bosp21w1.pptx [last saved by user] - stanford …web.stanford.edu/~kunz/madrid21/bosp21w1.pdfexample...

OSPMadrid 21

patriomonio construido de pEspane

John Kunz

Agenda

• Class introduction– Content

• Objectives and methods

Week 1: 11 January 2

Notices: Wednesday13 January

• Class notes on web: http://www stanford edu/~kunz/Madrid21/http://www.stanford.edu/~kunz/Madrid21/

• Reader: contains all readings• Monday 18 January: Query1, Assessment1 due by y y y y

12:00 CET– on reading of week 2

Big Ideas

• Patriomonio construido: the inheritance from our predecessors of our built environment

• Architecture – Gives us memory and a sense of place– Balances practicality and art– Gives physical representation of a culture

Class Agenda

Big Idea

We will (Course objectives are)• See the "built environment" of this

place where we now are privileged to live, Spain

• Interpret what we see in light of hit t th l th hi t architecture theory, plus the history,

geography, and self-perceptions of the people plus our feelings about what we people, plus our feelings about what we see

1. photo: Puerta de Europa

• These two leaning towers form a modern triumphal arch in Northern Madrid, open to the city, and

b li ll f h b ildi i P i d

symbolically reference such buildings in Paris and Pisa.

2. - sketch

• Window within window within window in the Museo de Picasso, a view into an intimate space within and

i it ti t ithi

an invitation to go within.

3. – Formal symbolic model

Function (design intent):

Form (designed and built physical

Behaviors (predicted or observedintent): built physical

elements)or observed

performance)Show ancient and new forms of the

Ancient columns & walls modern windows

View opens to 3 viewed and a hidden spacenew forms of the

museumwalls, modern windows and a hidden space

Beauty (Classic) multiple arches and columns

Contrast of old and new; accessible human scale

Classical forms Arches, columns, rectangles, spaces

Grand in concept, accessible in scale

Sight line Sight line Striking because we normally cannot see through building

In ite f rther Vie s of internal spaces Compelling

Invite further exploration

Views of internal spaces Compelling

4. – Tour guide overview

• The Puerta buildings provide a symbolic entry toThe Puerta buildings provide a symbolic entry to Madrid on the Paseo de Castellana, the major road through the city– Opened in 1996 – Each building is 115 m tall (26 stories) tall– Inclination of 15º -- more than twice that of the ‘leaning’

tower of Pisa– Designed by American architects Philip Johnson and John

Burgee.

5. – Personal vignette

• We visited the Gaudi Sagrada Familia. Standing at the front of the building students lookedat the front of the building, students looked captivated by the sight -- a personal example of the power of architecture to inspire

Environments

• Natural: created by nature, over timeBuilt: physical, created by people, over time

– Symbolic buildings, e.g., palaces, churches– Public spaces e.g., parks– Economic, e.g., dams, roads, ports, mines

P i t b ildi d th – Private buildings and spaces, e.g., the home, study area

• Intangible: non-physical created by people• Intangible: non-physical, created by people, over time– Food, religion, customs, myths, arts

, g , , y ,

Perspectives that will affect our views of the built environmentviews of the built environment

• Architecture (theoretical framework)G h ( i ) • Geography (many regions)

• Economy (modern, integrating, challenged) • Cultural heritage (Roman, Moorish, …)Cultural heritage (Roman, Moorish, …)• History( First 2000+ years, Pre- and post-constitution)• National political governance (new)• Sources, roles of ideals in the culture (analogs to

idealism of “founding fathers”?)• Personal: how we feel in the moment over timePersonal: how we feel, in the moment, over time

Methods

Simple electronic portfolios of student kwork

1. Photos (annotated)2 Sketches and diagrams (annotated)2. Sketches and diagrams (annotated)3. Formal symbolic model4 Tour guide overview4. Tour guide overview5. Personal vignette6 Theoretical Interpretation based on6. Theoretical Interpretation based on

architectural theory, descriptions of what we find in literature, art, history

Methods

• Portfolio: – Basis for Class discussions (discutar en

espanol?)Place to structure integrate and evolve – Place to structure, integrate and evolve multi-disciplinary perspectives

– Gift to ourselves and our OSP successors– Composed of (weekly) submissions– Propose ways to personalize your personal

portfolio

Goals and non-goals

Yes No• Open eyes and

discussionSee lots of

• Blinders or muzzles• Narrow focus

• See lots of examples of the built environment in

• Slacking (<< 12 hours/week)

Spain • About 3 units * 4

h / it/ k

• Excessive work (>> 12 hours/week)

hours/unit/week = 12 hours/week, for class + viewing +

class viewing reading + homework

Organization

• Instructor: John Kunz (k @ t f d d )(kunz@stanford.edu)

• Units: 3 (normally)Schedule: • Schedule: – Class: Monday & Wednesday, 11:30 – 13:00

• Site visits:• Site visits:– Some organized, some personal– normally, weekly

• Deliverable: on the web• Stanford honor code

Evaluation

• Sketch and photo (One per week, required, 0% of class grade) grade).

• Assessment of your understanding of reading (25% of class grade).

Take as often as you like; only best grade counts; no late excuses– Take as often as you like; only best grade counts; no late excuses• Weekly short-essay queries on the theoretical and

conceptual content of the class (40% of class grade) All i ( 2) i t– All queries are group (x2) assignments

• Class project = set of queries;• Grading: check for precise, succinct responses

– Easy "B" by answering all questions.

• Final project (30% of class grade);• Instructor discretion (5% of class grade).

Methods

• Architecture – Gives us memory and a sense of place– Balances practicality and art

Gi h i l t ti f lt– Gives physical representation of a culture• We will look at and for a language -- Nouns, verbs,

relationships -- to describe the architecture we pexperience

Theoretical POD: Christopher Alexander et al.: PatternsAlexander et al.: Patterns

1. Independent regions2. Distribution of towns3. City country fingers4. Agricultural valleys5 L f t t t5. Lace of country streets6. Country towns7 The Co ntr side7. The Countryside8. Mosaic of subcultures9 Scattered work

9. Scattered work

Theoretical POD: Christopher Alexander et al.: PatternsAlexander et al.: Patterns

11. Local transit areas12. Community of 700013. Subculture boundary14. Identifiable neighborhood15. Neighborhood boundary16 W b f bli t t ti16. Web of public transportation17. Ring roads18 Net ork of learning18. Network of learning19. Web of shopping20 Mini buses

20. Mini-buses

Example - MACBA

• Pattern 61. Small public squares:– A town needs public squares. If too large, they

look desertedMake public squares 45 60 feet across (any length– Make public squares 45-60 feet across (any length ok)

Example - Puerta de Europa

• Pattern 62. High places:– Build occasional high places as landmarks

throughout the city• Natural or built towers• Natural or built towers• Should require a physical climb

Example - Madrid

• Pattern 64. Pools and Streams:– We came from water; we need constant access to

waterPreserve natural polls and streams– Preserve natural polls and streams

– Create fountains in places without natural running water

Example – Museo Picasso

• Pattern 66. Holy Ground:– In each community, identify some sacred site as

consecrated; form a series of nested precincts, each more private and more sacred each markedeach more private and more sacred, each marked by a gateway

– Whatever is holy will be felt as holy only if it is hard to reach, if it requires layers of access, waiting, approach, passage through a series of gatesgates

Example – our apartment

• Pattern 67. Common land:– Give over 25% of the land in house clusters to

common land that touches, or is near, homes that share itshare it.

– Be careful of the auto

Example – Cambridge MA

• Pattern 68. Connected Play:– Lay out common land, paths, gardens and bridges

to connect groups of at least 64 households without cross trafficwithout cross traffic

– Establish play space for children

http://www.cambridgema.gov/CDD/cp/parks/common/common_jun08presentation_web.pdf

Example – our apartment

• Pattern 69. Public outdoor rooms:– In every community, make a piece of common

land into an outdoor room … with some roof, columns within view of many homes andcolumns … within view of many homes and workshops

Query-1: Patterns found on Barcelona tripBarcelona trip

1. (Joint or Individual) Photo2. (Individual) Sketch3. (joint) Formal symbolic model4. (joint) Tour guide overview5 (j i t l) P l i tt5. (joint or personal) Personal vignette6. (joint) Theoretical Interpretation

What patterns do you see– What patterns do you see– What patterns are missing or interpreted

oddly?

Assessment

• Assess strengths and limits of each t tirepresentation

– “Plus” = things you liked, found cool, learned– “Delta” = things you did not like found annoyingDelta things you did not like, found annoying,

wished were discussed

C id Ph Sk h F l b li d l– Consider: Photo, Sketch, Formal symbolic model, Tour guide overview, Personal vignette, Theoretical Interpretation

Application of patterns

61. Small public squares62. High places 64. Pools and Streams 66 H l G d66. Holy Ground 67. Common land 68 Connected Play68. Connected Play69. Public outdoor rooms

Sioban

Alejandra

Assessment

Photo Sketch FSM Guide Vignette Theory

Jargon from reading

• Program (architectural term): explicit statement of functional intent(s) of a project

• Plan: 2D (x-y) layout of a project design, e.g., – Floor plan

– ancient plan of PEDRO TEXEIRA

– plan of today

Jargon from reading –Architectural programArchitectural program

• Program = statement of functional requirements

• (by design process) plan = space layout• Viollet-le-Duc (French 19th c)

http://www.penfieldhouse.com/floor_plan.htm

Architectural valuesVitruvius

(Roman, c. 80–70 BCE - c. 15 BCE):

Ruskin (19th

century

Hearn; Downing:

This class design theory:) y

Firmitas –firmness;

preservation! economic and geographic

Function –design intentfirmness;

structural stabilitygeographic appropriateness

design intent

Utilitas –commodity;

Sacrifice commodity of room

Form –designcommodity;

appropriate spatial accommodation

room arrangement;

design choices

Venustas -delight; attractive appearance

obedience efficiency of materials and methods

Behavior –measuredand

di t dpredicted

Fil Hearn:Generative Planning as the basis of designg g

• Concern (> 1800): generate plans• Focus: dwellings; private people• Viollet-le-Duc: plan must begin with the parlor: a

spacespace, …– Change focus from built things (e.g., walls) to (emergent)

spacesFl f bli i t t i t– Flow of spaces: public private most private

Fil Hearn:Generative Planning as the basis of designg g

• Concern: “economy of means”– Civil Engineering creates the worlds fixed physical

wealth, economicallyRoman arch as a way to create opening– Roman arch as a way to create opening

– Gothic arch as a way to reach up– Baumann (20th c - Chicago) Steel frame; non-load-( g ) ;

bearing curtain walls

bosp21w1.pptx [last saved by user] - stanford …web.stanford.edu/~kunz/madrid21/bosp21w1.pdfexample...

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