Florida Atlantic University/School of Architecture
Architectural Design 7 (ARC 4326)
Course credits: 4
Semester: Spring 2013
Prerequisites: ARC 3321.; ARC 3710; ARC 3463
Instructor: Philippe d'Anjou
Office hours
tuesday/thursday 10:00am to 12:00pm, HEC 712
Tel: 954-762-5065; Email: pdanjou@fau.edu
Course description
Applied principles of programming are explored in developing a design process by combining
existing buildings with new development in the making of space and form. These issues are
investigated collaboratively and individually in a project with a specific, predominant use within a
clearly defined architectural context, and in connection to open urban, public space(s).
Objectives
Primary Objectives
1: Ability to use appropriate representational media, such as traditional graphic and digital
technology skills, to convey essential formal elements at each stage of the programming and
design process.
2: Ability to gather, assess, record, apply, and comparatively evaluate relevant information within
architectural coursework and design processes.
3: Ability to prepare a comprehensive program for an architectural project, such as preparing an
assessment of client and user needs, an inventory of space and equipment requirements, an
analysis of site conditions (including existing buildings), a review of the relevant laws and
standards and assessment of their implications for the project, and a definition of site selection and
design assessment criteria.
4: Ability to design sites, facilities, and systems to provide independent and integrated use by
individuals with physical (including mobility), sensory, and cognitive disabilities.
5: Ability to apply the basic principles of life-safety systems with an emphasis on egress.
6: Understanding of the architect’s responsibility to work in the public interest, to respect historic
resources, and to improve the quality of life for local and global neighbors
Secondary Objectives
1: Ability to raise clear and precise questions, use abstract ideas to interpret information, consider
diverse points of view, reach well reasoned conclusions, and test alternative outcomes against
relevant criteria and standards.
2: Understanding of the fundamentals of both natural and formal ordering systems and the capacity
of each to inform two- and three-dimensional design.
3: Understanding of the diverse needs, values, behavioral norms, physical abilities, and social and
spatial patterns that characterize different cultures and individuals and the implication of this
diversity on the societal roles and responsibilities of architects.
4: Understanding of the basic principles utilized in the appropriate selection of construction
materials, products, components, and assemblies, based on their inherent characteristics and
performance, including their environmental impact and reuse.
5: Ability to work in collaboration with others and in multidisciplinary teams to successfully
complete design projects.
Student Performance Criteria
Primary: A3; A5; B1; B2; B5; C9
Secondary: A2; A8; A10; B12; C1
Descriptions of the SPC’s related to this course are provided at the end of this syllabus. Please
refer to the most recent NAAB conditions for accreditation at www.NAAB.org for descriptions of
all NAAB criteria. This list may also be accessed in the School of Architecture Student
Handbook, available on the school’s website.
REQUIRED MEDIA AND FORMATTING
All students’ work must be submitted in two formats, digital and printed, (81/2 x 11). All work
submitted should bear the name of the individual student and team members that contributed
to the graphics and research. The analysis
and synthesis of the materials should be made by each individual student. In addition, each
student will submit a final document within two weeks of the final presentation that will include a
critical analysis and synthesis of the content of the project.
REQUIRED TEXTS
Architectural Graphic Standards, Student Edition, 9th Edition, Wiley.
The Architect’s Studio Companion, 3rd Edition, Wiley
PARTICIPATION
Students are expected to bring all pertinent research notes and assignments to class for
discussion and review. Students are responsible for completing all assigned readings prior to
class and are expected to participate in related discussions. Participation will count towards
your final grade.
ATTENDANCE
Students shall conduct themselves in a diligent and scholarly manner. Students are
expected to arrive to class on time, prepared, and having completed all
assignments. Students having more than three
unexcused absences, medical or otherwise) will drop one full letter grade for the course.
Students having more than five unexcused absences, (medical or otherwise), from class will
drop two full letter grades for the course. Students absent from a required class presentation
or review will receive without exception a fail grade for that presentation or review. For all
medical absences, the student is required to e-mail the professor in advance of his/her
absence and provide a written excuse signed by a licensed physician upon return.
Students appearing more than 20 minutes late for class, using electronic communication
devices during class, or otherwise not participating in class, will be considered ABSENT at the
discretion of the instructor.
Absence or tardiness does not absolve the student from assignments distributed or
collected during the time of absence. Assignments will not be disbursed outside of class time.
An excused absence does not absolve the student from homework,
assignments, or work progress due on the day of absence and the work
due the following class. It is the student’s sole responsibility to acquire
the information on material covered and assignments given.
Please schedule your personal obligations around your class time. We have class the evening
before Thanksgiving break. Plan to attend. Excused absences are only those absences that
can be justified with an original note written by a licensed medical doctor on your behalf or in
the case of a family emergency. The note must bare the letterhead of the physician.
Exercises
The students are to develop a series of final project proposals. Each project proposal is carried out
according to the fulfillment of the NAAB SPCs. The projects are carried out individually and in
team, and involve class discussions. Each of the projects is a final project and counts as such.
For each project the students carry out design simultaneously through models, drawings, sketches,
CAD, etc. Models and graphic material (sketches, perspectives, plans, sections, elevations, etc.)
are integral to all presentations. For each project the students will provide an individual portfolio
(digital and hard copy) that will include both model images and graphic material.
Grading
The evaluation for each project proposal is based on 3 aspects:
Design Development
Project Proposal
Presentation
The final grade comprises all individual projects and the active participation in studio.
Projects (including portfolios): 80%
Project 1: 10%; Project 2: 10%; Project 3: 10%; Project 4: 15%; Project 5: 35%
Active participation: 20%
Each project final grade is composed of the instructor's (50%) and of the jury's (50%).
Grading description:
A: This is a project with a strong concept, well developed, thoroughly coordinated, completely
presented. The project will go beyond the basic functional aspects of the program and evoke a
spirit that inspires the beholder
B: This is a project, which responds to more than the basic program aspects, is complete, well
coordinated and well presented. This project falls short of an "A" by being less spirited, original,
or creative in meeting all aspects of good design.
C: This is a project that solves the basic problem, is complete, and relatively well coordinated
and presented. Generally this problem does not challenge or push a design idea in any spirited
or creative way.
D: This project solves most but not all of the basic requirements of the problem, is not fully
coordinated, and lacks clarity in the presentation. This project solution does not define,
interpret, or appear spirited in its intentions.
F: This is a project, which is incomplete in most aspects of the project in terms of design and
presentation.
Schedule
Week
1a
1b
2a
2b
3a
3b
4a
Activity
introduction; charette, start
charette due; exercise 1, ste model, start
exercise 1 due; exercise 2, context analysis, start
exercise 2 research
exercise 2 due; exercise 3, precedents study 1, start
exercise 3 research
exercise 3 due; exercise 4, programming, start
4b
5a
5b
6a
6b
7a
7b
8a
8b
9a
9b
10a
10b
11a
11b
12a
12b
13a
13b
14a
14b
15a
15b
16a
16b
exercise 4 due; exercise 5, precedents study 2, start
exercise 5 due; exercise 6, sustainability goals, start
exercise 6 due; exercise 7, site selection, start
exercise 7 due; project 1, start
desk crits
desk crits
project 1 due, jury
portfolio project 1 due; project 2, start
desk crits
desk crits
project 2 due, jury
portfolio project 2 due, project 3, start
desk crits
desk crits
project 3 due, jury
portfolio project 3 due, project 4, start
desk crits
desk crits
project 4 due, jury
portfolio project 4 due, project 5, start
desk crits
desk crits
project 5 due, jury, TBA
portfolio project 5 due, TBA
final semester document due
Note: the instructor may modify the schedule and its content according to the
semester circumstances.
Disability policy statement
In compliance with the Americans with Disabilities Act (ADA), students who, due to a disability,
require special accommodation to properly execute course work must register with the Office for
Students with Disabilities (OSD) -- in Boca Raton, SU 133 (561-297-3880); in Davie, LA 240
(954-236-1222); in Jupiter, SR 110 (561-799-8010) -- and follow all OSD procedures. More
information, including office locations and contact information, is available at the OSD website:
http://www.osd.fau.edu/
Code of Academic Integrity policy statement
Students at Florida Atlantic University are expected to maintain the highest ethical standards.
Academic dishonesty is considered a serious breach of these ethical standards, because it
interferes with the University mission to provide a high quality education in which no student
enjoys an unfair advantage over any other. Academic dishonesty is also destructive of the
University community, which is grounded in a system of mutual trust and places high value on
personal integrity and individual responsibility. Harsh penalties are associated with academic
dishonesty. For more information, see the Code of Academic Integrity in the University
Regulations: http://www.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf