306 SP12 Class Syllabus_1.pdf - USC School of Architecture ...

WEEK 5_Wednesday, February 8Lecture: Gendered Spaces: Practice and Production• Themes: gender roles and perceptions; spatial practice and spatial production;implicit and explicit spatial use; historic precedentsWEEK 6_Monday, February 13Case Study Presentations Megan Mendenhall & Eunice Chu: Home as the WorldReading: Reading 5 due for discussion; reading 6 assignedWEEK 6_Wednesday, February 15Lecture: Suburbia and Its Architectural Implications• Themes: historical context and response to the modern city; the rise of theAmerican suburb; racial exclusivity and gender stereotypes; urban theories andnew urbanism; architectural alternatives; suburb as cultural product; one-size–fits-all housing and its shortcomingsII. Sustainable Shelter and Social Responsibility“Architecture, more than any other art form, is a social art and must rest on the social and cultural base ofits time and place. For those of us who design and build, we must do so with an awareness of a moresocially responsive architecture. The practice of architecture not only requires participation in theprofession but it also requires civic engagement. As a social art, architecture must be made where it isand out of what exists there. The dilemma for every architect is how to advance our profession and ourcommunity with our talents rather than our talents being used to compromise them.” Samuel MockbeeWEEK 7_Monday, February 20President’s Day: no classWEEK 7_Wednesday, February 22Lecture: The Existence and Value of Contemporary Vernacular• Themes: social sustainability; environmental sustainability; the work of GlennMurcutt in the Australian Outback; the work of Samuel Mockbee in the RuralSouthern USReading: Reading 6 due for discussion; reading 7 assignedWEEK 8_Monday, February 27Film: Citizen ArchitectReading: Reading 7 due for discussion; reading 8 assignedWEEK 8_Wednesday, February 29Guest Lecture: Lee Schneider, writer and director, Shelter• Themes: design for good movement; architects as activists; relief work in Haitiand Indonesia; NGOs; Architecture for Humanity; community workCase Study Presentation Jessica Tien: More to LoseWEEK 9_Monday, March 5Midterm ReviewReading: Reading 8 due for discussion; reading 9 assignedWEEK 9_Wednesday, March 7Midterm ExamWEEK 10_Monday, March 12Spring BreakUniversity of Southern California 2 ARCH 306 Shelter

Deadlines Monday, March 26 Wednesday, April 11 Monday, May 7 Thesis statement and initial Works Cited list (including 4 appropriate sources) Outline due with updated Works Cited list Final paper due (date of final exam) Grading Argument (30%) Persuasive or unpersuasive Clear or unclear Sophisticated or superficial Considers alternative arguments Evidence (30%) Specific or vague Accurate or inaccurate Relevant or irrelevant Thorough or incomplete Organized or disorganized Writing (30%) Well written or poorly written Grammar is correct Spelling is correct Formatting follows guidelines In-­‐text citations used correctly Works Cited list included Proper number and type of sources used Timeliness (10%) Thesis statement and initial bibliography submitted on time and complete Outline submitted on time and complete Final hard copy and online copy submitted on time PLAGIARISM IS GROUNDS FOR FAILING THIS COURSE

3HOW TO WRITE A RESEARCH PAPERWriting a research paper is best broken down into manageable steps. The first few times youwrite a research paper, you should follow these steps closely. Along the way, you will discoveryour own methods and routines for accomplishing the overall goal of submitting a wellresearchedand well-written paper and will adjust your steps accordingly. Please keep in mindthat this process will require several weeks or even months of your time; it’s always best,therefore, to start early.1. Choose a topic.A. The topic should be important, with sufficient depth to sustain your interest throughoutthe writing process, but not so much depth that you cannot cover it adequately in thespace allotted for the paper.B. Inherent in the topic should be provoking questions beginning with how, what, and why.Your thesis will be an attempt to answer one of these questions.C. The topic you choose should be based also on your access to reliable, authoritativesources of information.2. Write a hypothesis. The hypothesis is a promising answer to your most important question. Ifthe answer survives your research, a refined form of it becomes your thesis.3. Write a list of possible reasons why your hypothesis might be true. At this point in theprocess, you have done very little research; you will be refining, deleting, and adding to thislist as you continue your work.4. Write a list of the kinds of evidence (numbers, quotations, facts, observations, etc.) that willbe needed to prove that your hypothesis is true.5. Create a list of key words related to your topic. These key words will help you find sources.6. Search for sources. The number and type of sources will vary according to the requirementsof each professor. Every time you find a potential source, make a complete and accuraterecord of its bibliographic information. Evaluate each source before you delve into it deeply.7. Begin taking notes. Using index cards will help you later when you are drafting.A. Be systematic in recording the source and type (summary, paraphrase, direct quotation)of every note. Always include page numbers.B. Use your key words to help you categorize each note. Having categories of notes willhelp you organize your material when it’s time to draft your paper.

4C. In addition to taking notes from sources, take notes about your own thinking as you areresearching. In fact, these notes will form the basis for much of your rough draft, with thenotes you take from sources merely supporting what you already think about the topic.8. Refine your hypothesis into a clearly and exactly worded claim, or thesis.9. Develop a rough outline. State your thesis at the top of your outline.A. Many research papers follow this basic organization—introduction, backgroundinformation and/or explanation of key terms, acknowledgement of and response to otherpoints of view, and reasons that support the thesis. Not all these parts will be included inevery research paper.B. Each reason your thesis is true becomes a Roman numeral in your outline.C. Each bit of evidence to support each reason becomes a subpoint under the Romannumeral.D. During this rough, or preliminary, outline stage, you should also plan what you will writein your introduction and conclusion.E. Your rough outline can include your transitions.10. Write the rough draft.A. Before you begin writing, arrange your note cards in order according to your preliminaryoutline.B. Each paragraph in the body of your paper will likely follow this basic pattern—topicsentence, explanation of your topic sentence, evidence from sources (summary,paraphrase, or quotation), interpretation and explanation of that evidence, and concludingthought.C. Remember that the bulk of your paper is to be your own thinking and interpretation. Youshould be selective in your use of summaries, paraphrases, and quotations.D. Footnote all your sources completely and accurately, even in your rough draft. Follow themodels later in this guide and in Turabian. Be scrupulous with footnotes and citations toguard against plagiarism.E. The rough draft should contain the bibliography. (Your professor may stipulate whichsources should be included. Some request only the sources cited to be included; otherspermit all sources consulted to be included).F. Your finished rough draft should include all parts of your paper, from title page tobibliography.

511. Revise your outline. Now that you have drafted your paper, you may see the need to furtherrefine your outline, rearranging points, or even adding or deleting some. After the outlinereflects the final organization of your paper, type it in sentence form. That is, each point inLevel 1 (Roman numerals) and Level 2 (subpoints A, B, etc. under the Roman numerals)should be written in complete sentences. Subpoints under A and B and beyond may bewritten in phrases or words. You may never have just one point in a level. For every I, youmust have a II, for every A you must have a B, and so on.12. Revise your rough draft. Typically, you should revise for content and organization first, thengrammar, and finally style. Double check all footnotes and the bibliography for completenessand accuracy.13. Proofread the paper before presenting it to your professor.

Purdue OWLhttp://owl.english.purdue.edu/owl/owlprint/658/Welcome to the Purdue OWLThis page is brought to you by the OWL at Purdue (http://owl.english.purdue.edu/). When printing this page,you must include the entire legal notice at bottom.Contributors:Jack Raymond Baker, Allen Brizee.Summary:This handout provides detailed information about how to write research papers including discussing research papers as a genre,choosing topics, and finding sources.Writing a Research PaperThe Research PaperThere will come a time in most students' careers when they are assigned a research paper. Such an assignment often creates agreat deal of unneeded anxiety in the student, which may result in procrastination and a feeling of confusion and inadequacy.This anxiety frequently stems from the fact that many students are unfamiliar and inexperienced with this genre of writing.Never fear—inexperience and unfamiliarity are situations you can change through practice! Writing a research paper is anessential aspect of academics, and should not be avoided on account of one's anxiety. In fact, the process of writing a researchpaper can be one of the more rewarding experiences one may encounter in academics. What is more, many students willcontinue to do research throughout their careers, which is one of the reasons this topic is so important.Becoming an experienced researcher and writer in any field or discipline takes a great deal of practice. There are fewindividuals for whom this process comes naturally; remember, even the most seasoned academic veterans have had to learnhow to write a research paper at some point in their career. Therefore, with diligence, organization, practice, a willingness tolearn (and to make mistakes!), and, perhaps most important of all, patience, a student will find that she can achieve great thingsthrough her research and writing.This handout will include the following sections related to the process of writing a research paper:1 of 9 3/8/12 7:55 PM

Purdue OWLhttp://owl.english.purdue.edu/owl/owlprint/658/Genre- this section will provide an overview for understanding the difference between an analytical and argumentativeresearch paper.Choosing a Topic- this section will guide the student through the process of choosing topics, whether the topic be onethat is assigned or one that the student chooses himself.Identifying an Audience- this section will help the student understand the often times confusing topic of audience byoffering some basic guidelines for the process.Where Do I Begin- this section concludes the handout by offering several links to resources at Purdue, and also providesan overview of the final stages of writing a research paper.Contributors:Jack Raymond Baker, Allen Brizee.Summary:This handout provides detailed information about how to write research papers including discussing research papers as a genre,choosing topics, and finding sources.Genre and the Research PaperResearch: What it is.A research paper is the culmination and final product of an involved process of research, critical thinking, source evaluation,organization, and composition. It is, perhaps, helpful to think of the research paper as a living thing, which grows and changesas the student explores, interprets, and evaluates sources related to a specific topic. Primary and secondary sources are the heartof a research paper, and provide its nourishment; without the support of and interaction with these sources, the research paperwould morph into a different genre of writing (e.g., an encyclopedic article). The research paper serves not only to further thefield in which it is written, but also to provide the student with an exceptional opportunity to increase her knowledge in thatfield. It is also possible to identify a research paper by what it is not.Research: What it is not.A research paper is not simply an informed summary of a topic by means of primary and secondary sources. It is neither a bookreport nor an opinion piece nor an expository essay consisting solely of one's interpretation of a text nor an overview of aparticular topic. Instead, it is a genre that requires one to spend time investigating and evaluating sources with the intent to offerinterpretations of the texts, and not unconscious regurgitations of those sources. The goal of a research paper is not to informthe reader what others have to say about a topic, but to draw on what others have to say about a topic and engage the sources in2 of 9 3/8/12 7:55 PM

Purdue OWLhttp://owl.english.purdue.edu/owl/owlprint/658/order to thoughtfully offer a unique perspective on the issue at hand. This is accomplished through two major types of researchpapers.Two major types of research papers.Argumentative research paper:The argumentative research paper consists of an introduction in which the writer clearly introduces the topic and informs hisaudience exactly which stance he intends to take; this stance is often identified as the thesis statement. An important goal ofthe argumentative research paper is persuasion, which means the topic chosen should be debatable or controversial. Forexample, it would be difficult for a student to successfully argue in favor of the following stance.Cigarette smoking poses medical dangers and may lead to cancer for both the smoker and those who experience secondhandsmoke.Perhaps 25 years ago this topic would have been debatable; however, today, it is assumed that smoking cigarettes is, indeed,harmful to one's health. A better thesis would be the following.Although it has been proven that cigarette smoking may lead to sundry health problems in the smoker, the social acceptance ofsmoking in public places demonstrates that many still do not consider secondhand smoke as dangerous to one's health asfirsthand smoke.In this sentence, the writer is not challenging the current accepted stance that both firsthand and secondhand cigarette smoke isdangerous; rather, she is positing that the social acceptance of the latter over the former is indicative of a cultural doublestandardof sorts. The student would support this thesis throughout her paper by means of both primary and secondary sources,with the intent to persuade her audience that her particular interpretation of the situation is viable.Analytical research paper:The analytical research paper often begins with the student asking a question (a.k.a. a research question) on which he has takenno stance. Such a paper is often an exercise in exploration and evaluation. For example, perhaps one is interested in the OldEnglish poem Beowulf. He has read the poem intently and desires to offer a fresh reading of the poem to the academiccommunity. His question may be as follows.How should one interpret the poem Beowulf?His research may lead him to the following conclusion.3 of 9 3/8/12 7:55 PM

Purdue OWLhttp://owl.english.purdue.edu/owl/owlprint/658/Beowulf is a poem whose purpose it was to serve as an exemplum of heterodoxy for tenth- and eleventh-century monasticcommunities.Though his topic may be debatable and controversial, it is not the student's intent to persuade the audience that his ideas areright while those of others are wrong. Instead, his goal is to offer a critical interpretation of primary and secondary sourcesthroughout the paper--sources that should, ultimately, buttress his particular analysis of the topic. The following is an exampleof what his thesis statement may look like once he has completed his research.Though Beowulf is often read as a poem that recounts the heroism and supernatural exploits of the protagonist Beowulf, it mayalso be read as a poem that served as an exemplum of heterodoxy for tenth- and eleventh-century monastic communities foundin the Danelaw.This statement does not negate the traditional readings of Beowulf; instead, it offers a fresh and detailed reading of the poemthat will be supported by the student's research.It is typically not until the student has begun the writing process that his thesis statement begins to take solid form. In fact, thethesis statement in an analytical paper is often more fluid than the thesis in an argumentative paper. Such is one of the benefitsof approaching the topic without a predetermined stance.Contributors:Jack Raymond Baker, Allen Brizee.Summary:This handout provides detailed information about how to write research papers including discussing research papers as a genre,choosing topics, and finding sources.Choosing a TopicThe first step of any research paper is for the student to understand the assignment. If this is not done, the student will oftentravel down many dead-end roads, wasting a great deal of time along the way. Do not hesitate to approach the instructor withquestions if there is any confusion. A clear understanding of the assignment will allow the student to focus on other aspects ofthe process, such as choosing a topic and identifying one's audience.TopicA student will often encounter one of two situations when it comes to choosing a topic for a research paper. The first situation4 of 9 3/8/12 7:55 PM

Purdue OWLhttp://owl.english.purdue.edu/owl/owlprint/658/occurs when the instructor provides a list of topics from which the student may choose. These topics have been deemed worthyby the instructor; therefore, the student should be confident in the topic he chooses from the list. Many first-time researchersappreciate such an arrangement by the instructor because it eliminates the stress of having to decide upon a topic on their own.However, the student may also find the topics that have been provided to be limiting; moreover, it is not uncommon for thestudent to have a topic in mind that does not fit with any of those provided. If this is the case, it is always beneficial to approachthe instructor with one's ideas. Be respectful, and ask the instructor if the topic you have in mind would be a possible researchoption for the assignment. Remember, as a first-time researcher, your knowledge of the process is quite limited; the instructor isexperienced, and may have very precise reasons for choosing the topics she has offered to the class. Trust that she has the bestinterests of the class in mind. If she likes the topic, great! If not, do not take it personally and choose the topic from the list thatseems most interesting to you.The second situation occurs when the instructor simply hands out an assignment sheet that covers the logistics of the researchpaper, but leaves the choice of topic up to the student. Typically, assignments in which students are given the opportunity tochoose the topic require the topic to be relevant to some aspect of the course; so, keep this in mind as you begin a course inwhich you know there will be a research paper near the end. That way, you can be on the lookout for a topic that may interestyou. Do not be anxious on account of a perceived lack of authority or knowledge about the topic chosen. Instead, realize thatthe process to becoming an experienced researcher in a field takes practice.For a discussion of Evaluating Sources, see Evaluating Sources of Information and Purdue University's CORE module .Methods for choosing a topicThinking early leads to starting early. If the student begins thinking about possible topics when the assignment is given, she hasalready begun the arduous, yet rewarding, task of planning and organization. Once she has made the assignment a priority inher mind, she may begin to have ideas throughout the day. Brainstorming is often a successful way for students to get some ofthese ideas down on paper. Seeing one's ideas in writing is often an impetus for the writing process. Though brainstorming isparticularly effective when a topic has been chosen, it can also benefit the student who is unable to narrow a topic. It consists ofa timed writing session during which the student jots down—often in list or bulleted form—any ideas that come to his mind. Atthe end of the timed period, the student will peruse his list for patterns of consistency. If it appears that something seems to bestanding out in his mind more than others, it may be wise to pursue this as a topic possibility.It is important for the student to keep in mind that an initial topic may not be the exact topic about which she ends up writing.Research topics are often fluid, and dictated more by the student's ongoing research than by the original chosen topic. Suchfluidity is common in research, and should be embraced as one of its many characteristics.5 of 9 3/8/12 7:55 PM

Purdue OWLhttp://owl.english.purdue.edu/owl/owlprint/658/The Purdue OWL also offers a number of other resources on choosing and developing a topic:Understanding Writing AssignmentsPrewritingStarting the Writing ProcessInvention Slide PresentationContributors:Jack Raymond Baker, Allen Brizee.Summary:This handout provides detailed information about how to write research papers including discussing research papers as a genre,choosing topics, and finding sources.Identifying an AudienceIdentifying an AudienceThe concept of audience can be very confusing for novice researchers. Should the student's audience be her instructor only, orshould her paper attempt to reach a larger academic crowd? These are two extremes on the pendulum-course that is audience;the former is too narrow of an audience, while the latter is too broad. Therefore, it is important for the student to articulate anaudience that falls somewhere in between.It is perhaps helpful to approach the audience of a research paper in the same way one would when preparing for an oralpresentation. Often, one changes her style, tone, diction, etc., when presenting to different audiences. So it is with writing aresearch paper (In fact, you may need to transform your written work into an oral work if you find yourself presenting at aconference someday).The instructor should be considered only one member of the paper's audience; he is part of the academic audience that desiresstudents to investigate, research, and evaluate a topic. Try to imagine an audience that would be interested in and benefit fromyour research.For example: if the student is writing a twelve page research paper about ethanol and its importance as an energy source of thefuture, would she write with an audience of elementary students in mind? This would be unlikely. Instead, she would tailor herwriting to be accessible to an audience of fellow engineers and perhaps to the scientific community in general. What is more,she would assume the audience to be at a certain educational level; therefore, she would not spend time in such a short research6 of 9 3/8/12 7:55 PM

Purdue OWLhttp://owl.english.purdue.edu/owl/owlprint/658/paper defining terms and concepts already familiar to those in the field. However, she should also avoid the type of esotericdiscussion that condescends to her audience. Again, the student must articulate a middle-ground.The following are questions that may help the student discern further her audience:Who is the general audience I want to reach?Who is most likely to be interested in the research I am doing?What is it about my topic that interests the general audience I have discerned?If the audience I am writing for is not particularly interested in my topic, what should I do to pique its interest?Will each member of the broadly conceived audience agree with what I have to say?If not (which will likely be the case!) what counter-arguments should I be prepared to answer?Remember, one of the purposes of a research paper is to add something new to the academic community, and the first-timeresearcher should understand her role as an initiate into a particular community of scholars. As the student increases herinvolvement in the field, her understanding of her audience will grow as well. Once again, practice lies at the heart of the thing.Contributors:Jack Raymond Baker, Allen Brizee.Summary:This handout provides detailed information about how to write research papers including discussing research papers as a genre,choosing topics, and finding sources.Where do I Begin?Where do I begin?There is neither template nor shortcut for writing a research paper; again, the process is, amongst other things, one of practice,experience, and organization, and begins with the student properly understanding the assignment at hand.As many college students know, the writer may find himself composing three quite different research papers for three quitedifferent courses all at the same time in a single semester. Each of these papers may have varying page lengths, guidelines, andexpectations.Therefore, in order for a student to become an experienced researcher and writer, she must not only pay particular attention tothe genre, topic, and audience, but must also become skilled in researching, outlining, drafting, and revising.7 of 9 3/8/12 7:55 PM

Purdue OWLhttp://owl.english.purdue.edu/owl/owlprint/658/ResearchFor a discussion of where to begin one's research, see Research: Overview and Purdue University's CORE module.OutliningOutlining is an integral part of the process of writing. For a detailed discussion see Developing an Outline .DraftingDrafting is one of the last stages in the process of writing a research paper. No drafting should take place without a researchquestion or thesis statement; otherwise, the student will find himself writing without a purpose or direction. Think of theresearch question or thesis statement as a compass. The research the student has completed is a vast sea of information throughwhich he must navigate; without a compass, the student will be tossed aimlessly about by the waves of sources. In the end, hemight discover the Americas (though the journey will be much longer than needed), or—and what is more likely—he will sink.For some helpful ideas concerning the initial stages of writing, see Starting the Writing Process .Revising, Editing, ProofreadingRevising is the process consisting of:Major, sweeping, changes to the various drafts of a projectAn evaluation of word choice throughout the projectThe removal paragraphs and sometimes, quite painfully, complete pages of textRethinking the whole project and reworking it as neededEditing is a process interested in the general appearance of a text, and includes the following:Analysis of the consistency of tone and voice throughout the projectCorrection of minor errors in mechanics and typographyEvaluation of the logical flow of thought between paragraphs and major ideasThis process is best completed toward the final stages of the project, since much of what is written early on is bound to changeanyway.8 of 9 3/8/12 7:55 PM

Purdue OWLhttp://owl.english.purdue.edu/owl/owlprint/658/Proofreading is the final stage in the writing process, and consists of a detailed final reread in order to find any mistakes thatmay have been overlooked in the previous revisions.For a discussion of proofreading, see Proofreading Your Writing .Copyright ©1995-2012 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published,reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.9 of 9 3/8/12 7:55 PM

University of Southern California School of Architecture Spring 2012 ARCHITECTURE 306: SHELTER Midterm: Essay Prompt 1 Vernacular architecture has existed throughout time and place as a built reflection of man’s communal culture, needs, environment, materials and technology. In the past eighty years, the suburban lifestyle has been vigorously developed and promoted within the United States and exported around the globe as an ideal way of living. Experts agree that vernacular architecture addresses cultural issues and may be adapted and developed over time. In your educated opinion, is it possible, that in the 21 st century United States, the suburb and single-­‐family home have become, in fact, vernacular architecture? Or, Is the single family home in the suburbs a complete rejection of or departure from vernacular architecture? Do the suburbs instead promote a new set of cultural values that cannot be reconciled with the ideals of the vernacular? University of Southern California Arch 306 Shelter

University of Southern California School of Architecture Spring 2012 ARCHITECTURE 306: SHELTER Midterm Study Guide In class, written midterm exam is on Wednesday, March 7, 2012. Format Write a persuasive essay answering one of two essay questions. For reference, you may bring your unmarked course reader and persuasive essay guide handout. No other reference material is allowed. Essay Prompt 1 This question will deal with ideas of the single-family home, suburbia, technology, consumer culture, vernacular architecture, authenticity, participation/knowledge, sustainability, modern/contemporary architecture. • A successful answer may incorporate ideas about: oooooooooDefinition of the word suburbs Inception of suburbs, brief history (incl. Levittown) Design philosophy and basis of suburbs (incl. Garden Cities of Tomorrow, Broadacre City, Le Corbusier, FLW) Cultural identity/association/critique of the suburbs Discussion of the future of the suburbs Factors that caused the shift from vernacular to modern architecture Definition of vernacular and characteristics of vernacular and modern architecture Ideas and understanding of sustainability Participation and knowledge as critical components of making meaning • Support your ideas with quotes/evidence from at least two relevant readings (include in-­text citations): -­‐Ockman, Joan. "Mirror Images: Technology, Consumption, and the Representation of Gender in American Architecture after World War II." -­‐Glassie, Henry. "Architects, Vernacular Traditions, and Society." -Moholy-­‐Nagy, Sibyl. "Part 1." Native Genius in Anonymous Architecture in North America. -­‐Oliver, Paul. "Introduction." Dwellings. -­‐Zumthor, Peter. "A Way of Looking at Things." • Specifically identify and discuss two architectural examples (cite name, location, date of building or development) • Relevant Lectures: -­‐Space/Place_Center/Boundary/Ritual -­‐Suburbia and Its Architectural Implications -­‐The Existence and Value of Contemporary Vernacular University of Southern California Arch 306 Shelter

University of Southern California School of Architecture Spring 2012 ARCHITECTURE 306: SHELTER Midterm: Essay Prompt 2 Man has been ordering space since time immemorial. We understand the role of architecture in part as the creation of meaningful places. But some architectural theoreticians and practitioners have taken this idea even further – some believe that architecture has the power to do more – that it can, in fact, affect human behavior. As an educated student with two decades of life experience, memories, and observations – do you believe it is possible for architecture and the built environment to affect human behavior? Is some form of the theory of architectural determinism valid today? Or, Is the theory of architectural determinism overly simplistic and too idealistic? Do you believe that architecture can create a framework of order, orientation, and stability; but ultimately man’s free will prevails? University of Southern California Arch 306 Shelter

University of Southern California School of Architecture Spring 2012 ARCHITECTURE 306: SHELTER Midterm Study Guide In class, written midterm exam is on Wednesday, March 7, 2012. Format Write a persuasive essay answering one of two essay questions. For reference, you may bring your unmarked course reader and persuasive essay guide handout. No other reference material is allowed. Essay Prompt 2 This question will deal with ideas of architectural determinism, placemaking, human body in space, ritual, shelter, order, orientation, and stability. A successful answer may incorporate ideas about: o Definition of architecture and ideas about place and ritual o Definition of shelter and why man needs it (order, orientation, stability) o Fundamental nature of building as a space scaled to the human body (anthropomorphism) o Definition of architectural determinism o Four approaches to determinism o Architects who believe in determinism o Maggie’s Cancer Centres • Support your ideas with quotes/evidence from at least two relevant readings (include in-­text citations): -­‐Bachelard, Gaston. "The House. From Cellar to Garret. The Significance of the Hut." -­‐De Botton, Alain. "The Significance of Architecture." -­‐Halprin, Anna. "Rituals of Space." -­‐Jencks, Charles, and Edwin Heathcote. The Architecture of Hope: Maggie's Cancer Caring Centres. -­‐Lang, Jon. "The Built Environment and Social Behavior: Architectural Determinism Reexamined." -­‐Unwin, Simon. "Constructing Place...on the Beach." -­‐Zumthor, Peter. "A Way of Looking at Things." Specifically identify and discuss at least two architectural examples (cite name, location, date of building or development) Relevant Lectures: -­‐Space/Place_Center/Boundary/Ritual -­‐Architectural Determinism: Fact or Fiction? -­‐Fundamental Ideas of Body and Architecture University of Southern California Arch 306 Shelter