| | Description: | The first year of the core studio sequence examines interactions between architecture and environments through the design of a small-scale project. Key concerns include global climate change, ecological systems,
and sustainability. This year emphasizes experimentation in which students search for a conceptual position relative to architecture history, theory, and culture via the iterative development of form, geometry, space,
and aesthetics.
More specifically, this studio focuses on engagement with abstraction, context, and temporality in a series of design projects that include: (1) a body device, (2) a ground, and (3) a temporary structure. Exercises explore problems of translation between 2 and 3-dimension, site and climate study and design, and narrative design.
Introduction to Design Processes I is the first in the series of the five required core studios in the undergraduate architecture program.
No prerequisites. |
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| | 01 | -T-R--- | 2:00P-5:20P | Givens / LL | [TBA] | Final Critique | 75 | 2 | 0 | | |
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| | Description: | This course introduces students to the ever-expanding, extra-disciplinary array of tools, techniques, software, equipment, and media at play in architectural representation. Organized as a lab, the course presents a series of one to three-week-long, in-class exercises that focus on skill-building and encourage experimentation within a narrow framework.
Three primary areas of focus include visualization (freehand drawing, hand-mechanical projection, digital model-making, digital projection, and photography), fabrication (hand model-making, woodworking, and CNC routing), and curation (portfolio design, display, and presentation.) Representation I is the first in the series of two required representation workshops in the undergraduate architecture program.
No prerequisites. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Lindsey, Morgan | Paper/Project/TakeHome | 80 | 0 | 0 | | Desc: | This course is for first-year (non-transfer) students only. Students who are not first-year students will be unenrolled from this course. |
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| | Description: | The current generation of university students has many abilities and concerns about how to improve the lives of everyone on the planet.
This course transcends the traditional classroom framework, emphasizing project-based learning and real-world problem-solving. Students will answer core questions through lateral thinking, in which they consider the key principles of working in cycles, synthesizing many variables, doing research, and changing scales of inquiry.
Exams will be replaced by experiential learning through the construction of 2-D collages, 3-D collages, and study models, which explore questions about how to address a range of important human needs and explore questions about significant natural and urban sites. However, no technical knowledge or drawing and modeling skills are necessary.
Classroom discussion will further the exploration process by aiding students in their current stages of individual inquiry. Supplementary activities include field trips. A culminating project will enable each student to apply lateral thinking skills to their own academic and personal interests.
In this course, we celebrate the choices of studies we each pursue, and we expand our experience by gaining from each other's knowledge bases and each person's particular creativity.
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Lorberbaum | See instructor | 20 | 20 | 0 | | |
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| | Description: | The second year of the core studio sequence examines interactions between architecture and technology through the design of a medium-scale project. Key concerns include transformative emerging technology, cultural and material production, and labor practices in relation to digital tools and systems. This year emphasizes choice as students are supported in clarifying their conceptual position relative to architecture history, theory, and culture via the iterative development of form, geometry, space, and aesthetics.
More specifically, this studio focuses on engagement with materials, cladding, and interiors in a series of design projects that include: (1) modules, (2) a screen, and (3) a live/work space. Exercises explore problems of part-to-whole relationships, cladding and ornament, and public and private space. Architectural Design I is the third in the series of the five required core studios in the undergraduate architecture program.
Prerequisites: Successful completion of A46 111C or 144 and A46 112C with a grade of C- or better. |
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| | 01 | -T-R--- | 1:00P-5:20P | TBA | [TBA] | Final Critique | 65 | 61 | 0 | | |
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| | 01 | TBA | | (None) / | [TBA] | Final Critique | 0 | 0 | 0 | | |
| 02 | TBA | | (None) / | [TBA] | Final Critique | 0 | 0 | 0 | | |
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| | 01 | MTWRF-- | 1:00P-5:30P | TBA | [TBA] | Final Critique | 0 | 0 | 0 | | Desc: | This is an intersession course which meets from August 5-23, 2024. |
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| | Description: | This course looks at the intersection of the built fabric and the social fabric. Using St. Louis as the starting point, this course takes students out of the classroom and into a variety of neighborhoods -- old, new, affluent, poor -- to look at the built environment in a variety of contexts and through a variety of lenses. Almost every week for the first half of the semester, students visit a different area of the city, with each trip highlighting some theme or issue related to the built environment. These include topics such as architecture, planning, American history, investment and disinvestment, community character and values, race, transportation, immigrant communities, and future visions. Running parallel to this, students will be involved in an ongoing relationship with one particular struggling neighborhood, in which students will attend community meetings and get to know and become involved with the people of the community in a variety of ways. Students learn to look below the surface and beyond the single obvious story for multiple stories to discover complexity, contradictions and paradoxes. They also come to consider the complex ways in which architecture and the built environment can affect or be affected by a host of other disciplines. College of Architecture and College of Art sophomores, juniors, and seniors have priority. Students will add themselves to the wait list and will be administratively enrolled in the course. This course fulfills the Sam Fox Commons requirement. |
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| | 01 | ----F-- | 8:30A-11:20A | Weil / 230 | Kramer | Final Critique | 0 | 0 | 8 | | Desc: | This course meets for the first seven weeks of the semester. |
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| | Description: | The third year of the core studio sequence examines interactions between architecture and society through the design of a large-scale project. Key concerns include architectural agency, community activism, and socioeconomic justice. This year emphasizes voice as students adopt their own conceptual position relative to architecture history, theory, and culture via the iterative development of form, geometry, space, and aesthetics.
More specifically, this studio focuses on engagement with tectonic assemblies, public space, and programming in a series of design projects that include: (1) a precedent analysis, (2) a detailed study of the project's urban context, and (3) a mixed-use vertical structure. Exercises explore problems of grids and frames, urban and architectural space, and programmatic interrelationships. Architectural Design III is the
fifth in the five required core studios in the undergraduate architecture program.
Prerequisites: Successful completion of A46 111C or A46 144, 112C, 211D, and 212D with a grade of C- or better. Concurrent registration in Building Systems I is required. |
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| | 01 | M-W---- | 1:00P-5:20P | TBA | [TBA] | Final Critique | 50 | 47 | 0 | | |
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| | Description: | Whose history is significant enough to be worth preserving in physical form? Who gets to decide, and how? Does the choice to preserve buildings, landscapes and places belong to government, experts or ordinary people? How does the condition of the built environment impact community identity, structure and success? This place-based course in historic preservation pursues these questions in St. Louis' historically Black neighborhood The Ville, where deep historic significance meets a built environment conditioned by population loss, disinvestment and demolition. The course explores the practice of historic preservation as something far from neutral, but a creative, productive endeavor that mediates between community values, official policies and expert assertion. Critical readings in preservation and public history will accompany case studies, community engagement and practical understanding. This course is open to both undergraduates and graduates. |
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| | 01 | ----F-- | 1:00P-3:50P | TBA | Allen | See instructor | 15 | 11 | 0 | | Desc: | This course will meet at Sumner High School. |
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| | Description: | Open to all levels of undergraduate and graduate students from Arts & Sciences, Architecture, Art, Business, Engineering, and Social Work.
It is said that at this time in history, the entire country must commit to improving the possibilities of education. We must work to lift underserved people; we must expand the range of abilities for those caught in only one kind of training; and we must each learn to be creative thinkers, contributing our abilities to many sectors of our society.
In this course, we will expand our views about learning by experimenting with the creative process of lateral thinking. We will learn about learning by meeting with some brilliant people at the university and in the St. Louis community who are making exceptional contributions to various scholarly and professional fields, and within civic engagement. We will also learn about learning by working in teams to develop an exciting curriculum (based upon the knowledge and passion WU students bring from their academic studies and range of interests) for elementary school students from economically disadvantaged urban families.
Each week of the semester, we will learn about learning by giving 2-D and 3-D hands-on problem-solving workshops, once a week for one hour each week, for elementary school-age students. You and your WU teammate will implement the workshops you create. In this course, we celebrate the choices of studies we each pursue, and we expand our experience in learning from each other's knowledge bases and learning from each person's particular creativity in problem-solving. Course fee applies to mandatory background check and is not refundable. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Lorberbaum | Final Critique | 20 | 20 | 11 | | |
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| | 01 | M-W-F-- | 1:00P-5:20P | TBA | [TBA] | Final Critique | 0 | 0 | 0 | | |
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| | Description: | This course examines the history/theory and practice of representation, specifically the systems of drawing used in architecture. The objective is to develop the requisite discipline, accuracy, and visual intelligence to conceptualize and generate a relationship between space and form. The course focuses on two concurrent tasks: first to outline and analyze the historical development of representational logics and their impact on architectural ideation, and second to explain the codification and usage of specific geometries, including orthographic and isometric projection, central and parallel perspective, and architectural axonometric. We will see that, rather than a translation of reality, representation operates between perception and cognition as a transcription of reality and is thus a powerful instrument in the design and making of architecture. The relationship between the drawing forms and the tools used to produce them are brought into focus as manual, digital, photographic and physical applications driven by drawing intentions. The course is organized as a lecture/lab with emphasis on practice of manual and photographic applications. This course is only open to graduate students enrolled in the 317A studio.
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| | 01 | ----F--
M------ | 8:30A-11:20A
8:30A-11:20A | TBA
TBA | [TBA] | See instructor | 0 | 0 | 0 | | |
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| | 01 | -T-R--- | 5:30P-8:20P | Walker Hall / 204 | Branham | Final Critique | 7 | 7 | 14 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | [TBA] | Final Critique | 100 | 70 | 0 | | |
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| | Description: | From 1869 to 1966 in downtown St. Louis, a small but thriving Chinese immigrant community existed in the area that is now occupied by the Spire Headquarters. St. Louis's Chinatown was home to laundromats, grocery stores, restaurants, shops, and residences until it was razed for urban renewal as part of the Busch Memorial Stadium project in 1966. After the last residents were forced out, the site remained a surface parking lot for decades. Today, St. Louis's Chinatown (or Hop Alley, as it was often referred to) only resides in historical fragments and memories. Working in collaboration with the Chinese American Collecting Initiative at the Missouri Historical Society, students will develop drawings and models that reveal the suppressed history of this site that formed the backdrop of everyday life for Chinese Americans in St. Louis. Focusing on the daily rituals, events, and activities sourced from photos and personal stories, students will develop projective representations of the interior lifeworld of St. Louis's Chinatown. Using techniques adapted from graphic novels, architectural drawing, Chinese landscape painting, and 19th-century panoramic maps, students will investigate how we can use the disciplinary tools of architecture to reveal hidden histories and construct new narratives. |
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| | 01 | --W---- | 8:30A-11:20A | Weil / 230 | Murphy | Final Critique | 7 | 7 | 7 | | | |
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| | 01 | TBA | | (None) / | Mhatre | Final Critique | 17 | 0 | 0 | | |
| 02 | TBA | | (None) / | Schump | Final Critique | 17 | 0 | 0 | | |
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| | 01 | --W---- | 8:30A-11:20A | Weil / 230 | Mhatre | Final Critique | 7 | 7 | 6 | | | |
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| | Description: | The Early Renaissance - also known as the quattrocento - usually denotes the period from circa 1400 to circa 1500. In those 100 years, Italy, particularly Florence, witnessed an extraordinary coming together of artistic talent, a passionate interest in the art and culture of Greek and Roman antiquity, a fierce sense of civic pride and an optimistic belief in the classical concept of "Man as the measure of all things". This course examines the principal artists who contributed to this cultural revolution. In order to take full advantage of the special experience of studying the renaissance in the very city of its birth, the stress is mainly, although not exclusively, on Florentine artists who include sculptors such as Donatello, Verrocchio, and Michelangelo, painters such as Giotto, Masaccio, Uccello, Botticelli, Leonardo, and Raphael; architects such as Brunelleschi and Alberti up to Sangalo. |
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| | 01 | ---R--- | 1:00P-3:50P | (None) / | Giraldi-Haller | Final Critique | 0 | 0 | 0 | | |
| 02 | -T----- | 9:00A-11:50A | (None) / | Giraldi-Haller | Final Critique | 0 | 0 | 0 | | |
| 03 | TBA | | (None) / | Giraldi-Haller | Final Critique | 0 | 0 | 0 | | |
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| | Description: | Set against the backdrop of the heavy stone walls of the Renaissance city, the Florentine piazza serves as a hub of rotating events and informal activity centered around the exchange of goods and culture. Concerts, football matches, temporary exhibitions, and markets upon markets fill the public space, contrasting old and new, temporary and permanent. This seminar is intended to get students out of the studio and into the city to observe and engage with these lively spaces through a series of field studies. Students in the course will explore the city and document their observations through various media and techniques, including drawing, printmaking, scanning, and model-making. Using techniques adapted from graphic novels, painting, and traditional and contemporary architectural drawing, the final project will take the form of a field guide that frames Florence as a living system, focusing on themes of mobility, permanence, exchange, and daily life. |
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| | 01 | TBA | | (None) / | Murphy | Final Critique | 17 | 0 | 0 | | | |
| 02 | TBA | | (None) / | Hatheway | Final Critique | 17 | 0 | 0 | | | |
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| | 01 | MTWRF-- | 1:00P-5:30P | TBA | [TBA] | Final Critique | 0 | 0 | 0 | | Desc: | This intersession course meets from August 5-23, 2024. |
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| | Description: | The Sustainability Exchange engages interdisciplinary teams of students to tackle real-world energy, environmental, and sustainability problems through an experiential form of education. Students participate in projects with on- or off-campus clients, guided by faculty advisors from across the University. Teams deliver to their clients an end-product that explores "wicked" problems requiring innovative methods and solutions. Past projects have included conducting greenhouse gas inventories for a community organization; developing a tool to screen University investments for sustainability parameters; developing a sustainability plan for a local nonprofit; addressing water savings initiatives for local breweries; and assessing the vulnerability of city sanitation systems. New projects and clients are introduced every semester. Team-based projects are complemented by seminars that explore communications, project management, data visualization, problem-solving strategies, and the environmental, social, and economic context of Saint Louis. The course is designed primarily for undergraduates, with preference given to seniors. Registration for this course is direct to the waitlist, and students are selected by application. The application can be found here . The deadline for the application is April 24th. |
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| | 01 | -T-R--- | 2:30P-3:50P | January Hall / 110 | Williams, Krummenacher, Solberg, Knipp, VanRiper, Bumpers | No final | 0 | 0 | 23 | | |
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| | 01 | M-W---- | 1:00P-5:20P | TBA | [TBA] | Final Critique | 25 | 21 | 0 | | |
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| | 01 | TBA | | (None) / | [TBA] | Final Critique | 0 | 0 | 0 | | |
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| | Description: | This course will provide an overview of historical and contemporary design issues including, but not limited to, graphic design, communication design, industrial design, furniture design, film, animation, etc. Lectures, films and readings will deepen the knowledge students have of how different design practices complement and enrich architecture, and broaden their understanding of how history, philosophy and technology have shaped different design movements. Only MArch students enrolled in the 419 studio may enroll in this course. |
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| | 01 | --W---- | 8:30A-11:20A | Givens / 113 | [TBA] | Final Critique | 60 | 10 | 0 | | Desc: | This course meets for the first eight weeks of the semester. |
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| 02 | --W---- | 8:30A-11:20A | Givens / 115 | [TBA] | Final Critique | 60 | 0 | 0 | | Desc: | This course meets for the first eight weeks of the semester. |
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| | 01 | M--R--- | 1:00P-5:20P | TBA | [TBA] | Final Critique | 60 | 11 | 0 | | |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | [TBA] | Final Critique | 100 | 70 | 0 | | |
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| | Description: | The path one takes when 'following the materials' is not a linear one. Rather, one encounters complex and anachronistic layers, incorporating references that point beyond canonical boundaries. This course is the second installment of the "media and materiality" seminar. In addition to mapping the genealogy of the formation of materiality as a concept, this course brings up notions of matters and materials, dematerialization, immateriality, intermateriality, transmateriality, and material in-formation in contemporary media studies. We will continue our investigations of way that "media mediate material relations" and explores possibilities for the media to be understood as varied environments.
The course format consists mainly of small lecture sessions and active reading discussions which are moderated by the faculty but led by the students. In addition, there is a semester long and hand on "materiality in-formation" project. Through this project, we will utilize visualization and 3D projection mapping to bring focus on the moments when "materials leave behind the confines of their conventional roles and become willful actors" to engage the audience with layers of critical fabulation about potential futures of eroded pasts, roads not taken, and stories untold. |
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| | 01 | ---R--- | 8:30A-11:20A | Givens / 118 | Safaverdi | Final Critique | 7 | 4 | 0 | | |
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| | 01 | M------ | 8:30A-11:20A | Givens / 113 | Abendroth | Final Critique | 7 | 5 | 0 | | |
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| | Description: | Environmental Systems I is the foundation course in the architectural technology sequence. This course addresses the relationship between buildings and an expanded idea of context, including ideas of environment, landform, energy, material and space. The class places an emphasis on each student developing his or her own attitude toward architectural sustainability, its role within the design process, and its relationship to architectural form.
The class is organized around the themes of climate, site and energy. The theme of climate addresses macro- and micro-climates, and the roles they have in developing architectural form through 'passive' strategies. The theme of site expands the idea of the architectural project to examine landform, position, access and region. The theme of energy looks at architecture as both embodied energy and a consumer of energy, to understand how the architect helps to control and direct these flows at macro and micro levels.
Two goals for the class are to provide students with ways of thinking about and of working with issues of sustainability which can inform their design practice, and to equip them with the basic knowledge needed to continue within the technology sequence. The course is open to graduate students and undergraduates at the junior and senior level.
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| | 01 | -T-R--- | 8:30A-9:50A | Givens / 116 | Yin | See instructor | 75 | 11 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | Building Systems will examine the performance and properties of building materials, both traditional and new, through an analysis of assemblies and related systems. Investigations of wood, masonry, steel and concrete and the integration of relevant building systems will provide the fundamental structure for the course. All systems will be investigated relative to their architectural purpose, impact on the environment, relationship to culture/context, technical principles and will also consider manufacturing, construction, our profession and the society in which we practice.
Moreover, the course will also examine the performance characteristics of contemporary enclosure technology and explore the impact these technologies are having on design thinking.
Although we will focus primarily on the aforementioned topics, we will also identify and consider the impact of other parameters on design and performance such as: building codes, role of the profession, health and life safety, systems integration, sustainability and industry standards.
The course strives to provide students with a sound familiarity and understanding of traditional building systems in wood, steel and concrete; as well as the skills necessary to represent these systems. The course also seeks to expose students to the material and poetic potential of these technologies related to the making of architectural environments.
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| | 01 | ----F--
M------ | 8:00A-9:50A
8:30A-9:50A | TBA
TBA | Moyano Fernandez | See instructor | 100 | 62 | 0 | | |
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| | Description: | Given that free market interests and extraction dominate contemporary urbanization, this class will explore socio-spatial configurations towards commoning that are surfacing within today's urban reality. With this in mind, you are invited to explore opportunities towards a common ground via the creation of a game. The debate on urban commons and commoning has grown exponentially in the twenty-first century. We are confronted with a significant amount of literature on commons, commoning, and the common, while the contemporary urban world is dominated by socio-economic disparities, privatization, inadequate resource distribution, and excessive resource extraction. As these forces and challenges unfold, the urge of urban inhabitants to collectively come together is on the rise. We generally see commoning as a base for collaboration and solidarity. Commoning, however, is a complex process as it relates to sharing knowledge and resources, and with regard to conflict and power struggles. Commoning in this context is an act of collective self-regulation and of self-awareness, as the sharing of resources, knowledge, and power create constantly changing rules for commoning and Commoners alike. As the philosopher Jacques Rancière reminds us, flourishing processes of commoning need both narrators and translators. Together, they enable commoning; they help facilitate the connection between people to enable new spatial configurations and stories to unfold. This course organized through two main principal agendas that are intertwined with one another -(re)search analysis and the development of a game revolving around the idea of commoning. The final product of this course will conclude with a play/presentation of the game you develop. |
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| | 01 | --W---- | 8:30A-11:20A | Weil / 330 | Kempf | Final Critique | 7 | 7 | 3 | | |
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| | 01 | ----F-- | 1:00P-4:50P | Weil / 230 | Betts | Final Critique | 7 | 7 | 3 | | Desc: | This course begins on August 5 and ends on October 28, 2024. |
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| | Description: | Open to all levels of undergraduate and graduate students from Arts & Sciences, Architecture, Business, Engineering, and Social Work.
A primary goal of this class is to have elementary school students explore sustainable ways of living during the 21st Century. To this end, we will offer students curriculum ideas emphasizing sustainability, environmental health, personal responsibility, leadership, and a high-quality academic program. We will highlight the environmental sciences, energy alternatives and conservation, recycling, organic gardening, the food sciences, and the emerging "green" economy.
This course invites undergraduate and graduate students from different fields of study to apply their discipline to designing and teaching hands-on problem-solving projects for elementary students. We will help elementary students improve their math, science, writing, and hands-on skills while using sustainable living principles. With advising from elementary school administrators, you will work closely with your WU faculty to develop a creative contribution to address the range of emotional and intellectual needs of elementary school students. WU students enrolled in this course will work on-site at the elementary school during the scheduled weekly meeting times. Course fee applies to mandatory background check and is not refundable. |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Lorberbaum | Final Critique | 20 | 20 | 8 | | |
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