COURSE SYLLABUS

Fall 2022
ARCH 225: History of World Architecture I
Section Number: 0101

Course Meeting Times and Location(s):

1/25 - 5/10. Tue, Thu 9:30am - 10:45am
ARC (Architecture Building) Great Space

FACULTY:
Joseph Williams
[email protected]
301.405.8000
Office: ARC 1224

TEACHING ASSISTANTS:
Angela Jesse Devon Ctesiphon, Iraq. Tāq Kasrā.
Austin Van Register (Image from the United States Library of Congress).
Ben Bernstein
Judy Tram
Samantha Kei A Jamero

SECTION I - COURSE INFORMATION

Faculty Office Location and Office Hours:

My office hours are 11:30 AM - 12:30 PM on Tuesday and Thursday, or by appointment.

Optional graduate student workshop (for students enrolled in ARCH 425) will be held from 11 AM - 11:30
AM after class on Tuesday and Thursday.

Please email me at ([email protected]) to schedule a meeting.

Communication Policy:

Students should contact Professor Williams at his campus email ([email protected]) for any questions
and concerns regarding,

- Notifications of/documentation for excused absences.

- Religious observances, athletic events or other planned absences
- Clarification of a grade

If an issue is not resolved by email, arrange a virtual meeting during my office hours or at another time.

Course Communication for Announcements:

The ELMS Canvas platform will be the primary means of establishing communication regarding matters
related to the class. If the platform is not available, email would be the secondary means of
communication, please make sure to check your email regularly. PLEASE USE ONLY ELMS INBOX
AND/OR YOUR CAMPUS E-MAIL ADDRESS TO COMMUNICATE WITH THE PROFESSOR, AND
NOT A PERSONAL E-MAIL ADDRESS.
Emergency Protocol:

In the event of closure of the University of Maryland due to extraordinary conditions, consult the
University website (https://www.umd.edu) and the Architecture Program website
(http://arch.umd.edu/arch/architecture) for official information. When the University closes due to weather
related or other conditions, exams, project reviews, and all academic activities will be rescheduled.
Consult this course’s website for further information.

Course Webpage:

Grades, evaluations and other material pertaining to the course, such as readings, quizzes and exam
results, will be made available via the ELMS Canvas system, unless otherwise noted or announced
during class by the instructor. Please pay attention to announcements and updates given during class.

Required / Recommended Texts / Technology / Materials / Supplies:

Required Texts – Estimated Costs ISBN Price
Ingersoll, Richard. World Architecture: A Cross-Cultural History. $60.00 -
Oxford University Press, 2012 (1st ed); 2019 (2nd ed). $125.95

Estimated Total Text Costs $60.00 -

125.95
Students in this course:
X Are required to purchase a personal computer and softward to complete coursework as
per the Architecture Program Specification (https://arch.umd.edu/mapp/information-
technology, scroll down and click on “Technology Requirements for Prospective
Students”). If you already have the above technology from a prior course, you do not
need to purchase new equipment, however additional applications may be required (see
below).
____ Are not required to purchase a personal computer to complete coursework.

Technology Requirements – Estimated Costs Price

Hardware (spec as per ARCH IT requirements) $2,600.00
Software (spec as per ARCH IT requirements) $244.00

Estimated Total Technology Costs $2,844.00

Anticipated Course Materials / Studio Supplies – Estimated Costs Price

Medium-sized sketchbook $11.00 -
20.00
Pens in three line-weights, pencils of varying darkness variable

EstimatedTotal Materials/Studio Costs $16 - 25.00

Estimated Total Text / Technology / Materials / Supplies Costs $2,994.95

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SECTION II - COURSE DESCRIPTION, GOALS AND EXPECTATIONS

Course Description:

Architecture is a global and timeless pursuit. Dwellings, fortifications, sites of worship, monuments,
markets, and towns have been built all over the world since the dawn of civilization. During the premodern
period (before ca. 1500), great buildings rose up in such disparate locations as Italy, China, and Mexico.
This was the result of parallel, and often interconnected, historical developments in different regions: the
commercial and technological revolutions of the Bronze Age, the huge economies of scale of the great
Empires, and the sprawling religious institutions of the Middle Ages. These buildings reached far beyond
the practical function of architecture and offer a bounty of ideas for how to design towards power and
meaning.

This course, the first part of the two-term survey on the history of world architecture and urbanism, will
familiarize you with some of the world's most ambitious, innovative and beautiful buildings and cities (The
Funerary Complex of Djoser, Teotihuacán, the Pantheon, Hagia Sophia, the Tāq Kasrā in Ctesiphon,
Angkor Wat, Chartres Cathedral, and the Alhambra, to name a few). It will also introduce you to what it
means to study architectural history. You will depart the course with the ability to describe and interpret
the function of a historic building, communicate the forms of buildings through sketches, research specific
buildings and primary sources about architecture in order to make historical arguments, recognize and
define diverse historical styles, and write in depth about how these styles are related to their conditions of
possibility (including materials, tools, technology, labor, the economy, political institutions, religion and
perceptions of the very purpose of architecture).

Above all, you will engage deeply with historical typologies (visual choices that accompany certain
building functions), such that you can critique them or translate them to the needs of the present. By
understanding the contexts that shaped various premodern building cultures, you will possess a vital
perspective on our modern culture of design, which has grown out of profound dialogue with the
architecture of the past.

Course Methodology:

This course relies on a lecture-based model, with discussion between the students and the professor
integrated into the lectures. Each lecture focuses on a particular historic building culture and its main
characteristics and contexts, taking a deep dive into at least one exemplary building per class. The
lectures are organized into four larger ‘modules' (each contains between four and nine class sessions).
The first module, entitled "How to Look at Historic Buildings," is introductory and focuses on building the
main skills needed for this class: describing, drawing, and researching historic architecture. The following
three modules are each Comparative Units, each of which relates several roughly contemporary building
cultures in various geographic locations to a single comparative theme. The themes, in chronological
order, are, "Early Civilization: Building Beyond the Practical," "Architecture of Empires: The Rise of
Standards and Canons" and "Faiths of the Middle Ages: A Golden Age of Ornament."

Students will complete readings, sketches, and brief description exercises for each class, in order to drill
the basic skills of describing and drawing architecture. Research and writing will be assessed through a
research paper. Those enrolled at the undergraduate level (225) will complete a paper on a specific
building, while those enrolled at the graduate level (425) will write a longer, comparative paper on a
specific thematic subject of architectural history to be delivered as a presentation to the class. A series of
three exams, each covering one of the course's comparative units, will allow the student and the
professor to diagnose poor understanding of the material.

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Advice for performing well in this course:

Studying the diverse building cultures of world history is demanding but valuable. Students that keep up
with readings and assignments, and attend class actively--with sketchbooks open to draw and take notes-
-will find it easier to succeed in learning the material covered in this class. The course is designed to
reward consistent engagement, self-motivated research, and a spirit of inquiry.

Learning Outcomes:
Upon completion of this course students will be able to,

1. Apply a cross-cultural perspective to architectural history by becoming familiar with various

premodern building cultures and their main points of difference from those of modernity.

2. Recognize the significant contributions of diverse world cultures by understanding the

negotiations and exchanges that occurred between them.

3. Contextualize the architectural works covered in class, in order to make you aware of how
architecture is the product of complex socio-cultural conditions.

4. Demonstrate familiarity and facility with fundamental terminology and concepts in the History
of Architecture.

5. Demonstrate understanding of the methods used by scholars in the History of Architecture,

especially visual analysis.

6. Conduct research on the History of Architecture using a variety of sources and technologies.

7. Formulate an argument related to the History of Architecture and support the thesis with
evidence and strong writing.

Course Goals as a Reflection of NAAB Student Performance Criteria:

Students should be aware that the National Architectural Accrediting Board, Inc., (NAAB) evaluates
student performance as a component of accreditation. The NAAB website contains valuable information
concerning accreditation. Students should visit the web site http://www.naab.org and become familiar
with the general requirements of accreditation.

Excerpted from the NAAB 2014 Conditions for Accreditation:

The accredited degree program must demonstrate that each graduate possesses the knowledge and
skills defined by the criteria below. The knowledge and skills defined here represent those required to
prepare graduates for the path to internship, examination, and licensure and to engage in related fields.
The program must provide student work as evidence that its graduates have satisfied each criterion.

The criteria encompass two levels of accomplishment: *

• Understanding—The capacity to classify, compare, summarize, explain, and/or interpret

information.
• Ability—Proficiency in using specific information to accomplish a task, correctly selecting the
appropriate information, and accurately applying it to the solution of a specific problem, while also
distinguishing the effects of its implementation.

* See also L.W. Anderson and D.R. Krathwold, eds., Taxonomy for Learning, Teaching, and Assessing: A Revision of
Bloom’s Taxonomy of Educational Objectives (New York: Longman, 2001).

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The NAAB establishes SPC to help accredited degree programs prepare students for the profession while
encouraging education practices suited to the individual degree program. The SPC are organized into
realms to more easily understand the relationships between each criterion.

While the NAAB stipulates the student performance criteria that must be met, it specifies neither the
educational format nor the form of student work that may serve as evidence of having met these criteria.
Programs are encouraged to develop unique learning and teaching strategies, methods, and materials to
satisfy these criteria. The NAAB encourages innovative methods for satisfying the criteria, provided the
school has a formal evaluation process for assessing student achievement of these criteria and
documenting the results.

This course will provide an introduction to the SPCs listed below:

A.1 Professional Communication Skills: Ability to write and speak effectively and use appropriate
representational media both with peers and with the general public.
A.3 Investigative Skills: Ability to gather, assess, record, and comparatively evaluate relevant
information and performance in order to support conclusions related to a specific project or
assignment.

This course will demonstrate satisfaction of the SPC listed below:

A.7 History and Culture: Understanding of the parallel and divergent histories of architecture and
the cultural norms of a variety of indigenous, vernacular, local, regional, settings in terms of their
political, economic, social, and technological factors

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Grading Procedures:
This course relies on exams, a paper, and daily readings/activities to compute a final letter grade for each
student. The following grading procedures will be followed:

- Exams will be graded based on a percentage of correctly answered questions (for example, if
a quiz is made up of 10 questions and a student answers 9 questions correctly, that student’s
percentage would be 90%, which would correspond to an A- letter grade).
- Papers will be graded using a rubric that is designed to produce a percentage. The rubrics
are provided on the assignment prompts.
- Other activities will be graded on percentage of successful completion, assessed
intermittently throughout the course.

Each item's percentage will be translated into its specific weight, as described in the overall grade
calculation chart below, to produce a final letter grade following the letter grade/quality point chart below.

Grading Criteria:

Exams

To ensure that students have internalized the readings and lectures, this course contains several three
exams, including the final.

The exams will consist of multiple choice questions of three different types:

1. Historical Context (fundamental historical events and trends that affected the development of
architecture).

2. Architectural Analysis (observations about architectural choices and their significance, often discussed
in lectures and related to the unit questions of each module).

3. Unknown ID's (testing your ability to recognize the building culture of historic buildings that you have
not encountered before based on your knowledge of similar examples studied in class).

All exams are open-book and open-note, and will be available on ELMS for limited ranges of time.

Paper

Undergraduate and graduate students will complete different paper assignments. A formal assignment
with a rubric will be presented to students in advance of the papers, carefully explaining expectations.
The TAs and professor will use this rubric in grading the papers according to a percentage.

For those enrolled at the undergraduate level (225):

Undergraduate students will write a paper investigating a specific building that falls within the
chronological period covered in class (up to 1500, and not including Renaissance buildings). The paper
will be a careful visual analysis of the building, explaining several key details in relation to a relevant
historical context. The student will elucidate this context through research and will support their argument
with correct Turabian-style citations and a brief bibliography. A detailed prompt of the paper (along with
supporting drafts to be completed over the course of the semester) will be posted on ELMS.

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For those enrolled at the graduate level (425):

Graduate students will write a paper about a theme of significance in architectural history, perhaps one
that informs current problems that they would like to confront in their own architectural career. The paper
will be a careful consideration of that theme using a method of comparison between at least two buildings
from different building cultures. The paper should be at least 1,200 words and should follow correct
Turabian-style citations and a brief bibliography. The student will present the paper to the class during a
particular session approved by the professor. The paper should be accompanied by a slide show with
several relevant images and correct captioning. The presentation must not exceed 20 minutes.

Daily Readings and Assignments

Students will be expected to complete readings for each class. Each reading should be completed in
advance of the lecture for which it is listed. In addition, for each reading assignment, you are asked to
choose a detail of one building from the reading. A detail may be a capital, a window, an elevation of a
tower, etc., NOT THE BUILDING AS A WHOLE. In order to find details of a building, please consult
Artstor database, which can be accessed through the UMD library website using your University login
information. For the chosen detail, please complete:

1. A quick sketch of the detail. The sketch should bear a caption accurately describing it, using
this format: Samarra, Iraq. Great Mosque. Ca. 850. Detail: minaret.

2. A 'Panofskian Box': a table of three descriptive sentences of the detail, divided into "levels"
borrowed from art historian Erwin Panofsky's book Iconography and Iconology: An Introduction to
the Study of Renaissance Art. See below:
First level: The basic, familiar way you would describe something, requiring
"Natural" meaning no specialized knowledge of its meaning:

"Positioned before the Great Mosque on its central axis, the minaret
is tall and massive, and consists of a steep, spiraling cone on top of a
square base. It is built entirely of mud and brick."

Second level: The way you would describe something if you were aware of the
"Conventional" same contexts and meanings that a viewer of the time would be:
meaning
"The minaret represents the call-to-prayer function of the city's
congregational mosque. Its iconic spiral shape and great size also
proclaim from a great distance the hegemony of Islam in Samarra, the
new capital city of the Abbasid Caliphate."

Third level: An interpretation of the deeper worldview and priorities of the

"Intrinsic" meaning building culture, or of their ingrained perception of the very
purpose of architecture, as exemplified in this building:

"For the caliphs of Early Islam, the ability to command a work force
that was both enormous and specialized, producing novel forms at a
large scale, was a measure of wealth and power."

You should keep a running notebook that contains a page or half-page for each detail that you
sketch and describe. I will occasionally ask that you show the TAs and me your most recent
detail, or call on you to describe it to the class.

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Grade Scale:

Source: https://faculty.umd.edu/teach/gradevalue.html

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Final Grading Computation:

Students will receive grade reports at mid-semester that will describe their progress in the course and
make recommendations for successful completion of the course.

Specific grading criteria will be articulated in each assignment, quiz, and examination statement.

Paper Draft Components (x8) = 15% of final grade (1-2% each)

Final Paper = 25% of final grade
Exams (x3) = 45% of final grade (15% each)
Daily Reading Assignments = 10% of final grade
Exercises = 5% of final grade
Final Grade = sum of above

Course Schedule:
See "COURSE SCHEDULE" attached.

Late and Incomplete Work:

- Students are responsible for showing up on the dates of quizzes and exams.
- Planned absences need to be communicated to the instructor of record in a timely manner, in
order to determine a contingency plan.
- For emergency absences that hinder students from taking an exam or quiz, please get in
touch with instructor as soon as possible.
- Final papers will be accepted late only under extreme circumstances.

Concerns About Grades:

The instructor of record shall take any concern about a grade with due seriousness and clarify their
grading choice. To get in touch with me, please drop in during virtual office hours or contact me via my
official email: [email protected].

SECTION III - UNIVERSITY POLICIES AND RESOURCES:

Undergraduate Course Related Policies: http://www.ugst.umd.edu/courserelatedpolicies.html. These

policies were developed by the Office of Undergraduate Studies and approved by University of Maryland
Senate. You should be aware of these policies as they govern many aspects of this class.

Graduate Course Related Policies: https://gradschool.umd.edu/course-related-policies. The Graduate

School has prepared this guide in order to provide you with information about graduate course policies,
other policies related to graduate study, and relevant on-campus resources. Your syllabus applies
specifically to a given course. The information on this site applies in general to your graduate coursework
and experience at UMD.

For every medically necessary absence from class (lecture, recitation, or lab), a reasonable effort should
be made to notify the instructor in advance of the class. When returning to class, students must bring a
note identifying the date of and reason for the absence, and acknowledging that the information in the
note is accurate.

If a student is absent on days when tests are scheduled, or papers are due [or other such events as
specified in the syllabus] he or she is required to notify the instructor in advance, and upon returning to
class, bring documentation of the illness, signed by a health care professional.

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SECTION IV - COURSE POLICIES AND PROCEDURES:

Attendance:
Students are expected to take full responsibility for their own academic work and progress. To progress
satisfactorily, students must meet all of the requirements of each course for which they are registered.
Students are expected to attend classes regularly. Consistent attendance is critical to gaining command
of course concepts and materials and performing well on assignments.

Excused absences include religious observances, military obligations, illness of student or an immediate
family member, or university activities at the request of university authorities. Other conditions, such as
those indirectly affected by the COVID-19 pandemic may also qualify as excused absences.

In-class participation is expected and encouraged, students should and are encouraged to ask the
instructor to clarify any point the student did not grasp fully, or to simply express their opinions on the
topic being discussed.

Academic / Studio Culture Policy:

Studio culture is an ever-changing presence in architectural education and the profession, and it is
important to talk about how greatly it impacts our lives, not only in the classroom or the office, but on a day-
to-day basis. (from: Studio Culture: Stories and Interpretations A Product of the 2015-2016 AIAS Advocacy
Advisory Group) The Architecture Program’s Academic/Studio Culture Policy was developed jointly by
students and faculty and provides a framework for respectful engagement. While architectural history is not
a studio subject, this course is designed to uphold a respectful design culture in the program.

Information on policy can be found online at:

http://arch.umd.edu/sites/arch.umd.edu/files/attached_files/AStudioCulturePolicy_0.pdf

Retention of Student Work:

University regulations require the professor to retain all examinations for a period not less than one
academic year. The School of Architecture does reserve the right to retain certain projects for use in
publicity, display, or other official uses such as accreditation. In addition, projects may be retained for
archival reasons or in cases of grade disputes. In the event that any student work is retained, faculty
members will make every accommodation to permit the student to document that work (photograph or
otherwise make reproductions) for use in personal portfolios

IT Resources and Computer Lab Etiquette:

The IT Group Technology Solutions Center (TSC) is a valuable resource for computing related
information and inquiry for all students and faculty of the school. Please direct questions and concerns for
IT services and equipment and report any and all service problems/outages to the TSC either in person at
their office space or via email at [email protected]. The Digital Media Lab (DML) upstairs and the Digital
Research Lab (DRL) downstairs and the Document Output Center (DOC) are public IT facility areas
available to all students that must be shared by all students across the school and maintained in a
professional manner through appropriate student conduct for the beneficial use of all. The DOC is a
facility provided for the support of academic mission of the school relating to student media input/output.
The equipment provided is available for student use of the “pay-for-print” system. Students must prepay
for all output in the facility. While quiet and constructive communication between students in the lab is
encouraged, visits by other students outside the class during class time are not permitted. Students must
respect the work and work space of others at all times. NO FOOD OR DRINK is permitted in the
computer labs or IT facilities at any time.

Sustainability:
The University of Maryland and the faculty of Architecture believe that sustainability is a big part of the
built environment. We encourage you to adopt sustainable practices during this course. Consider the use
of materials, printing/plotting efficiency and the energy consumption of your travel and actions on the

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broader environment and your personal impact on the built environment. For further information visit the
Campus Sustainability at the University of Maryland: http://www.sustainability.umd.edu/

Architecture Student Handbook:

Please also find other important and complementary information you need to familiarize with in the
Student Handbook at: http://arch.umd.edu/arch/architecture

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COURSE SCHEDULE†

MODULE I (SKILL BUILDING). HOW TO LOOK AT HISTORIC BUILDINGS

Tues., 1/25 -- Session 1: Introduction: Why study historical building cultures from all over the world?

- Discussion: The relevance of our global architectural heritage. Typology as the link between historic and
modern practice.

Thurs., 1/27 -- Session 2: Research Fundamentals

- LIBRARY EXERCISE AND PLAGIARISM TUTORIAL ASSIGNED.

- PAPER ASSIGNMENTS (DRAFT COMPONENTS + FINAL PAPER) ASSIGNED.
- Tips for Paper Draft Components 1-2.

Tues., 2/1 -- Session 3: Sketching Fundamentals, Pt. 1

- DAILY READING ASSIGNMENTS ASSIGNED.

- DRAWING EXERCISES 1-2 ASSIGNED.

Assignments due:
- Read E. Panofsky, Studies in Iconology: Humanistic Themes in the Art of the Renaissance" (New York,
1972; originally published 1932): "Introductory," 3-19. (Available on ELMS).

Thurs., 2/3 -- Session 4: Sketching Fundamentals, Pt. 2

- DRAWING EXERCISE 3 ASSIGNED.

Assignments due:
- Library Research Exercise DUE IN CLASS.
- Plagiarism Tutorial DUE IN CLASS.

MODULE 2 (COMPARATIVE UNIT). EARLY CIVILIZATION: BUILDING BEYOND THE PRACTICAL

Tues., 2/8 -- Session 5: Neolithic: Establishing the Sacred, Pt. 1

Assignments due:
- Read Ingersoll, Cross-Cultural History, 23-33.
- Find a detail of a building discussed in the reading, sketch it, and describe it using a 'Panofskian box'
(see p. 7 of Syllabus).

Thurs., 2/10 -- Session 6: Neolithic: Establishing the Sacred, Pt. 2

- ELECTRONIC PIN-UP OF DRAWING EXERCISES.

Assignments due:
- DRAWING EXERCISES 1-3 DUE IN CLASS.

† The reading assignments are based on the pagination of the 2nd edition text.

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Tues., 2/15 -- Session 7: Mesopotamia: The Sacred in the City

Assignments due:
- Read Ingersoll, Cross-Cultural History, 34-49.
- Find a detail of a building discussed in the reading, sketch it, and describe it using a 'Panofskian box.'

Thurs., 2/17 -- Session 8: The Harappans of the Indus Valley: City Infrastructure and Beautification

Assignments due:
- Paper Draft Component 1: Topic and Start-up Bibliography
- Read Ingersoll, Cross-Cultural History, 62-67.
- Find a detail of a building discussed in the reading, sketch it, and describe it using a 'Panofskian box'.

Tues., 2/22 -- Session 9: Egypt: Statements for Posterity, Pt. 1

Assignments due:
- Read Ingersoll, Cross-Cultural History, 49-62.
- Find a detail of a building discussed in the reading, sketch it, and describe it using a 'Panofskian box.'

Thurs., 2/24 -- Session 10: Egypt: Statements for Posterity, Pt. 2

Assignments due:
- Paper Draft Component 2: Glossary and Images

Tues., 3/1 -- Session 11: Ancient Mexico: Planning and Urban Ritual

Assignments due:
Read Ingersoll, Cross-Cultural History, 186-94.
Find a detail of a building discussed in the reading, sketch it, and describe it using a 'Panofskian box.'

Thurs., 3/3 -- Session 12: EXAM 1

MODULE 3 (COMPARATIVE UNIT). ARCHITECTURE OF EMPIRES: THE RISE OF STANDARDS

AND CANONS

Tues., 3/8 -- Session 13: Achaemenid Persia: A Kingdom of Kingdoms

Assignments due:
- Read Ingersoll, Cross-Cultural History, 106-17.
- Find a detail of a building discussed in the reading, sketch it, and describe it using a 'Panofskian box.'

Thurs., 3/10 -- Session 14: Mauryan India: Architecture and Moral Values

Assignments due:
- Paper Draft Component 3: Thesis Paragraph
- Read Ingersoll, Cross-Cultural History, 143-49.
- Find a detail of a building discussed in the reading, sketch it, and describe it using a 'Panofskian box.'

Tues., 3/15 -- Session 15: Greek City-States: Geometry and Perfectionism, Pt. 1

Assignments due:
- Read Ingersoll, Cross-Cultural History, 118-43.
- Find a detail of a building discussed in the reading, sketch it, and describe it using a 'Panofskian box.'

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Thurs., 3/17 -- Session 16: Greek City States: Geometry and Perfectionism, Pt. 2

Assignments due:
- Paper Draft Component 4: Annotated Bibliography

Tues. & Thurs. 3/22, 3/24: Spring Break -- NO CLASS, have an enjoyable and safe break!

Tues., 3/29 -- Session 17: Rome: Standardized Architecture = Strong State, Pt. 1

Assignments due:
- Read Ingersoll, Cross-Cultural History, 150-77.
- Find a detail of a building discussed in the reading, sketch it, and describe it using a 'Panofskian box.'

Thurs., 3/31 -- Session 18: Rome: Standardized Architecture = Strong State, Pt. 2

Assignments due:
- Paper Draft Component 5: Context Paragraph

Tues., 4/5 -- Session 19: Tang China: Architecture of Social Hierarchy, Pt. 1

Assignments due:
- Read Ingersoll, Cross-Cultural History, 244-55.
- Find a detail of a building discussed in the reading, sketch it, and describe it using a 'Panofskian box.'

Thurs., 4/7 -- Session 20: Tang China: Architecture of Social Hierarchy, Pt. 2

Assignments due:
- Paper Draft Component 6: Typological Comparison Paragraph

Tues., 4/12 -- Session 21: Inca: Architecture of Collectivization

Assignments due:
- Read Ingersoll, Cross-Cultural History, 413-28.
- Find a detail of an Inca building discussed in the reading, sketch it, and describe it using a 'Panofskian
box.'

Thurs., 4/14 -- Session 22: EXAM 2

- EXAM 2: Covering material from Module 3.

Tues., 4/19 -- Session 23: Byzantine Architecture: God in the Building, Pt. 1

Assignments due:
- Read Ingersoll, Cross-Cultural History, 207-19.
- Find a detail of a building discussed in the reading, sketch it, and describe it using a 'Panofskian box.'

Thurs., 4/21 -- Session 24: Byzantine Architecture: God in the Building, Pt. 2

Assignments due:
- Paper Draft Component 7: Thick Description

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Tues., 4/26 -- Session 25: Islamic Architecture: Architecture of Religious Hegemony, Pt. 1

Assignments due:
- Read Ingersoll, Cross-Cultural History, 230-44; 285-98.
- Find a detail of a building discussed in the reading, sketch it, and describe it using a 'Panofskian box.'

Thurs., 4/28 -- Session 26: Islamic Architecture: Architecture of Religious Hegemony, Pt. 2

Assignments due:
- Paper Draft Component 8: Conclusion Paragraph

Tues., 5/3 -- Session 27: Islamic Africa: Globalizing the Local or Localizing the Global?

Assignments due:
- Read Ingersoll, Cross-Cultural History, 365-73.
- Find a detail of an Islamic building discussed in the reading, sketch it, and describe it using a
'Panofskian box.'

Thurs., 5/5 -- Session 28: Gothic Europe: Experiments in Perfection, Pt. 1

Assignments due:
- Read Ingersoll, Cross-Cultural History, 230-44.
- Find a detail of a building discussed in the reading, sketch it, and describe it using a 'Panofskian box.'

Tues., 5/10 -- Session 31: Gothic Europe: Experiments in Perfection, Pt. 2

- Concluding discussion about the present value of past design ideas, following the lecture.

Assignments due:
- FINAL PAPER DUE @ 5 PM EST.

TBA: EXAM 3
- EXAM 3: Covering material from Module 4.

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