ARCH 171: Design Fundamentals I                FALL 2018

Instructor    David Matthews|  AA 221 |  matthej3@utk.edu  | http://www.jdavidmatthews.com

Catalog Description

Fundamentals of spatial composition and design.  Two and three-dimensional compositions to explore ideas of form and space.  Introduction to architectural representation in drawings, sketches, and models.  

co-requisite: ARCH/IARC 101, ARCH 121. 

Course format    

This is the first course in the design studio sequence, meeting three times per week in a studio/lab setting.  Design issues and theory are presented in lectures, readings, demonstrations, and class assignments.  Students work both in-class and out-of-class on individual design assignments.  The faculty coordinator establishes a course-wide outline of projects and schedule, while each faculty member develops individual assignments. 

Course Objectives

  • Creatively and imaginatively explore, create, and represent space and form with purpose, cultural relevance, and beauty or the sublime. 
  • Learn, develop, and practice a critical approach to craft, making, and representing space. 
  • Engage and foster a collaborative learning environment to understand space, form, and representation as a group activity.  
  • Learn and apply fundamental elements of visual design to the creation of space and form in holistic, big picture projects. 
  • Apply knowledge and develop cultural relevance within the creation of space and form. 

Studio Participation  

Successful designers often practice and demonstrate the following qualities. Practice these dispositions in the class. 

  • Engaged
  • Empathic
  • Cooperative
  • Curious 
  • Imaginative
  • Playful

Whenever possible you are to work in design studio outside of class time to complete projects and assignments.

All students are to use a mouse and the large monitors displays during class time. 

Evaluation and Grading

In this course your work will be evaluated on the criteria below this paragraph. Evaluations are made in class during informal review of work and during formal scheduled critiques in the form of verbal feedback. Design as a creative act relies on the student to engage imaginative and creative processes and outcomes that are self-determined and self-initiated. Specific evaluation requirements will vary based on student determined direction and mediation by the faculty. 

Evaluatoins are based on both observable actions and outcomes in the class with the following as core critera: 

  • Collaboration: You will be evaluated by your ability to work with others, share ideas and techniques, and help peers improve, listen and respond positively to constructive criticism, and demonstrate kindness, professionalism, and attribution. 
  • Design Outcomes: Demonstration and application of imagination and creativity in project and assignment outcomes such as models, drawings, sketches, diagrams, prints, photographs, and prototypes. 
  • Design Process: Thoughtful design process in the form of creative and imaginative exploration methods, rigorous engagement in projects through critical and divergent thinking, and risk taking to generate innovative outcomes. 
  • Craft: Developing and applying an appropriate quality of craft as demonstrated with an understanding of project context, thoughtful approach to limitations and attributes of materials and data, attention to detail in the creation of projects, care and practice in making and producing work, and resourceful use of resources. 
  • Application of Design Elements: Developing understanding and mastering the application fundamental elements and principles of design as applied to space, form, and representation as appropriate and relevant to design assignments and projects. 
  • Cultural Relevance: The incorporation of important research and constructing appropriate cultural connections as part of the design projects. 

Evaluations are not grades, evaluations and the written and oral feedback provided formally and informally about your work provided in formal reviews, discussions, and other interactions with faculty and peers. You are expcted to respond to evaluations and show the ability to make continual improvement in your work. 

Like all design studios the final project of the semester typically has more weight and substance as it indicates the student’s understanding of design principles and the ability communicate an idea.

Time

It is imperative to use all time efficiently, especially in-class discussions, critiques and lectures. Students can expect to allot a minimum of twice the time out of class to the time spent formally in class. Good time management is critical to success in this class and, especially, in all aspects of achieving an excellent design project. 

Receiving Grades

Creativity is a synergistic, practiced based, non-linear activity that seeks imaginative discovery and continual improvement. Grades are based on the overall impact and synergy of the work and will be given twice in the semester, once at mid-term and final end of the term. 

The instructors will notify students that are at risk of making less than a C in the course as soon as they are aware such a grade is possible as evident within the work.

Grading Scale

Grades are given under the following guidelines based on the evaluation criteria above. 

(A) Excellent and superior academic work. A clear and thorough demonstration to the knowledge of the topics studied in the course as presented by the instructor. The student must also clearly demonstrate the ability to critically apply knowledge, skills, processes and ideas studied in the course with independent thought, insight, integrity, and thoughtful creative expression. Students must clearly demonstrate that they have the ability to go beyond requirements in the course or class activities as outlined by the instructor in meaningful and thoughtful methods.

(B) Above average, approaching excellence in academic work. A clear and thorough demonstration to the knowledge of the topics studied in the course. The student clearly demonstrates the ability to critically apply knowledge, skills, processes, and ideas studied in the course with limited implementation of independent thought and creative expression. The student may go beyond course requirements as outlined by the instructor, but may not have realized or demonstrated the full potential independent thinking, integrity, insight, and creative expression within the course.

(C) Average academic work. A clear understanding and knowledge of central topics, skills, processes and ideas studied in the course or class activity. The student sufficiently demonstrates the ability to critically apply knowledge, skills, processes, and ideas studied in the course Limited or misdirected independent thinking or effort to go beyond course requirements.

(D) Below average academic work. Minimal acceptable understanding and knowledge of central topics, skills, processes, and ideas studied in the course or class activity.

(F) Unacceptable academic work. Inability to demonstrate minimal understanding of central topics, skills, processes, and ideas studied in the course or class activity.

(I) Incomplete - Under extraordinary circumstances and at the discretion of the instructor, the grade of Incomplete may be awarded to a student who has satisfactorily completed a substantial portion of the course but cannot complete the course for reasons beyond his or her control.

NOTE: You must receive a C or better in the course to progress to ARCH 172 and ARCH 212.

Content        

Designers play a significant role in how we perceive our world; far more than most realize. Architecture and Interiors are each essential to most everything people do and yet are largely taken for granted. The course will commence the development of ones’ aptitude to solve spatial problems and to ultimately create and make beautiful places for habitation, utility and delight. 

The creative organization of spaces is not only necessary to the health, safety and welfare of the general public, but is also essential to a sustainable and lasting future. Balancing the many facets of design is a difficult responsibility and requires special skill sets to harmoniously orchestrate a wide variety of different tasks. This course is the beginning of a journey that will one day culminate in each of you crafting beautiful, meaningful spaces that will make a better world. 

Each student must come to understand design as a complex process where both static and moving parts mesh into a singularity. The first year of design presents wonderful opportunities to explore fundamental aspects of thinking that encourages risk taking, exploring defaults, the consideration of divergent possibilities that will open ones’ eyes to many different ideas. It will be a time where the creative process takes many pathways, none of which are linear, and results in a rewarding learning experience. 

Design Process

  • Think relative to divergent possibilities, defaults and limits
  • Think critically, take risks; challenge assumptions and interpret boundaries. 
  • Think and translate a design idea in various scales 
  • Test, fail, iterate develop prototypes, 
  • Be able to set, break, define, interpret and re-interpret rules.
  • Understand how play, empathy and collaboration propel the design process. 
  • Explore how various materials each embody unique qualities 
  • Utilize a variety of visualization techniques in a broad range of applications
  • Sketch, draw and diagram
  • Gather and record a variety of light, color and textures 
  • Use basic power tools to construct models in various material
  • Ordering Systems Skills    
  • Understanding of the fundamentals of both natural and formal ordering systems and the capacity of each to inform two- and three-dimensional design.

Reasoning

  • A studio culture that recognizes design as essential to society, history and the environment.
  • Visual literacy; spatial thinking.
  • Fluency between two and three-dimensional constructs. 
  • An integral sense of craft, fabrication, precision.
  • Poetic interpretations of design
  • Basic design ideas, principles, and the collegial nature of problem solving.
  • Drawing, model building and digital skills in a variety of platforms and techniques
  • Conceive and develop a clear, cogent concept
  • Organize formal and informal elements and spaces
  • Solids and voids relative proportion, scale and material limits throughout the process
  • Rhythm, repetition, and structure as design concepts
  • Geometry relative to the composition of planar and volumetric elements
  • Circulation and spatial sequences
  • Additive and subtractive strategies 
  • Implied and explicit relationships
  • Relationships between light and space; color and perception

Language        

Assignments will resolve abstract spatial problems between two-dimensional compositions and three- dimensional constructs relative to the language of designers, including the following terms:

  • Unity | variety
  • Geometry 
  • Proportion
  • Hierarchy | balance
  • Movement | stasis
  • Rotation
  • Figure-ground
  • Datum and axis
  • Spatial sequence and scale
  • Spatial manipulation
  • Transformation

Attendance

Class attendance, working during class time and participation in all class discussions will be taken into account for grading criteria. More than two unexcused absences will lower the final grade. More than 3 absences, without documentation will result in no credit. 

An important reason for requiring you to work in class is the benefit of student interaction--- seeing and learning from your fellow students. It is a good way to get feedback and develop skills. With all students in attendance, impromptu meetings, discussions and pin-ups can be held.

Incomplete or “I” grades will only be assigned when students are absent from class with a University approved absence and are unable to make up the work by the end of the term. Expectations are for completion of all assignments by the deadline. 

FERPA | Family Educational Rights & Privacy Act

The method with which the University of Tennessee governs the distribution of student information is based on the Family Educational Rights and Privacy Act of 1974 or FERPA. This Act, as amended, established the requirements governing the privacy of student educational records in regards to the release of those records and access to those records. This Act is also known as the Buckley Amendment. For further information please see link: http://ferpa.utk.edu/

Environmental Health and Safety

  • Personal appliances like heaters, coffee makers, refrigerators, stereos, TVs, and microwaves are not allowed in the building. This is a university policy to conserve energy and meet fire code restrictions. 
  • Students are not allowed to store bicycles in studios or in the building.
  • Do not bring unapproved furniture into the building. Do not leave furnishings on the exterior balconies.
  • Follow posted, verbal, and manufacturers recommendations for all fabrication projects in studio and in the shop. Wear appropriate Personal Protection Equipment for the task- this may include safety glasses, ear protection, respirator, gloves, and similar devices.
  • Any product labeled ‘for use in a well-ventilated area’ or containing VOCs must be used in one of the provided paint booths. Do not use spray paint or other aerosol in the studios, hallways, stairwells, balconies, or sidewalks.

Reporting Vandalism and Maintenance issues

  • The Art and Architecture building is an acclaimed work of design and a source of pride to the College. As stewards of this facility, it falls upon all of us to keep it in the best possible condition.
  • Report graffiti or vandalism immediately to the campus police non-emergency number: (865) 974-3114
  • If you see obvious maintenance or custodial issues dial Facilities Services One Call: (865) 946-7777

The Schools of Architecture and Interior Architecture and the University of Tennessee are not responsible for the loss of your equipment. Permanently title and label on all equipment. Do be careless by leaving equipment out while away or not securing it to a desk or other object. 

    Communications

    Email and Slack will be used for official communications in the course. Notifications, assignments, updates, revisions and other items will be sent via email. Check your email before you come to class and in the evening for any updates. 

    Download and turn on notifications for slack on your mobile devise. You will be sent an email invitatoin to join slack. 

    Studio Culture Policy  |  http://archdesign.utk.edu/about/studioculture/ 

    The College of Architecture and Design at the University of Tennessee, Knoxville, is an academic and professional community, committed to promoting an environment of respect and academic excellence. As educators and students, we share a dual responsibility and opportunity to provide and pursue the best education possible. We strive to provide and promote a culture founded on the belief in diversity, respect, critique, collaboration, conflict resolution, academic integrity, balance, and growth among the members of our community. This Studio Culture Policy represents the ongoing collaboration among the administration, faculty, and students, defines the essential qualities for a healthy, productive, and investigative studio environment that the members of our community uphold. 

    The Studio Culture Policy was developed through the Deans’ Student Advisory Council (DSAC) in collaboration with the college faculty. 

    STUDIO:

    The term “studio” refers to courses as well as a physical place founded on the belief in an environment that fosters critical thinking.

    RESPECT:

    We uphold a mutual attitude of respect among faculty and students; we stand for a culture of respect within our college by allowing ideas, processes, and products to develop freely.

    DIVERSITY:

    We believe each member of our design community possesses a variety of educational and life experience that produce diverse opinions and are valuable to the dialogue and collaboration within our studio culture.

    CONFLICT:

    We agree to respect the process and products of others’ work, we handle all issues in a constructive manner, we address all issues with respect, discretion, and humility, and we respond to all conflict in an open-minded manner in order to sustain a studio culture defined by respect.

    PLACE:

    The Art and Architecture building allows each member of the community access to a cross-section of design education; interaction within the studio spaces follows that of a professional environment and we treat our studio spaces, equipment, and furnishings with respect.

    BALANCE:

    It is the instructor’s responsibility to distribute a reasonable workload throughout the semester while it is the student’s responsibility to develop time-management skills that meet responsibilities in and beyond the classroom – studio culture is not influenced by a broad spectrum of academia, life experience, and professional practice.

    Professionalism

    Delivering completed assignments on time is an assumed requirement for this course. It is vital that students schedule their time wisely and in advance.

    • Students should be able to accept and respond to criticism from their instructor as well as from their peers. In addition, students should be able to offer criticism free of personal feeling. In the studio environment criticism shall be considered either reinforcing or redirecting in nature. 
    • For design presentations you will use a combination of digital and hand drawing. Multiple iterations of physical drawings are a requirement of the course. It should be understood that those characteristics that make a successful hand drawing also make a successful CAD drawing or digital image: lineweight, precision, accuracy, composition and contrast. 
    • Individual critiques will only be given when an observable design iteration has been made. It should be assumed that a new iteration of drawing, diagramming, model building, writing, or analysis will be due each studio meeting. Although discussions of ideas are an integral part of the studio, they must be accompanied by legible, physical evidence. Making your design process observable aids in your own development as well as it conveys your intent to others.
    • The studio will be taught to a tripartite ideal of creativity, discipline, and passion. Just as a tripod cannot stand if it is missing a leg, neither can the design student be successful without all three criteria. A lack of creativity leads to perfunctory solutions devoid of humanity and poetry. A lack of discipline leads to stylistic voyages of whimsy and caprice that lack function or meaning. A lack of passion leads to incomplete execution and the inability to weather the innumerable crises inherent to design and building.
    • The designer possesses an unrivalled ability to make his or her will manifest in the world. This unique position comes with unique responsibility. The designer is neither artist nor engineer, and is held to a unique ethic of practice that encompasses function, aesthetics, and meaning. Students are expected to participate in studio discussions and to contemplate the ethical implications of their own design proposals.

    Academic Integrity Policy

    An essential feature of The University of Tennessee, Knoxville is a commitment to maintaining an atmosphere of intellectual integrity and academic honesty. A student may be disciplined for cheating, plagiarism or any other act of academic dishonesty. See Student Conduct and Community Standards, a division of Student Life at http://studentconduct.utk.edu/faculty_dishonesty.php for a description of prohibited conduct and a complete list of steps to be carried out by the faculty member. Further information for students can be found in Hilltopics http://dos.utk.edu/files/Hilltopics2014-2015.pdf.

    If a student has any question about academic dishonesty it is recommended that he/she seek the guidance of the instructor. Many cases of academic dishonesty may be accidental in nature, but it is the responsibility of the student to understand what plagiarism means. Claiming ignorance to the meaning, nuances and ramifications will not be an acceptable excuse. 

    Note that the need for accurate citation is not limited to written work, but includes design work as well. Students are required to know their sources, whether the assignment is a precedent analysis or a design project.

    Honor Statement

    An essential feature of the University of Tennessee is a commitment to maintaining an atmosphere of intellectual integrity and academic honesty. As a student of the university, I pledge that I will neither knowingly give nor receive any inappropriate assistance in academic work, thus affirming my own personal commitment to honor and integrity.

    NAAB Criteria 2009

    A.6 Fundamental Design Skills

    Ability to effectively use basic architectural and environmental principles in design.

    Design Process

    • Think relative to divergent possibilities, defaults and limits
    • Think critically, take risks; challenge assumptions and interpret boundaries. 
    • Think and translate a design idea in various scales 
    • Test, fail, iterate develop prototypes, 
    • Be able to set, break, define, interpret and re-interpret rules.
    • Understand how play, empathy and collaboration propel the design process. 
    • Explore how various materials each embody unique qualities 
    • Utilize a variety of visualization techniques in a broad range of applications
    • Sketch, draw and diagram
    • Gather and record a variety of light, color and textures 
    • Use basic power tools to construct models in various material
    • Ordering Systems Skills    
    • Understanding of the fundamentals of both natural and formal ordering systems and the capacity of each to inform two- and three-dimensional design.

    A.8 Ordering System Skills

    Understanding of the fundamentals of both natural and formal ordering systems and the capacity of each to inform two- and three- dimensional design.

    Reasoning

    • A studio culture that recognizes design as essential to society, history and the environment.
    • Visual literacy; spatial thinking.
    • Fluency between two and three-dimensional constructs. 
    • An integral sense of craft, fabrication, precision.
    • Poetic interpretations of design
    • Basic design ideas, principles, and the collegial nature of problem solving.
    • Drawing, model building and digital skills in a variety of platforms and techniques
    • Conceive and develop a clear, cogent concept
    • Organize formal and informal elements and spaces
    • Solids and voids relative proportion, scale and material limits throughout the process
    • Rhythm, repetition, and structure as design concepts
    • Geometry relative to the composition of planar and volumetric elements
    • Circulation and spatial sequences
    • Additive and subtractive strategies 
    • Implied and explicit relationships
    • Relationships between light and space; color and perception

    Language        

    Assignments will resolve abstract spatial problems between two-dimensional compositions and three- dimensional constructs relative to the language of designers, including the following terms:

    • Unity | variety
    • Geometry 
    • Proportion
    • Hierarchy | balance
    • Movement | stasis
    • Rotation
    • Figure-ground
    • Datum and axis
    • Spatial sequence and scale
    • Spatial manipulation
    • Transformation

    CIDA Criteria

    Standard 8, Design Process. Interior designers employ all aspects of the design process to creatively solve a design problem.

    1. Exposure to a range of problem identification and problem solving methods

    j.     opportunities for innovation and risk taking

    k.    exposure to methods of idea generation and design thinking

    Standard 11, Design elements and Principles. Interior Designers apply elements and principles of design

    Student learning expectations:

    1. Students understand the elements and principles of design, including spatial definition and organization
    2. Student work demonstrates the ability to explore two- and three- dimensional approaches across a range of media types.
    3. Students effectively apply the elements and principles of design throughout the curriculum to two-dimensional design solutions.
    4. Students effectively apply the elements and principles of design throughout the curriculum to three-dimensional design solutions.