463 & 463L
AAS 306 Phone: 5-5740
Office Hours: Posted on Office Door
The designed environment has a profound influence on our physical and mental well-being. Additionally, the built environment is responsible for almost half of US energy use and contributes profoundly toward global warming, which in turn affects our mental and physical well-being. LEED criteria, the Kyoto Protocol, the Living Building Challenge, the goals of Architecture 2030 to make new US buildings and major renovations carbon-neutral by 2030 and of the 2050 Imperative by the International Union of Architects (UIA) to make all buildings and the built environment carbon-neutral by 2050, are all clear signs that architects, law makers, and businessmen world-wide are recognizing the multiple impacts of ecological issues and are willing to engage in “regenerative” thinking. Thus recent green architecture, healthy buildings, and sustainability movements are attempts to generate ecologically-responsive architecture that ensures the future viability of the planet. Over two semesters this course introduces the theory of an ecological and biological approach to architecture and covers the schematic design of buildings for thermal comfort, air quality, lighting, water use, acoustics, and views. The intent is for students to learn to design places that respond to short-term human biological needs as well as long term planetary needs without sacrificing beauty.
Lectures and projects are organized to parallel the design process, with emphasis on the architectural implications of technological systems. Climate and region are approached as a context for design. Principles of thermal comfort, regional design strategies, and ecological design process are covered. The interconnections of climate, site, thermal comfort, culture, and building design are addressed with the realization that the “difficult whole” sometimes has multiple "logics" which demand a high degree of design finesse. Lectures and exercises are geared toward analytic and evaluative processes as a means to better inform design. Assignments include bioclimatic site analysis, schematic design strategies, and schematic level design and analysis. These early stages of design are significant because 80% of potential energy savings and the best ecologically responsive fit can be accomplished at the programmatic and schematic phase of a project.
Realm A: Critical Thinking and Representation. Graduates from NAAB-accredited programs must be able to build abstract relationships and understand the impact of ideas based on the study and analysis of multiple theoretical, social, political, economic, cultural, and environmental contexts. Graduates must also be able to use a diverse range of skills to think about and convey architectural ideas, including writing, investigating, speaking, drawing, and modeling.
Student learning aspirations for realm A include:
Realm B: Building Practices, Technical Skills, and Knowledge. Graduates from NAAB-accredited programs must be able to comprehend the technical aspects of design, systems, and materials and be able to apply that comprehension to architectural solutions. In addition, the impact of such decisions on the environment must be well considered.
Student learning aspirations for realm B include:
Last Updated on 8/22/19