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2009-2010 Design Studio Offerings
The third year design faculty are looking forward to working with you and anticipate an exciting, creative, productive and successful year. The table provides an overview of the faculty that will be teaching during the coming academic year. This is followed by information on each faculty member and the studios that they will be teaching. The information will be updated each quarter.
ARCH 351 Architectural Design 3.1
ARCH 341 Architectural Practice 3.1
ARCH 352 Architectural Design 3.2
ARCH 342 Architectural Practice 3.2
ARCH 353 Architectural Design 3.3
ARCH 307 Environmental Control Systems 2
The following teaching assignements are contingent on budget, student enrollement, and space availability.
| Fall: ARCH 351 | Winter: ARCH 352 | Spring: ARCH 353 |
|---|---|---|
| Thomas Fowler | Thomas Fowler | Thomas Fowler |
| John Lange | John Lange | John Lange |
| Margarida Yin | Margarida Yin | Margarida Yin |
| Curt Illingworth | Curt Illingworth | Curt Illingworth |
| Mark Cabrinha | Mark Cabrinha | Mark Cabrinha |
| Terry Hargrave | James Doerfler | James Doerfler |
| Marc Neveu | Marc Neveu | Killing |
| Dan Panetta | Dan Panetta | Dan Panetta |
Two Quarter Design Studio
For additional information, visti Two Quarter Design Studio or email: tfowler@calpoly.edu
Mark Cabrinha, AIA
Email: mcabrinh@calpoly.edu
Go to Cabrinha's Architecture Faculty web page
Go to Digital Workshop
Movable Feast Zero Waste Installation
Spring 2009
Teaching Philosophy
In my studios I emphasize the relationship between technology and culture through design integration. I take a “materials first” approach to developing digital skills to emphasize how the physical and the digital are closely bound. I emphasize digital media to encourage a simultaneous part to whole and whole to part relationship (bottom-up and top-down approaches), the rigorous attention of form through spatial and geometrical development, and the immersive experience of architecture. My emphasis on digital media is simply because you have not been exposed to it enough, and I most certainly require physical modeling and welcome other forms of messy media such as pastels, water color, collage etc. The building programs I choose link to a theoretical or cultural perspective which are introduced through a series of readings with the intention that you position yourself and your architectural interests within this cultural discourse. As an experienced architect, I believe architecture becomes much richer when you take it seriously enough to build it. Therefore, design integration through Practice and ECS is integrated into the studio to emphasize the immersive experience of architecture through the articulation of form, material, and structure through building systems and the environment the project is situated within. My knowledge and expertise in digital fabrication is brought into the studio as a means to bring technology, culture, and design integration together.
Course Activities
PLEASE NOTE in AY 2009-2010 I am offering two very unique studio approaches both of which fit within my teaching philosophy above. In Fall, I will be leading a workshop studio which will be a hands-on full scale digital fabrication interior fit-out of the F-Stop. This will be a collaborative design studio including programming, thorough design development and graphic representation, and a series of prototypes to understand the constraints of materials and tools and the crafting of assemblies before we begin final fabrication. In Winter and Spring I will be teaching a two-quarter long comprehensive studio focusing on the rigorous design development of projects developed in winter quarter
The Fabrication Workshop is proposed as an annual studio taught in Fall quarter that initiates, designs, and fabricates furniture operating at the architectural scale. The projects initiated are intended to be spatially oriented, realizable in 1-2 quarters, and developed at a high-level of craft to contribute to the design culture of the school. Pedagogically the design process shifts the studio from a collection of studio bound through the realization of a single project. As an interior oriented design studio, an intimate understanding of how material qualities, floor, wall, and ceiling surfaces, and furnishings effect programmatic use can be obtained. As a fabrication workshop, the integration of material assemblies and contemporary digital fabrication processes are introduced early in the design process to inform design possibilities including the real world constraints of materials, tools, and budget.
Brief Bio
Mark’s teaching areas include third year design and practice courses as well as digital fabrication seminar courses. He is the co-Director of the Digital Fabrication Laboratory and the Director of the 2009-2010 Hearst Lecture Series, Director of the Architecture Summer Career Workshop and is a member of the steering committee for the Association of Computer Aided Design in Architecture (ACADIA). He is currently writing his doctoral dissertation in the area of digital fabrication through Rensselaer Polytechnic Institute, and received his Master’s of Architecture from the University of Illinois in Chicago in 2001, and his Bachelor of Architecture from Cal Poly in 1995. From 1995-2002 he was a designer and project architect in Chicago with focus on learning environments and is a registered architect in Illinois. Beginning his teaching career at Cal Poly in 2002, he has since taught at RPI, Ball State, and the University of Oregon prior to returning to Cal Poly as an Assistant Professor in 2008.
Thomas Fowler, IV, AIA
Email: tfowler@calpoly.edu
Go to Fowler's Architecture Faculty web page
Go to Fowler's Cal Poly Digital Commons web page
Warm-Up
Grasshopper Book Furniture Assignment
Winter 2009
Teaching Philosophy
There are four goals for all of my studios: One – building technology activities course (practice and ecs) are integral components of the design studio content so the aspirational and technical approaches to building design are apparent in design studio projects. Two – the effective use of a range of tools (analog and digital) are an integral part of the process for developing design projects. Three – there is a balance between students developing their individual projects in addition to working in teams for case study project analysis research. Four – is the connection of the studio to Tom’s Collaborative Integrative-Interactive Digital-Design Studio (CIDS), which allows for periodic collaborations with a range of disciplines on short-term projects.
Course Activities
Typically field trips are planned to visit the project site of the quarter long project and in the first half of the studio. At least one quarter out of the year an out of state field trip is planned. Studio typically starts with a warm-up team design project followed on with weekly design charrettes, readings, discussions, reflective journals, and reviews of student work. Note: For Winter and Spring I will be teaching a two-quarter long comprehensive studio focusing on the rigorous design development of projects developed in winter quarter.
Brief Bio
Tom’s teaching areas include third year design and building technology activity courses, working with a range of independent study students, co-teaching an interdisciplinary fourth year design studio (architecture, architectural engineering and construction management) and directing his digital media facility founded in 1997, called the Collaborative Integrative-Interdisciplinary Digital-Design Studio (CIDS). He received his Masters of Architecture in Theory and Design from Cornell University in 1995 and his Bachelor of Architecture from New York Institute of Technology/Old Westbury in 1984. Thomas has over 15 years of practice experience working for architectural firms in New York City and Washington DC and over 20 years of teaching experience. Tom is a registered architect in New York State and is certified by the National Council of Architectural Registration Boards (NCARB), a member of the American Institute of Architects (AIA) and the Association for Computer Aided Design in Architecture (ACADIA).
Terry Hargrave
Email: thargrav@calpoly.edu
Go to Hargrave's Architecture Faculty web page
Martin Kippenberger.
Self-Portrait: Kippenberger mocks his artistic genius in “Untitled,” showing him clad only in oversized underpants.
Teaching Philosophy
I have no philosophy I simply do the best I can. Students seem to learn best when the project offers challenging contemporary issues relevant to society and the environment. Without absolute truths in architecture or in its teaching, I value ethics, methods, processes and obsessions. Fluxus attitudes rule; empathy with the other too.
Course Activities
About space as a product of sustained inquiry into the abstract world of cultural consciousness and natural processes; as well as into the concrete realms of space formed by substance. Starting with four short projects about criticality+tactics; site+ surround; program+empathy; spatial syntax+semiotics; then moving into the term’s major project which will be revealed to me by the time autumn leaves drop or at least turn. We will travel for enlightenment. Our site will be tangible but not local. You will read. You will write 5 short essays. You will draw/paint/scratch with physical means. You will build space as space, independent of electronic representation. But, you will decide how best to represent your ideas for the non-final final.
Brief Bio
MIT arch masters; WSU arch engineering. Practicing architect, licensed since 1968. Extensive university teaching in architectural design, theory and practice. Oft times media artist, cultural critic and muse-carpenter. Not to be confused with Martin Kippenberger shown above.
Read
Herman Hertzberger, Space and the Architect, 010 Publishers, Rotterdam, 2000 Lewis, Tsurumaki, Lewis. Situation Normal... Princeton Architectural Press, 1998
For additional information, email Prof. Terry Hargrave
Curt Illingworth
Email: cillingw@calpoly.edu
Go to Illingworth's Architecture Faculty web page
Teaching Philosophy
Course Activities
Brief Bio
Ansgar Killing
Email: akilling@calpoly.edu
Go to Killing's Architecture Faculty web page
Teaching Philosophy
Course Activities
Brief Bio
John Lange
Email: jlange@calpoly.edu
Go to Lange's Architecture Faculty web page
Teaching Philosophy
This course exists as a form of visual expression, as well as architectural model building and spatial exploration. Architecture as an art is an expression of form and structure within technological and organizational pattern dictated by both personal experience and intellectual awareness. Without inspiration and freedom, architecture lacks emotional impact for the user, but without systematic organization it becomes theatre without intellectual understanding.
Architecture is separated from art by its three dimensional quality which relies upon structure to separate it from collapsing into the earth. Structure becomes the support or backdrop for space. Space is the negative of structural interaction, the void between structure or surface. Architecture is a three dimensional art best explored in model form, all drawings whether hard line or computer sketches are two dimensional by nature; they only indicate one half of the visual object in any particular view.
Course Activities
Practice of architecture includes initial ideas sketched out or modeled into the forms of architecture. Builders construct form from a set of flat plans, but the architect is the master of conception. Generally during practice students research existing buildings for details, plans, and sections in order to reconstruct in model form existing built projects by famous architects. This analytical exercise provides information, which ties together courses in structures, codes, and building processes, as well as providing inspiration for further research in the design studio.
Brief Bio
Registered Architect, California
Education: Ph.D., University of Pennsylvania M.Arch., Stanford University B.S., University of Cincinnati
Teaching: Cal Poly State University Pratt Institute University of Pennsylvania
Marc Neveu
Email: mneveu@calpoly.edu
Go to Neveu's Architecture Faculty web page
Teaching Philosophy
Many differences exist between studio as a means of pedagogy and professional architectural practice. The criteria that exist by which the professional architect in conjunction with a client and consultants may judge, make, and otherwise determine the life of a project are simply different than criteria that may exist in an architectural studio. My own approach to teaching studio seeks to exploit such differences.Previous studios have used narrative, fiction, history, theory, and criticism to construct a framework by which we can discuss architectural issues through the making of meaningful artifacts. I do not offer a method to follow nor do I teach technique; rather I encourage and expect you as a student to begin developing your own approach to making. I ask that you state a position and develop that position within a larger architectural discourse. It is my wager that such an approach to architectural education will better prepare you to become a professional in that you will be able to ask good questions and develop those questions in a consequential way.
Course Activities
In this studio you will produce objects of wonder, radical representations, and daring dialogue. The course will be supported by film, lectures, readings of various sorts, and travels outside of San Luis Obispo.
Brief Bio
I am an American professor who went to French Canada to study an Italian architect with a Mexican advisor before moving to California to ride my bike.
Dan Panetta
Email: dpanetta@calpoly.edu
Go to Panetta's Architecture Faculty web page
Teaching Philosophy
Course Activities
Brief Bio
Margarita Yin
Email: myin@calpoly.edu
Go to Yin's Architecture Faculty web page
East West Center
Student: Caleb Chen
Arch 353, Spring 2008
Teaching Philosophy
Her design teaching philosophy is to encourage, guide and motivate students to explore their own talents, and develop their critical thinking skills. She makes students confront real clients and settings by emphasizing community design, bridging the gap between clients, the community, the profession and academia.
Her course objective presents an opportunity to bring together the student’s development of design skills with a real client. Arch 351,352 & 353 combined with Practice and ECS courses introduce sustainable architectural design issues and solutions. Design ideas and formal design languages must be employed to realize the needs of people and communities in a sustainable form that integrates into the site and location.
Course Activities
Students take a real project as a departure point for their design exploration. Students will learn about translating community needs into buildings and settings. Students utilize and expand their skills in exploring, developing and using concept development, precedent studies, architecture field trip, programming, site analysis, design responses, the use of building technology and sustainability. Students continue developing their 2D & 3D drawing/modeling/digital skills, while exploring different building space, form and materials.
Brief Bio
Margarida Yin has a B. Arch. from the University of Mackenzie, Sao Paulo, Brazil, and a M. Arch. from the University of California, Berkeley. She is a registered architect in Brazil, California and Hawaii. She has worked internationally in Taiwan, Brazil, Hong Kong, and United States with diverse projects of different scales and types. Her practice experience includes planning, design, and technical documention for a variety of building types, including single and multi-family housing, educational, industrial, commercial, recreational, hotel, retail, dining and museum projects.
She has taught at the University of California, Berkeley, at the University of Colorado, Boulder, and at California Polytechnic State University. Her teaching has included the subject areas of architectural design, community design, graphics and architectural history. Now, she is teaching mainly in 3rd Year design Studios integrated with Practice and ECS.
Margarida’s diverse cultural background has been a strong asset professionally and in teaching. She speaks, reads and writes 3 different languages, Chinese, Portuguese, and English. Most importantly, she brings the richness of a diverse cultural experience, East and West, to her teaching. This is becoming ever more important in a globalized world. She recently took a design studio to China with the partial support of a grant.