work demonstrates an understanding of the problem but show deficiencies in basic design or communication skills, time management, or the lack of breath and depth of daily investigations. D Deficient work does not demonstrate how the stated objectives of the studio syllabus and project statements have been fulfilled. The work is fragmentary, not synthesized, incomplete, and presented only as an assigned “project” due on a particular day. As is any professional office, deficient work is not acceptable. D work may be the result of a lack of self-confidence, a closed-minded attitude, a lack of time management skills, lack of basic professional dedication, or outside personal problems.