        1060 assignments
ESSAY: DUE 11:26 20% of course grade Cudda Wudda Shudda: An Essay on 'Fifth Street' The five blocks of Fifth Street, from the Biltmore to Klaus, have, over the past five years, been the beneficiary of significant investment and attention by a diverse set of organizations: Midtown Alliance, the Tech Square developers, the Department of Transportation (the new Fifth Street 'bridge'), and the campus planners and architects of Georgia Tech. Each group in its own way desires to transform Fifth Street into a real street, a significant public amenity that links the spaces of the campus and the city. The jury, however, is still out on whether they have achieved their goals. It might take a while yet. But there is sufficient evidence out there for us to make a nuanced and knowledgeable report on the kind of street that Fifth Street is in the process of becoming. Whether it is what it was meant to be, whether it is what it should be, whether it is all what it could have been, whether it could still become what it could be, is for you to argue – as a citizen, an informed participant, and as a nascent professional – in an essay that draws upon both your experience of this street as well as the ideas and constructs introduced in the set of readings on the 'Street' and on 'Public Space' and in the upcoming lectures on the City. The Street The 'Street' is a complex invention of human civilization. It is not just a conduit for traffic but rather the dynamic locus of a range of conditions: physical, formal, spatial, social, political, cultural, legal, historical, environmental, and experiential. A street is simultaneously:
Requirements For this assignment you are expected to:
CFY Writing Prize Two essays from each of the sections will be submitted to a jury. The best three essays will be awarded a prize. Readings The articles below provide different vantages on the public space of the street. Read all the articles. Take careful notes. You might want to summarize each article for yourself following the summary guidelines posted on http://cool.coa.gatech.edu/coolspace/873 We strongly recommend that you review appropriate lectures and your lecture notes as well. Make sure you read carefully. THE FIRST SET OF READINGS a quick history of the street kostoff_ the street.pdf on streets as a prior framework allen et al_ you are how you subdivide.pdf on the relationship of walking and streets solnit botanizing.pdf solnit solitary stroller.pdf the politics of transit along streets sorkin traffic.pdf on the 'facts' of the street perec the street.pdf on city fabric and large-scale projects dagenhart bldg projects vs cities.pdf THE SECOND SET OF READINGS on city streets whtye - the design of spaces.pdf whtye - the skilled pedestrian.pdf whtye - the social life of the street.pdf whyte - the physical street.pdf whyte - the sensory street.pdf on malls, and the politics of public space in america kohn-mauling of public space.pdf zukin_politics and aesthetics.pdf The Mall Goes Undercover.doc THE TERRAZZO JUNGLE.doc jackson domesticating the street.pdf Writing Resources Before you begin we strongly recommend that you read through a guide on planning and writing an essay. Very good short sections on all the steps involved in writing an essay– from how to read an assignment and come up with a topic, to developing a thesis and editing – are posted at the online guide of the Harvard Writing Center. It would be a good idea to carefully review this material. Go to http://www.fas.harvard.edu/~wricntr . Then go to 'Writing Resources'. You could also go to http://www.bartleby.com/141/ for another online resource. From Rebecca Solnit "The Solitary Stroller and the City" "On Saturday night, the city joined in the promenade on Market Street, the broad thoroughfare that begins at the waterfront and cuts its straight path of miles to Twin Peaks. The sidewalks were wide and the crowd walking toward the bay met the crowd walking toward the ocean. The outpouring of the population was spontaneous as in response to an urge for instant celebration. Every quarter of the city discharged its residents into the broad procession. Ladies and gentlemen of imposing social repute; their German and Irish servant girls, arms held fast in the arms of their sweethearts; French, Spaniards, gaunt hardworking Portugese; Mexicans, the Indians. . . everybody, anybody, left home and shop, hotel, restaurant, and beer garden to empty into Market Street in a river of color. Sailors of every nation deserted their ships at the waterfront, hurrying up Market Street in groups, joined the vibrating mass excited by the lights and stir and the gaeity of the throng. 'This is San Francisco', their faces said. It was carnival; no confetti, but the air of a criss-cross of a thousand messages; no masks, but eyes frankly charged with challenge. Down Market to Powell to Kearney, three long blocks, up Kearney to Bush, three short ones, then back again, over and over for hours, until a glance of curiousity deepened to one of interest; interest expanded into a smile, and a smile into anything. Father and I went downtown every Saturday night. We walked through avenues of light in a world hardly solid. Something was happening everywhere, every minute, something to be happy about. . . We walked and walked and still something kept happening afresh." assignment 10.28 Lectures 10.10, 10.15, 10.22 Review the 3 presentations by the three program directors. Then, for each of the three lectures separately, respond as follows: Part One: Playback 1. What are some of the most important terms, concepts, or constructs that the lecturer introduces and develops in the lecture? Briefly summarize one (or more) from each of the lectures in order to highlight its importance. Part Two: Look Up Research, then define (concisely, clearly) 3 terms, concepts, or constructs, mentioned in each of the three lectures, that you did NOT know about before the lecture. Part Three: Speculate The charge to each of the three program directors was to speak to their respective discipline, profession, and program. Summarize, for each, what you think are some of the primary disciplinary and professional issues and questions. For this question you will need to reflect upon both the lectures as well as your notes from each. assignment 10.12 LIBRARY 101. due @ preceptorial friday 10.12 go to: http://cool.coa.gatech.edu/coolx/833 assignment 09.30 Critical Listening: Learning to Ask Good Questions Lectures: 09.17; 09.19; 09.26 Review the 3 lecture presentations and your notes on each of these three lectures. Then, for each of the three lectures separately, respond as follows: Part One: Playback Summarize the lecture. (50-100 words max). Structure your summary in three-to-six sentences as follows: The template below should serve as both a scaffold and as a checklist: it tells you what to look for and how to organize what you find. The 3-point template below outlines a structure and a sequence for your summary. 1. What broad issue, general topic or debate does the author take on or contribute to in this lecture presentation or article? 2. How does the author structure or organize his/her presentation or discussion or argument (the primary mechanism or device that organizes the argument and the presentation)? 3. What are some of the important terms, concepts, and constructs that the author introduces and deploys in the lecture? Part Two: Look Up Research, then define (concisely, clearly) 3 terms, concepts, or constructs, mentioned in each of the three lectures. For each term/construct selected, answer in one of the two following ways: 1. If you had a sense of what the term/construct meant before looking it up: first list what you thought it meant, then list the number of things it may mean or refer to based on your research. 2. List what you found out in looking up/researching the term/construct, then briefly reflect upon its significance to issues raised in this or other lectures (or to society at large). In asking you to structure Part Two in this manner, we would like you to become aware of the multiple registers of meaning that a word has in different contexts (in everyday speech or in different disciplines and professions). We do not want you to treat Part Two as simply a task of looking up a word that you dont know or think you kinda sorta know (though learning to look something up is the crucial first step to learning). Rather once youve looked something up, and realized its rich and sometimes contradictory meanings, we would like you to think about its significance, to speculate upon its importance, to make connections to other things . . . . Part Three: Speculate We have not defined for you the operative words for Part Three (curriculum/pedagogy; disciplines; professions). We hope that your understanding of these complex terms will be cumulative and iterative; that you will build up a provisional understanding of these terms which you will continually clarify through discussion, research, and application. Our goal here is for you to slowly recognize what all is involved when you, for example, blithely say, "i'm an id (or bc or arch) major". To "major" in something requires that a curriculum/pedagogy, a discipline, and a profession exists and is in place. Reflect upon each lecture, then speculate upon the questions or challenges the material covered in each lecture raises for : the teaching/learning or curriculum/pedagogy the disciplines, the professions, and the systems of organization and economic production (what Brian Bowen in 09.12 referred to as "industry" or "economic sector" associated with the designed and built environment. Your task is to identify 4 questions from each lecture; each question should address one of the four terms listed above. assignment 09.16 Critical Listening: Learning to Ask Good Questions 09.16 is a slightly modified version of 09.09 (modifications in blue). Please pay careful attention to the procedures and issues discussed in your preceptorial last Friday. Lectures: 09.10; 09.12; 09.14 Review the 3 lecture presentations and your notes on each of these three lectures. Then, for each of the three lectures separately, respond as follows: Part One: Playback Summarize the lecture. (50-100 words max). Structure your summary in three-to-six sentences as follows: The template below should serve as both a scaffold and as a checklist: it tells you what to look for and how to organize what you find. The 3-point template below outlines a structure and a sequence for your summary. 1. What broad issue, general topic or debate does the author take on or contribute to in this lecture presentation or article? 2. How does the author structure or organize his/her presentation or discussion or argument (the primary mechanism or device that organizes the argument and the presentation)? 3. What are some of the important terms, concepts, and constructs that the author introduces and deploys in the article? Part Two: Look Up Research, then define (concisely, clearly) 3 terms, concepts, or constructs, mentioned in each of the three lectures. For each term/construct selected, answer in one of the two following ways: 1. If you had a sense of what the term/construct meant before looking it up: first list what you thought it meant, then list the number of things it may mean or refer to based on your research. 2. List what you found out in looking up/researching the term/construct, then briefly reflect upon its significance to issues raised in this or other lectures (or to society at large). In asking you to structure Part Two in this manner, we would like you to become aware of the multiple registers of meaning that a word has in different contexts (in everyday speech or in different disciplines and professions). We do not want you to treat Part Two as simply a task of looking up a word that you dont know or think you kinda sorta know (though learning to look something up is the crucial first step to learning). Rather once youve looked something up, and realized its rich and sometimes contradictory meanings, we would like you to think about its significance, to speculate upon its importance, to make connections to other things . . . . Part Three: Speculate We have not defined for you the operative words for Part Three (curriculum/pedagogy; disciplines; professions). We hope that your understanding of these complex terms will be cumulative and iterative; that you will build up a provisional understanding of these terms which you will continually clarify through discussion, research, and application. Our goal here is for you to slowly recognize what all is involved when you, for example, blithely say, "i'm an id (or bc or arch) major". To "major" in something requires that a curriculum/pedagogy, a discipline, and a profession exists and is in place. Reflect upon each lecture, then speculate upon the questions or challenges the material covered in each lecture raises for : the teaching/learning or curriculum/pedagogy the disciplines, the professions, and the systems of organization and economic production (what Brian Bowen in 09.12 referred to as "industry" or "economic sector" associated with the designed and built environment. Your task is to identify 4 questions from each lecture; each question should address one of the four terms listed above. assignment 09.09 Critical Listening: Learning to Ask Good Questions Lectures: 09.05, 08.31; 08.29 Review the lecture presentations and your notes on each of these three lectures. Then, for each of the three lectures separately, respond as follows: Part One: Playback Summarize the lecture. (50-100 words max). Structure your summary in three-to-six sentences as follows: (The template below should serve as both a scaffold and as a checklist: it tells you what to look for and how to organize what you find. The 3-point template below outlines a structure and a sequence for your summary. In addition it suggests a set of phrases in red that may help you keep the writing simple, clean, and straightforward.) 1. What broad issue, general topic or debate does the author take on or contribute to in this lecture presentation or article? In this article/lecture, the author takes on/focuses on. . . 2. How does the author structure or organize his/her presentation or discussion or argument (the primary mechanism or device that organizes the argument and the presentation)? She does this by reviewing/contrasting/opposing/pairing. . . 3. What are some of the important terms, concepts, and constructs that the author introduces and deploys in the article? Some of the important terms etc. are. . . (list them) Part Two: Look Up Research, then define (concisely, clearly) two terms, concepts, or constructs, mentioned in each of the three lectures. For example, the lecture on Solar Decathlon mentioned the competition entries being "off the grid": what do you think this means? Part Three: Speculate Reflect upon each lecture, then speculate upon the kinds of questions the material covered in each lecture raises for : the disciplines, the professions, and the teaching/learning associated with the designed and built environment. Your task is to identify three questions (pedagogical, disciplinary, professional) for each lecture. The questions could have general relevance to the designed and built environment at large. Or they could be specific to architecture, industrial design, construction, landscape, interiors, urban design, city and regional planning, etc. assignment 08.29 OBSERVATION DESCRIPTION SPECULATION The careful looking that you have started in COA 1011 continues in COA 1060 as well. For this assignment you are to look carefully at two installations currently on display in the college of architecture west building: the three-storey installation in the atrium and the long piece that runs along the terrace just outside the atrium. Open this pdf. It gives a quick presentation of the two installations. COA1060_Ex1.ppt Follow the procedures and format identified below. This will help you organize both your preparatory work as well as your written report. Words and phrases in bold are important. We would like you to think about them: look them up in the dictionary; discuss them with your fellow students. Both installations are complex artifacts. Each is the result of a six-month long process incorporating a give and take between:
Both raise issues and questions that cross disciplinary and professional boundaries. Even though these two installations were produced by teams of architecture students lead by the Ventullet Chair in Digital Design and Manufacturing, they could easily be the product of a design and fabrication lab in a number of disciplines: architecture, building construction, or industrial design. They are, therefore, perfect subjects for your first assignment in learning to engage the world around you. In order to help you structure your observation and organize your description and speculation, please follow the procedures outlined below: Observation
Description Prompts
Speculation Prompts
Format Follow the following format for your report:
DO NOT UPLOAD PHOTOS OR ANY GRAPHICS AS PART OF YOUR REPORT. THIS IS A TEXT-ONLY DELIVERABLE assignment 08.24 COOL X orientation This orientation assignment is designed to help familiarize yourself with the COOL X web environment. 3 Objectives:
See the step-by-step directions below. If you want more on COOL X features and formatting instructions, click on the help button in the header. Or look at the list of tips that show up under the text box in edit mode. Task 1: Create a Page
Task 2: Edit and Link a Page
Link to this Page
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