Fall Semester, X-Rays, MRI s and Jellyfish: Drawing as Surface and Transparency

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1 Ozayr Saloojee (office 253B, 09:00-12:00 MW School of Architecture ARCH 3250 Fall Semester, X-Rays, MRI s and Jellyfish: Drawing as Surface and Transparency There exists a very strong, but one-sided and thus untrustworthy, idea that in order to understand a foreign culture, one must enter into it, forgetting one s own, and view the world through the eyes of this foreign culture Of course, the possibility of seeing world through its eyes is a necessary part of the process of understanding it; but if this were the only aspect of this understanding, it would merely be duplication and would not entail anything new or enriching In order to understand, it is immensely important for the person who understands to be located outside of the object of his or her creative understanding Our real exterior can be seen and understood only by other people, because they are located outside us in space and because they are others. M. M. Bakhtin This BDA workshop will focus on drawing as a process of simultaneity, of depicting both the inside and outside of a space through a single drawing. Mikhael Bakhtin s quote emphasizes the importance of placing oneself outside of a thing in order to understand its exterior qualities, in addition to be being within something that it is important to know something from in and out in order to construct a comprehensive sense of its qualities. This workshop will ask students to ultimately produce a single drawing that merges, overlaps and blurs the interior and exterior fields of an architectural project. Akin to the way in which Daniel Castor drew Berlage s Exchange in Amsterdam, this workshop will focus on how drawing can act as a process of thinking, investigation and speculation. Using a series of buildings throughout architectural history, students will produce a set of drawings over the course of the workshop that explore both the conventions of architectural drawing as well as drawing s more speculative and interpretive possibility. Students will select and research a building of their choosing as their subject for the workshop. There will be a series of mini-workshops within the course that introduce and re-familiarize students with basic ideas of one and two point perspective and techniques in rendering and drafting. 1

2 Ozayr Saloojee (office 253B, 09:00-12:00 MW School of Architecture ARCH 3250 Fall Semester, X-Rays, MRI s and Jellyfish: Drawing as Surface and Transparency Schedule: Week 01 Wed/09.09: BDA introduction issue of syllabus begin research purchase supplies Week 02 Mon/09.14: Workshop refresher on perspective (Professor Ibarra-Sevilla) Drafting and drawing techniques, building selection approval. Wed/09.16: Student presentations of selected buildings (pin-up with images), site visit to the Weisman Art Museum and the Northwest Architectural Archives Week 03 Mon/09.21: Desk reviews Wed/09.23: Desk reviews Week 04 Mon/09.28: Reviews of plan, section and elevation drawings + descriptive text and building rationale due (Graded) Wed/09.30: Desk reviews Week 05 Mon/10.05: Desk reviews Wed/10.07: Process Reviews (Graded) Week 06 Mon/10.12: Desk reviews + pin-ups (Guest Instructor), begin final drawing set Wed/10.14: Desk reviews + pin-ups (Guest Instructor) Week 07 Mon/10.19: Desk reviews Wed/10.21: Final Reviews, Location TBD 2

3 Ozayr Saloojee (office 253B, 09:00-12:00 MW School of Architecture ARCH 3250 Fall Semester, X-Rays, MRI s and Jellyfish: Drawing as Surface and Transparency Workshop Rules 1. Buildings must be selected from the Medieval, Renaissance, Baroque, Rococo or Ottoman periods, and they must be well documented as a condition of their selection. Buildings must be formally and spatially complex no simple, or small projects. Other selections must be approved by the instructor 2. No erasing is permitted. Requirements Review #1: Monday, September 28, Carefully drafted plans, sections and elevations (these will be required for the construction of your perspective(s)) later in the workshop. All drawings will be in pencil on a good quality paper. Scale will be commensurate with the size of your selected building and in consultation with your instructor. We will use 22 x30 paper for all drawings in the workshop. 2. Descriptive text and building rationale. Please write ( words) a text describing your building, its location, architect and time period, as well as a rationale for your selection. While conducting your building research, please maintain a good collection of images and bibliographic sources. These will be required for the compilation of a research board, which will be part of the requirements for the final review in October. Review #2: Wednesday, October 7 th, Developing Perspective drawing (22x30) 2. Process drawings are permitted (trace-paper, sized to 22x30) Review #3: Wednesday, October 21 st, Plans, Sections and Elevations from Review #1 2. Final transparent/jellyfish drawing the perspective of your building that merges inside and outside 3. Process drawings 4. Research board (An indesign file will be provided in advance for the layout of your research board as a reference) 5. Final reflective text, describing your perspective drawing (500 words). Supplies 1. Drawing and drafting pencils (with a wide selection of leads graphite and color), erasers, sharpeners, ruler, set-squares 2. Good quality 22x30 inch paper, at least 2 ply (Strathmore is recommended) 3. A pad or tracing paper (at least 22x30 inches) 3

4 Ozayr Saloojee (office 253B, 09:00-12:00 MW School of Architecture ARCH 3250 Fall Semester, X-Rays, MRI s and Jellyfish: Drawing as Surface and Transparency Learning Objectives 1. To learn drawing techniques in drafting conventions 2. To draw plans, sections and elevations with clarity, craft and purpose 3. To use and transform drawing conventions as a way to investigate the interior and exterior formal and spatial relationships of a selected building 4. To use the act of drawing as a documentary as well as revelatory or investigative process of working 5. To convey articulately, through drawing, verbal presentation and written submissions, a creative and critical position about a selected building. Grading and Evaluation 1. Plans, Sections and Elevations: 25% 2. Jellyfish Drawing: 50% 3. Descriptive text and Rationale: 10% (5 percent each) 4. Research board 15% 100% A , A B , B 83-86, B C , C 73-76, C D , D F Below 60 A outstanding achievement relative to the level necessary to meet course requirements + learning objectives B significant achievement above the level necessary to meet course requirements + learning objective C - achievement that meets course requirements and learning objectives in every respect. D - achievement that is worthy of credit even though it fails to meet fully the course requirements + objectives F - represents failure (or no credit) and signifies that the work was either (1) completed but at a level of achievement that is not worthy of credit or (2) was not completed and there was no agreement between the instructor and the student that the student would be awarded an I(see below) I - (Incomplete) Assigned at the discretion of the instructor when, due to extraordinary circumstances, e.g., hospitalization, a student is prevented from completing the work of the course on time. Requires a written agreement between instructor and student. 4

5 Ozayr Saloojee (office 253B, 09:00-12:00 MW School of Architecture ARCH 3250 Fall Semester, X-Rays, MRI s and Jellyfish: Drawing as Surface and Transparency Statements Late Work Late work will be accepted only at the discretion of the instructor and is subject to 1/3 grade deduction for every 24hours past the deadline. Incomplete Work Incomplete work will not be accepted without instructor s prior approval and written agreement as to revised due dates and grading policy. The grade of incomplete can only be given if the work is substantially complete and the Student has documentation of illness or extreme circumstances. Subject to Change With the exception of the grade and attendance policies, parts of this syllabus are subject to change with advance notice, as deemed appropriate by the instructor. Students with Disabilities This syllabus can be made available in alternative formats upon request. Contact the School of Architecture at Students with Disabilities that affect their ability to participate fully in class or meet all course requirements are encouraged to bring this to the attention of the instructor so that appropriate accommodations can be arranged. Further information is available from Disability Services (230 McNamara). Policies can be accessed online at Please inform your instructor of any specialized needs you may have at the beginning of the semester or as soon as a (potential) challenge is identified. Scholastic Conduct All students are responsible for conduct in conformance with the University of Minnesota Student Conduct Code which, among other provisions, broadly defines scholastic misconduct as any act that violates the rights of another student in academic work or that involves misrepresentation of your own work. Scholastic Dishonesty Scholastic dishonesty is defined as: as any act that violates the right of another student in academic work or that involves misrepresentation of your own work. Scholastic dishonesty includes, (but is not necessarily limited to): cheating on assignments or examinations; plagiarizing -- which means misrepresenting as your own work any part of work done by another; submitting the same paper, or substantially similar papers, to meet the requirements of more than one course without the approval and consent of all instructors concerned; depriving another student of necessary course materials; or interfering with another student s work. Scholastic dishonesty may be addressed by assigning a failing grade. If you are aware of a problem, please bring it to the attention of your instructor. 5

6 4 TEACHING: ARCH 3250: Undergraduate BDA Workshop School of Architecture University of Minnesota Student Work X-Rays, MRIs and Jellyfish: Drawing as Surface and Transparency Fall 2009 Iman Mitchell: San giorgio Maggiore - Final Transparent Perspective

7 4 TEACHING: ARCH 3250: Undergraduate BDA Workshop School of Architecture University of Minnesota Student Work X-Rays, MRIs and Jellyfish: Drawing as Surface and Transparency Fall 2009 Kyle Tornow: church of the Holy Cross of Asiasmati - Final Transparent Perspective

8 4 TEACHING: ARCH 3250: Undergraduate BDA Workshop School of Architecture University of Minnesota Student Work X-Rays, MRIs and Jellyfish: Drawing as Surface and Transparency Fall 2009 Katie LaCourt Byodoin Phoenix Hall - Final Transparent Perspective

9 4 TEACHING: ARCH 3250: Undergraduate BDA Workshop School of Architecture University of Minnesota Student Work X-Rays, MRIs and Jellyfish: Drawing as Surface and Transparency Fall 2009 Mark Bailey: Chiswich House - Final Transparent Perspective

10 4 TEACHING: ARCH 3250: Undergraduate BDA Workshop School of Architecture University of Minnesota Student Work X-Rays, MRIs and Jellyfish: Drawing as Surface and Transparency Fall 2009 Molly Swailes Sokollu Mehmet Pasa Mosque - Final Transparent Perspective

11 4 TEACHING: ARCH 3250: Undergraduate BDA Workshop School of Architecture University of Minnesota Student Work X-Rays, MRIs and Jellyfish: Drawing as Surface and Transparency Fall 2009 Mandy Chial: Milwaukee Art Museum - Final transparent Perspective

12 Ozayr Saloojee (office 253B, 09:00-12:00 MW School of Architecture ARCH 3250 Fall Semester, X-Rays, MRI s and Jellyfish: Drawing as Surface and Transparency Intellectual Property The School of Architecture has the right to retain any student project whether it be for display, accreditation, archive, documentation or any other educational or legal purpose. In addition, the College reserves the right to reproduce and publish images of any such student work in collegiate publications, printed or electronic, for the purposes of research, scholarship, teaching, publicity and outreach, giving publication credit to the creator/student. Academic Policies Academic policies for this course (including but not limited to: accommodations for students with disabilities, statements on classroom conduct, and statements regarding sexual harassment, and academic integrity) can be can be found in the University s website at usen/usenpol.html. Classroom misconduct, violation of academic integrity, sexual harassment and issues concerning students with disabilities should be reported to the Director of CDes Student Services and to the Department Head. Writing Assistance Students who require assistance with writing may contact the Student Writing Center for help with papers. The Writing Center does not provide proofreading services. They may be contacted at 306B Lind Hall, Attendance More than 2 unexcused absences from the workshop may constitute grounds for a failing grade in the class. 6