ARCH : ARCHITECTURAL HISTORY I DEPARTMENT OF ARCHITECTURE COLLEGE OF ARCHITECTURE AND PLANNING, UNIVERSITY OF COLORADO DENVER COURSE SYLLABUS

Transcription

1 ARCH : ARCHITECTURAL HISTORY I DEPARTMENT OF ARCHITECTURE COLLEGE OF ARCHITECTURE AND PLANNING, UNIVERSITY OF COLORADO DENVER COURSE SYLLABUS Instructor: Hans R. Morgenthaler, PhD Term: Fall 2017 Office: 320T Class Meeting Days: MoWe Phone: Class Meeting Hours: 03:30-04:45 PM hans.morgenthaler@ucdenver.edu Class Location: Plaza M204 Office Hours: Tu 11:00 AM 12:00 PM & Th 11:00 AM 12:00 PM Or by appointment COURSE OVERVIEW I. Welcome This is the 1 st of a 2-semester survey class on the history of world architecture. This semester covers architecture from its beginning on the earth in prehistoric times to the Renaissance in the 15 th century. In this class you will learn how architectural historians look on architecture. We see buildings as speaking to us in a language that expresses and communicates the cultural beliefs of the people who constructed them. You will learn to write the stories that explain how this happened. Architects should know how the people who came before us designed and constructed their houses. Studying historical architecture can help us design better buildings that solve present-day social and ethical problems. That s what successful architects do. Becoming familiar with historical analysis will instruct us to think critically. History is an open-ended discipline because we can no longer participate in historical events. Therefore, we must strive to experience historical events by trying to bring history to life before our own eyes, rather than just memorize it. We will look at building from many different angles: social, cultural, stylistic, economic, technological, and historical. II. University Course Catalog Description This first course in the architectural history sequence surveys architecture, landscape architecture, and urban design from 3000 BCE to 1500 CE. The course helps students understand the various cultural, technological, philosophical, and aesthetic ideas that helped shape monuments and environments through history. Monuments and settlements on all continents and in all of the major world cultures are discussed. III. Course Overview This class offers a visual and written survey of the built environment as it evolved from prehistory to the Renaissance. Its main goal is to introduce participants to the content and methods of architectural history. With a focus on knowledge and analysis, the class will familiarize students with this discipline that complements the emphasis on design and intuition in the studio courses with an emphasis on critical analysis. Students will learn how historical designs can be

2 studied, and interpreted. Ideally, this will teach students the tools necessary to approach their environment critically. Through this they will be provided with an understanding of how buildings communicate their meaning. Architectural history is the story of the built environment, the people who created this, and what it means. This is studied through critical thinking, a philosophical approach to our complex world that allows us to make sense of ambiguous and contradictory conclusions we sometimes have to decipher. Historians write papers to make their findings public. These must follow the scientific conventions used to making convincing historical interpretations and analyses. To become competent in these skills, students will complete writing assignments. They need to learn how one analyses a problem, what a thesis is, how one structures a text so that it is clear and persuasive, and what good scholarly evidence is. The following skills assist you in acquiring critical thinking: develop a good visual memory, memorize stylistic and historical developments, investigate relationships between theory and architecture, and study the connections architecture has with society, technology, and culture. As a historian, one must know what aspects of a building communicate significant insights about it and its social, material, and stylistic context. IV. Course Goals and Learning Objectives Learning Outcomes 1. Learn to describe, analyze, and memorize the forms and shapes of buildings, as well as how their exterior façades and interior walls are designed, divided, decorated, or articulated. a. Be able to assess the physical and material aspects of buildings. 2. Be proficient in distinguishing forms and details of buildings constructed at different ages of humanity. 3. Discover how architecture expresses and communicates human beliefs, values, and behavior. 4. Learn to explain how differences in forms and details originate from historical, social, cultural, technological, and philosophical influences. 5. Explain how the individual parts of a building act together to form a narrative, a story, about it. 6. Learn how to speak and write informatively and convincingly about architectural design. 7. Learn to think critically by questioning the reasons and motives behind statements about architecture. NAAB Compliance (= Professional Program Accreditation Criteria) This class satisfies the following student performance criteria (or learning outcomes) established by the National Architecture Accreditation Board: A.1. Communication Skills A.5. Investigative Skills A.9. Historical Traditions and Global Culture V. Course Prerequisites An open mind, a desire to learn something new, and a willingness to study. You should also be able to write essays.

3 VI. Course Credits 3 VII. Required Texts and Materials Hans Morgenthaler, The Architects History of Architecture 4 th ed. (Dubuque: Kendall Hunt, 2016) (Available online through VitalSource) VIII. Optional Texts Here are some books that help you to write about buildings. You should read one of them this semester: Denise Costanzo, What Architecture Means (New York, 2016) R.A. Scott, Basilica, The Splendor and the Scandal: Building St. Peter s (207) J.G. Ballard, High-Rise (2012) Michel Houllebecq, The Map and the Territory (2012) Philip Kerr, The Grid (1997) IX. Course Schedule (This is a tentative schedule, which can be changed if relevant circumstances arise.) Date Class Topic Assignments & Monuments Aug. 21 Course Mechanics; Preview; The Historical View Morgenthaler, Introduction, xv-xvii. Suggested Walter Benjamin, Theses on the Philosophy of History, in Illuminations (New York, 1968), ; Sibel Bozdogan, Architectural History in Professional Education: Reflections on Postcolonial Challenges to the Modern Survey, Journal of Architectural Education Vol. 52, Nr. 4 (May 1999), MODULE 1: THE ELEMENTS & VOCABULARIES OF ARCHITECTURE Aug. 23 The Scope of Architecture: Religious Buildings Civic Buildings Domestic Buildings Cities Landscapes Aug. 28 Architectural Elements: Forms/Shapes Function Materials/Structural Systems Styles Environmental

4 (Topographical, Cosmic) MODULE 2: ARCHITECTURE FOR SUPERHUMAN CAUSES (Circles, Mountains, Houses) Aug. 30 The Clan Settlement Rianne Eisler, The Chalice and the Blade Morgenthaler, Chapter 2, pp. 12, Çatal Hüyük (ca BCE) Sept. 4 Sept. 6 Sept. 11 Labor Day: No Class The Circle of the Goddess Psycho-physiological interpretation Circle/Mountain Monuments in Non-western Civilizations Interpretative texts: Rory Fonseca Stonehenge: aspects of Ad Quadratum Geometry Joelynn Snyder-Ott, Female Iconography at Stonehenge Evolution of City and Garden Texts: Gottfried Semper, Four Elements of Architecture Gilgamesh Epic from Doxiades Morgenthaler, Chapter 1, pp. 1-5, Chapter 4, pp Stone Circle, Stonehenge ( BCE) Stupa, Sanchi Morgenthaler, Chapter 2, pp. 11, 13, City of Babylon (612 BCE) Ishtar Gate (575 BCE) MODULE 3: EARLY CIVILIZATIONS (Geometry, Technology, Celestial Order) Sept. 13 Mesopotamian Architecture: Nature Sanctuaries, Temples & Regionalist/materialist interpretation Morgenthaler, Chapter 1, pp Ziggurat of Nannar, Ur ( BCE) Sept. 18 Egyptian Architecture Worringer, Egyptian Art Morgenthaler, Chapter 1, pp. 7-9; Chapter 3, pp Mortuary Temple of Queen Hatshepsut, Senmut, Deir el Bahari (1500 BCE)

5 Sept. 20 Far Eastern Architecture Morgenthaler, Chapter 4, pp Angkor Wat ( ) Shinto Shrine, Ise MODULE 4: BIRTH OF WESTERN CIVILIZATION (Classical Antiquity) Sept. 25 Sept. 27 Oct. 2 Oct. 4 Oct. 9 Minoan and Mycenaean Architecture Greek Urban and Landscape Design Christian Norberg-Schulz, Genius Loci The Greek Temple Vitruvius, Ten Books of Architecture Roman Architecture: The Roman Temple Roman Urban Design Texts: Christian Norberg-Schulz, Meaning in Western Architecture Aldo Rossi, The Architecture of the City (Cambridge, 1982) Morgenthaler, Chapter 5, pp Suggested J.M. Driessen, Earthquake-Resistant Construction and the Wrath of the Earth-Shaker, Journal of the Society of Architectural Historians 46 (June 1987): Palace, Knossos (1600 BCE) Morgenthaler, Chapter 6, pp Theater, Polykleitos the Younger, Epidaurus (350 BCE) Morgenthaler, Chapter 6, pp Suggested Quinlan Terry, Origins of the Orders, The Architectural Review 173 (February 1983), Acropolis with Parthenon (Iktinos & Kallikrates [ BCE]), Propylaia (Mnesikles, [ BCE]), Temple of Athena Nike (Kallikrates [ BCE]), and Erechtheion ( BCE), Athens Morgenthaler, Chapter 7, pp Suggested William C. Loerke, A Rereading of the Interior Elevation of Hadrian s Rotunda, Journal of the Society of Architectural Historians 59 (March 1990), Pantheon, Rome ( CE) Morgenthaler, Chapter 7, pp Colosseum, Rome (80 CE)

6 Oct. 11 Sustainability and Ecology in Architecture Morgenthaler, Chapter 8, pp Men s Ceremonial House, New Guinea Oct. 16 MIDTERM EXAM MODULE 5: ARCHITECTURE FOR GODS Christianity & Islam) Oct. 18 Early Christian and Byzantine Architecture Morgenthaler, Chapter 9, pp Haghia Sophia, Anthemius of Tralles & Isidorus of Miletus, Istanbul ( ) Oct. 23 Romanesque Architecture Morgenthaler, Chapter 10, pp Suggested Christine Smith, East or West in 11 th -Century Pisan Culture: The Dome of the Cathedral and Its Western Counterparts, Journal of the Society of Architectural Historians 43 (October 1984), Plan for a Monastery, St. Gall (820) Saint-Sernin, Toulouse ( ) Christian Churches, Lalibela (13 th c.) Oct. 25 Islamic Architecture Morgenthaler, Chapter 13, pp Dome of the Rock, Jerusalem ( ) Alhambra, Granada (1238 -) Oct. 30 Gothic Architecture Morgenthaler, Chapter 12, pp Suggested Erwin Panofsky, Gothic Architecture and Scholasticism (New York, 1951) Otto von Simson, The Gothic Cathedral (New York, 1962) François Bucher, Micro-Architecture as the Idea of Gothic Theory and Style, Gesta 15 (1976), Abbey Church, St-Denis ( ) Nov. 1 Pre-Columbian Architecture Morgenthaler, Chapter 11, pp Suggested Jean-Pierre Protzen, Inca Quarrying and Stonecutting, Journal of the Society of Architectural Historians 44 (May 1985), Anasazi Village, Mesa Verde (1100) Citadel, Machu Picchu, Peru (1500) MODULE 6: RENAISSANCE

7 Nov. 6 Early Renaissance Morgenthaler, Chapter 14, pp Suggested Franklin Toker, Arnolfo s S. Maria del Fiore: A Working Hypothesis, Journal of the Society of Architectural Historians 42 (May 1983), Rudolf Wittkower, Architectural Principles in the Age of Humanism (New York, 1962) Dome of the Cathedral, Brunelleschi, Florence ( ) Sant'Andrea, Alberti, Mantua ( ) Nov. 8 Nov. 13 European/ Global Renaissance Mannerism Colin Rowe s take on Modern Mannerism Morgenthaler, Chapter 14, pp Castle, Domenico da Cortona, Chambord ( ) Wollaton Hall, Smythson, Nottinghamshire ( ) Morgenthaler, Chapter 16, pp Piazza del Campidoglio, Roma Nov. 15 Far Eastern Architecture Morgenthaler, Chapter 15, pp Temple of Heaven, Beijing (1530, rebuilt 1889) Nov. 20 & 22 Nov. 27 Fall Break: No Classes High Renaissance Architecture I Morgenthaler, Chapter 17, pp Suggested Lawrence Lowic, The Meaning and Significance of the Human Analogy in Francesco di Giorgio s Trattato, Journal of the Society of Architectural Historians 42 (December 1983), Basilica of St. Peter's, Bramante & Michelangelo, Rome ( ; )

8 Nov. 29 Dec. 4 High Renaissance Architecture II Hypnerotomacchia Polyfili High Renaissance Architecture III Michael Müller, Villa Morgenthaler, Chapter 17, pp Suggested Claudia Lazzaro, Rustic Country House to Refined Farmhouse: The Evolution and Migration of an Architectural Form, Journal of the Society of Architectural Historians 44 (December 1985), Villa d'este, Ligorio, Tivoli (1550) Villa Lante, Vignola, Bagnaia ( ) Morgenthaler, Chapter 16, pp Villa Rotonda, Palladio, Vicenza ( ) San Giorgio Maggiore, Palladio, Venice ( ) Banqueting House, Inigo Jones, London ( ) Dec. 6 Final Exam Review Dec Final Exam The Final Exam will be held during this week.

9 EVALUATION X. Assignments Exams and other written assignments are intended to test students abilities in the skills, methodologies, and knowledge required in architectural history. These include memorizing information, thinking logically and critically, formulating analytical statements, organizing arguments convincingly, and writing objectively, persuasively, and coherently. The following assignments must be completed by every student. They will determine the final grade you will earn for this class: Exams The midterm and final exams will consist of various types of questions that test your knowledge and analytical skills. Short Writing Exercises These one-page written pieces will deal with typical evaluations and analyses done in architectural history research. They will consist of a functional, a material/structural, a stylistic, a philosophical/theoretical, and a symbolic analysis. Attendance Attendance will be taken through a one-question quiz that will be required during every class. Each student gets 1 point for each submitted answer. XI. Basis for Final Grade Assessment Points Possible Percent of Final Grade Attendance 25 13% Midterm exam 25 13% Final exam 35 20% Short Writing Exercises % Grading Scale Points Grade Points Grade A C A C B D B D B D C F XII. Grade Dissemination

10 Each assignment will be graded on a point scale. Rubrics will be used for grading. The term paper can also be posted to an online submission window. For the final course grade, the points for each assignment will be calculated according to the above percentages, added together, and then translated into letter grades. COURSE PROCEDURES XIII. Course Policies: Grades Successful completion of this course depends on regular attendance in class. Participants are responsible for all information and material introduced in the individual lectures and assigned readings, as well as announcements made in the classroom. Students must complete all assigned readings, as well as finish all term assignments and exams. Except for documented health or disability reasons, as well as family emergency and events, I will not accept excuses for absences, tardiness, missed examinations, or homework not submitted. Late submission of assignments will be accepted, but may be assessed a penalty in the form of a reduction in points. There is no possibility of submitting additional work for extra credit. However, I will acknowledge that students can improve their performance in this class. Therefore, I will raise the result of the midterm exam, if there is substantial improvement in the final exam. I am open to assign you a grade of Incomplete, if there are sufficient circumstances to warrant this. UNIVERSITY POLICIES Campus policy regarding religious observances requires that faculty make every effort to reasonably and fairly deal with all students who, because of religious obligations, have conflicts with scheduled exams, assignments, or required attendance. In this class, students who are unable to attend specific classes due to religious holidays, as well as, illness or family hardship must notify the teacher in a timely manner. Failure to do so will result in the absence being considered unexcused, and may bring a grade reduction. Students with disabilities who want academic accommodations must register with Disability Resources and Services. DRS requires students to provide current and adequate documentation of their disabilities. Once a student has registered with DRS, DRS will review the documentation and assess the student s request for academic accommodations in light of the documentation. DRS will then provide the student with a letter indicating which academic accommodations have been approved. Once you provide me with a copy of DRS s letter, I will be happy to provide those accommodations DRS has approved. Students and faculty each have responsibility for maintaining an appropriate learning environment. Students who fail to adhere to behavioral standards may be subject to discipline. Faculty have the professional responsibility to treat students with understanding, dignity and respect, to guide classroom discussion and to set reasonable limits on the manner in which students express opinions. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation, gender, gender variance, and nationalities. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records. The University of Colorado Policy on Discrimination and Harassment, the University of Colorado policy on Sexual Harassment, and the University of Colorado policy on Amorous Relationships apply to all students, staff, and faculty. Any student, staff or faculty member who believes s/he has been the subject of discrimination or harassment based upon race, color,

11 national origin, sex, age, disability, religion, sexual orientation, or veteran status should contact the Office of Discrimination and Harassment or the Office of Judicial Affairs. XIV. University-Wide Policies Student Code of Conduct Accommodations Academic Freedom Family Educational Rights and Privacy Act (FERPA) services/resources/registrar/students/policies/pages/studentprivacy.aspx Attendance A/StudentAttendance.pdf Discrimination and Harassment Policy and Procedures StudentAffairs/UniversityLife/sexualmisconduct/DenverPolices/Pages/ DenverWel come.aspx Grade Appeal Policy XV. Academic Honesty Student Code of Conduct: Students are expected to know, understand, and comply with the ethical standards of the university, including rules against plagiarism, cheating, fabrication and falsification, multiple submissions, misuse of academic materials, and complicity in academic dishonesty. Please see the Academic Honesty Handbook at: academic_honesty.pdf for suggestions on ways to avoid academic dishonesty. Plagiarism is the use of another person s ideas or words without acknowledgement. The incorporation of another person s work into yours requires appropriate identification and acknowledgement. Examples of plagiarism when the source is not noted include: word-for-word copying of another person s ideas or works; the mosaic (interspersing your own words here and there while, in essence, copying another s work); the paraphrase (the rewriting of another s work, while still using their basic ideas or theories); fabrication (inventing or counterfeiting sources); submission of another s work as your own; and neglecting quotation marks when including direct quotes, even on material that is otherwise acknowledged. Cheating involves the possession, communication, or use of information, materials, notes, study aids, or other devices and rubrics not specifically authorized by the course instructor in any academic exercise, or unauthorized communication with any other person during an academic exercise. Examples of cheating include: copying from another s work or receiving unauthorized assistance from another; using a calculator, computer, or the internet when its use has been precluded; collaborating with another or others without the consent of the instructor; submitting another s work as one s own. Fabrication involves inventing or counterfeiting information creating results not properly obtained through study or laboratory experiment. Falsification involves deliberate alteration or changing of results to suit one s needs in an experiment or academic exercise. Multiple submissions involves submitting academic work in a current course when academic credit for the work was previously earned in another course, when such submission is made without the current course instructor s authorization.

12 Misuse of academic materials includes: theft/destruction of library or reference materials or computer programs; theft/destruction of another student s notes or materials; unauthorized possession of another student s notes or materials; theft/destruction of examinations, papers, or assignments; unauthorized assistance in locating/using sources of information when forbidden or not authorized by the instructor; unauthorized possession, disposition, or use of examinations or answer keys; unauthorized alteration, forgery, fabrication, of falsification of academic records; unauthorized sale of purchase of examinations, papers, or assignments. Complicity in academic dishonesty involves knowingly contributing to or cooperating with another act(s) of academic dishonesty. Turnitin UC Denver has a license agreement with Turnitin.com, a service that helps detect plagiarism by comparing student papers with Turnitin s database and Internet sources. Students who take this course agree that all required papers and exams may be submitted to Turnitin. XVI. Important Dates to Remember 1. Academic Calendar Use this link to see the official academic calendar of the university and campus: l2015.pdf