Bulletin 2024-25

College of Architecture (01/23/25)

College of with the architecture minor lead advisor to jointly propose a planned
course of study that addresses any missing credits and foundational
skills required for successful completion of the architecture major.

Architecture This foundational course proposes a combination of readings, class

discussions and research that will be used to inform the design
process. Field trips will initiate students into the act of seeing by
challenging them to observe, interpret and critically engage with the
Phone: 314-935-6200 built environment ("the site") and those who are affected by it ("the
Email: [email protected] stakeholders") in specific scalar and temporal contexts.
Credit 3 units. EN: H
Website: http://samfoxschool.wustl.edu

Courses A46 ARCH 151 Representation I

This course introduces students to the ever-expanding, extra-
disciplinary array of tools, techniques, soware, equipment, and
• A46 ARCH (p. 1): Architecture
media at play in architectural representation. Organized as a lab, the
• A48 LAND (p. 26): Landscape Architecture course presents a series of one to three-week-long, in-class exercises
that focus on skill-building and encourage experimentation within a
narrow framework. Three primary areas of focus include visualization
(freehand drawing, hand-mechanical projection, digital model-making,
Architecture digital projection, and photography), fabrication (hand model-making,
woodworking, and CNC routing), and curation (portfolio design,
display, and presentation.) Representation I is the first in the series
Visit online course listings to view semester offerings for A46 ARCH. of two required representation workshops in the undergraduate
architecture program. No prerequisites.
Credit 1.5 units.
A46 ARCH 111C Introduction to Design Processes I
The first year of the core studio sequence examines interactions
between architecture and environments through the design of a small- A46 ARCH 152 Representation II
scale project. Key concerns include global climate change, ecological This course introduces students to the ever-expanding, extra-
systems, and sustainability. This year emphasizes experimentation in disciplinary array of tools, techniques, soware, equipment, and
which students search for a conceptual position relative to architecture media at play in architectural representation. Organized as a lab, the
history, theory, and culture via the iterative development of form, course presents a series of one to three-week-long, in-class exercises
geometry, space, and aesthetics. More specifically, this studio focuses that focus on skill-building and encourage experimentation within a
on engagement with abstraction, context, and temporality in a series of narrow framework. Three primary areas of focus include visualization
design projects that include: (1) a body device, (2) a ground, and (3) a (freehand drawing, hand-mechanical projection, digital model-making,
temporary structure. Exercises explore problems of translation between digital projection, and photography), fabrication (hand model-making,
2 and 3-dimension, site and climate study and design, and narrative woodworking, and CNC routing), and curation (portfolio design,
design. Introduction to Design Processes I is the first in the series of the display, and presentation.) Representation II is the second in the
five required core studios in the undergraduate architecture program. series of two required representation workshops in the undergraduate
No prerequisites. architecture program. Prerequisites: Successful completion of A46 151
Credit 4.5 units. with a grade of C- or better.
Credit 1.5 units.
A46 ARCH 112C Introduction to Design Processes II
The first year of the core studio sequence examines interactions A46 ARCH 185 Practices in Architecture, Landscape Architecture,
between architecture and environments through the design of a small- and Urban Design
scale project. Key concerns include global climate change, ecological This course offers first-year students in the College of Architecture
systems, and sustainability. This year emphasizes experimentation in an introduction to the subjects, theories, and methodologies of
which students search for a conceptual position relative to architecture the disciplines of architecture, landscape architecture, and urban
history, theory, and culture via the iterative development of form, design. Examples are drawn from a range of historical periods, and
geometry, space, and aesthetics. More specifically, this studio focuses contemporary practice highlights distinct processes of thinking and
on engagement with surfaces, flows, and assemblies in a series working in each discipline and areas of intersection and overlap.
of design projects that include: (1) a tectonic surface, (2) land and Concurrent registration in A46 112C or A46 144 is recommended.
waterscapes, and (3) a gathering space. Exercises explore problems of Credit 3 units.
size and scale, object to field, and figure-ground. Introduction to Design
Processes II is the second in the series of the five required core studios
in the undergraduate architecture program. Prerequisites: Successful A46 ARCH 209 Design Process
completion of A46 111C or A46 144 with a grade of C- or better. Open to Engineering, Arts & Sciences, Business, and Art students at
Credit 4.5 units. all levels. This studio course will engage students in the process of
design with an emphasis on creative thinking. Course content relates
directly to the interests of engineers, arts & science, business and art
A46 ARCH 144 Architecture for Non-Architects students who wish to problem solve about positively shaping the
Architecture for Non-Architects introduces non-architecture students texture and quality of the built world. A series of 2D & 3D hands-on
to the process through which architects think about, view and produce problem-solving projects introduce students to design concepts as they
the built environment. This new course is meant to serve as an apply to site (eco-systems and outdoor places), to humanistic place
alternative to the traditional studio instruction in the major, thus making (personal and small public spaces), to structure & materials
allowing students who are curious about architecture to experience it (intuitive exploration of structural principles though model building), to
without the demands and commitment of major courses. If a student environmental issues (effects of climate, light, topography, context and
decides to transfer into the architecture major later on, they will meet sensible use of natural resources). No technical knowledge or special

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drawing/model-making skills are required. There will be informal Same as F20 ART 2647
group and individual discussions of each person's stages in inquiry. Credit 3 units.
The investigations will take the form of study models made of recycled
materials. Guest lecturers will participate throughout the semester. The
concluding project for the semester will allow each student to work A46 ARCH 2661 Semester Abroad Program Seminar
with their unique academic and personal interests, utilizing the process This course will prepare students participating in the Sam Fox School's
of lateral thinking. Semester Abroad Programs. The seminar will meet 8 times over the
Credit 3 units. Arch: SEM Art: CPSC course of the semester. Attendance is mandatory for students going
abroad. Prereq: College of Art and College of Architecture students
selected for the Sam Fox School Abroad Programs.
A46 ARCH 211D Architectural Design I Same as F20 ART 2661
The second year of the core studio sequence examines interactions Credit 1 unit. EN: H
between architecture and technology through the design of a
medium-scale project. Key concerns include transformative emerging
technology, cultural and material production, and labor practices in A46 ARCH 275 Service Learning Course: Environmental Issues
relation to digital tools and systems. This year emphasizes choice as This service learning experience allows Washington University students
students are supported in clarifying their conceptual position relative to to bring their knowledge and creativity about the many subjects
architecture history, theory, and culture via the iterative development they are studying to students at the Compton-Drew Middle School,
of form, geometry, space, and aesthetics. More specifically, this studio which is adjacent to the Science Center in the City of St. Louis. This
focuses on engagement with materials, cladding, and interiors in a course is for Arts & Sciences students of differing majors and minors,
series of design projects that include: (1) modules, (2) a screen, and business students, architecture and art students, and engineering
(3) a live/work space. Exercises explore problems of part-to-whole students from all engineering departments. During the first third of the
relationships, cladding and ornament, and public and private space. semester, students will do the follwing: 1) begin learning the creative
Architectural Design I is the third in the series of the five required core process of lateral thinking (synthesizing many variables, working in
studios in the undergraduate architecture program. Prerequisites: cycles); 2) work with a teammate to experiment with the design of two-
Successful completion of A46 111C or 144 and A46 112C with a grade of and three-dimensional hands-on problem-solving workshops about
C- or better. exciting environmental issues for small groups of students at Compton-
Credit 6 units. Drew Middle School; 3) devise investigations for the workshops about
environmental issues embracing the sciences, the humanities, and
the community; and 4) work with the professor (both individually and
A46 ARCH 212D Architectural Design II with their team) as well as faculty from a specific disicipline to prepare
The second year of the core studio sequence examines interactions their evolving curricular plan. During the last two thirds of the semester,
between architecture and technology through the design of a students will be on site during the Compton-Drew school day (once a
medium-scale project. Key concerns include transformative emerging week for an hour and a half) to teach small-group workshops for some
technology, 8 cultural and material production, and labor practices in of the sixth- and seventh-grade students. This course is open to first-
relation to digital tools and systems. This year emphasizes choice as year students, sophomores, and juniors.
students are supported in clarifying their conceptual position relative to Credit 2 units.
architecture history, theory, and culture via the iterative development
of form, geometry, space, and aesthetics. More specifically, this
studio focuses on engagement with representation, technology, A46 ARCH 300A Design Foundations Studio
and circulation in a series of design projects that include: (1) a This is an intensive three-week course that sets students up to enter
drawing device, (2) a fabrication analysis, and (3) a production and the first of a two-semester studio sequence. The first-year sequence
display space. Exercises explore problems of representation and introduces students to architectural design, focusing on conceptual,
mediation, architectural labor and automation, and mass and volume. theoretical, and tectonic principles. Enrollment is open to first-semester
Architectural Design II is the fourth in the series of the five required MArch 3 students only.
core studios in the undergraduate architecture program. Prerequisites: Credit 3 units.
Successful completion of A46 111C or A46 144, 112C, and 211D with a
grade of C- or better. A46 ARCH 303B Design Drawing
Credit 6 units. Drawing is a fundamental act that is intrinsic to who we are as visual
designers, visual thinkers, visual learners, visual problem solvers, and
A46 ARCH 241 Community Dynamics visual communicators. We drew even before we could write. It is an
This course builds on the investigations of A46 307X and integral part of a design process and foundational to how we navigate
concentrates on the economic, political and social dynamics shaping the digital world. This course will explore all these aspects of drawing
neighborhoods. To ground discussions in reality, the class immerses and its role in today's culture. It is a hands-on course that allows
itself in the urban laboratory of St. Louis while relating local issues to students to explore and experiment with a variety of representational
broader trends. A survey of the paradigms of American urban design media, including freehand drawing, rendering, and digital drawing.
and planning will provide an overview of the creative strategies (and An emphasis will be put on drawing as a way of searching for and
ongoing contradictions) of redevelopment in the 21st century. Students discovering design solutions. The majority of the drawings produced
will be exposed to a range of research methods for understanding will not be ends in themselves as finished products; rather, drawing will
the deep, relational, political and legalistic dynamics that shape serve as a process-driven medium for exploring new ideas and design
communities. solutions.
Credit 3 units. Art: CPSC Credit 3 units.

A46 ARCH 2647 Italian Language (Florence)

This course covers Italian grammar and conversation for study abroad
students in Florence. Taught entirely in Italian. There is an emphasis on
class participation accompanied by readings and writings. The student
develops facility speaking the language on an everyday basis.

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A46 ARCH 303C Unveiling the Detail: A Lesson in Forensic Drawing Workshops will teach facilitation and power analysis, with the intention
& Discovery of upending the power dynamics between community and creators. It
may count toward the minor in Creative Practice for Social Change if
This course will explore architectural detailing from the quotidian to
bundled with "You Are Here: St. Louis' Racial History Through Sites and
the sublime to posit architectural design intent. Through fieldwork and
Stories."
research, students will study the role of architectural detailing in the
Same as F20 ART 308B
configuration and execution of architectural space making. Students
will be asked to carefully observe their own constructed environment Credit 1.5 units. Arch: SEM Art: CPSC
and architectural precedents to understand the truth and fiction in
construction. This course seeks to help students understand the role A46 ARCH 308H Alberti Program: In the Public Schools
of the architectural detail in articulating and reinforcing architectural The Alberti Program is a problem-solving studio workshop about
concepts. It will strengthen the student's understanding of material architecture, community, and the environment. WashU students
properties, opportunities and limitations, construction sequencing, enrolled in this course will serve as teachers: developing curriculum
and design execution. Students will gain a new appreciation for the and visiting classrooms in regional public schools to teach 2D and
exquisitely executed architectural detail and strengthen the skill to 3D hands-on problem-solving projects. They will serve as guides
anticipate and navigate detailing challenges in their own design work. for student participants through the field of architecture, the design
Students will be asked to explore architectural details through various process, and sustainable design within lectures and discussions
drawing methods, modeling, and modes of representation. This course regarding projects they will undertake. WashU students may earn a
is open to architecture students at all levels with an interest in drawing maximum of 3 credits for this course. This course requires off-site travel,
and realizing architecture as a constructed practice. arranged once the semester has begun. NOTE: Students enrolled in this
Credit 1.5 units. course must pass a background check in order to remain enrolled.
Credit 3 units.
A46 ARCH 304 Shared Ecologies and Design
This interdisciplinary course will introduce biological, social and A46 ARCH 311B Architectural Design III
cultural ecology concepts to proactively address current stressors that The third year of the core studio sequence examines interactions
impact and are being impacted by design and the built environment. between architecture and society through the design of a large-
These effects and affects range from (but are not limited to) climate scale project. Key concerns include architectural agency, community
change science; racial and social justice impacts; sustainability, activism, and socioeconomic justice. This year emphasizes voice as
resiliency and adaptation-design strategies; systems-based and multi- students adopt their own conceptual position relative to architecture
scalar understandings; and interrelational human and non-human history, theory, and culture via the iterative development of form,
environments bound in both acting and being acted upon locally and geometry, space, and aesthetics. More specifically, this studio
globally. focuses on engagement with tectonic assemblies, public space,
Same as A48 LAND 304 and programming in a series of design projects that include: (1) a
Credit 3 units. Arch: ECOL precedent analysis, (2) a detailed study of the project's urban context,
and (3) a mixed-use vertical structure. Exercises explore problems of
A46 ARCH 307X Community Building grids and frames, urban and architectural space, and programmatic
interrelationships. Architectural Design III is the fih in the five required
This course looks at the intersection of the built fabric and the social
core studios in the undergraduate architecture program. Prerequisites:
fabric. Using St. Louis as the starting point, this course takes students
Successful completion of A46 111C or A46 144, 112C, 211D, and 212D
out of the classroom and into a variety of neighborhoods -- old, new,
with a grade of C- or better. Concurrent registration in Building Systems
affluent, poor -- to look at the built environment in a variety of contexts
I is required.
and through a variety of lenses. Almost every week for the first half of
the semester, students visit a different area of the city, with each trip Credit 6 units.
highlighting some theme or issue related to the built environment.
These include topics such as architecture, planning, American history, A46 ARCH 312B Architectural Design IV
investment and disinvestment, community character and values, race, The third and fourth years introduce a selection of option studios to
transportation, immigrant communities, and future visions. Running students. This year emphasizes voice as students adopt their own
parallel to this, students will be involved in an ongoing relationship with conceptual position relative to architecture history, theory, and
one particular struggling neighborhood, in which students will attend culture through the iterative development of form, geometry, space,
community meetings and get to know and become involved with the and aesthetics. More specifically, this studio focuses on advanced
people of the community in a variety of ways. Students learn to look architectural design and an in-depth study of a specific topic through
below the surface and beyond the single obvious story for multiple rigorous design development. Prerequisites: Successful completion of
stories to discover complexity, contradictions and paradoxes. They also A46 111C or A46 144, 112C, 211D, 212D, and 311B with a grade of C or
come to consider the complex ways in which architecture and the built better.
environment can affect or be affected by a host of other disciplines. Credit 6 units.
College of Architecture and College of Art sophomores, juniors, and
seniors have priority. Students will add themselves to the wait list and
will be administratively enrolled in the course. This course fulfills the A46 ARCH 315B Historic Preservation, Memory and Community
Sam Fox Commons requirement. Whose history is significant enough to be worth preserving in physical
Credit 3 units. Arch: SEM Art: CPSC form? Who gets to decide, and how? Does the choice to preserve
buildings, landscapes and places belong to government, experts or
ordinary people? How does the condition of the built environment
A46 ARCH 308B Engaging Community: Understanding the Basics impact community identity, structure and success? This place-
What does it mean to engage in community as a creative practitioner? based course in historic preservation pursues these questions in St.
Community engagement must be grounded in authentic relationship Louis' historically Black neighborhood The Ville, where deep historic
building and an ability to understand and act within the historic context significance meets a built environment conditioned by population
and systems that impact communities. We will practice the skills of loss, disinvestment and demolition. The course explores the practice
listening, observation, reflection, and improvisation. We will cultivate of historic preservation as something far from neutral, but a creative,
mindsets that focus on community assets and self-determination. productive endeavor that mediates between community values,

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official policies and expert assertion. Critical readings in preservation Credit 3 units. EN: H
and public history will accompany case studies, community
engagement and practical understanding. This course is open to both
undergraduates and graduates. A46 ARCH 317A Architectural Design I (MArch 3)
Same as I50 INTER D 415B The first of a two-semester sequence that introduces students to
Credit 3 units. architectural design, focusing on conceptual, theoretical, and tectonic
principles. Enrollment is open to first-semester MArch 3 students only.
Credit 9 units.
A46 ARCH 316A Portfolio Design
Architecture portfolios play an essential role in framing and presenting
work in academic and professional contexts. The portfolio serves A46 ARCH 318A Architectural Design II (MArch 3)
as a record of one's creative and intellectual thought, production, The second of a three-semester sequence of core design studios, which
and experience. Through the highly personal and reflective act of continues the examination of issues raised in ARCH 317. Enrollment is
re-presenting images and texts, the portfolio frames an individual's open to second-semester MArch 3 students only.
position in the field of architecture. Architecture Portfolio Design Credit 9 units.
facilitates the production and development of a comprehensive
portfolio and covers the essential concepts and techniques of A46 ARCH 323A Architectural Representation I (MArch 3)
contemporary portfolio production. Prerequisite: A46 311B or A46 419
This course examines the history/theory and practice of representation,
Credit 3 units. Arch: NLCU specifically the systems of drawing used in architecture. The objective
is to develop the requisite discipline, accuracy, and visual intelligence
A46 ARCH 316F Re-Discover the Child to conceptualize and generate a relationship between space and
It is said that at this time in history the entire country must make a form. The course focuses on two concurrent tasks: first to outline
commitment to improve the positive possibilities of education. We and analyze the historical development of representational logics
must work to li people who are underserved; we must expand the and their impact on architectural ideation, and second to explain the
range of abilities for those who are caught in only one kind of training; codification and usage of specific geometries, including orthographic
and we must each learn to be creative thinkers contributing our abilities and isometric projection, central and parallel perspective, and
to many sectors of our society. In this course, during the semester architectural axonometric. We will see that, rather than a translation
we will expand our views about learning by experimenting with the of reality, representation operates between perception and cognition
creative process of lateral thinking. We will learn about learning by as a transcription of reality and is thus a powerful instrument in the
meeting with some brilliant people at the university and in the St. Louis design and making of architecture. The relationship between the
community who are exceptional in the scholarly, professional, and civic drawing forms and the tools used to produce them are brought into
engagement work they are accomplishing. We will learn about learning focus as manual, digital, photographic and physical applications driven
by working in teams to develop exciting curricula (based upon the by drawing intentions. The course is organized as a lecture/lab with
knowledge and passion WU students bring from their academic studies emphasis on practice of manual and photographic applications.
and range of interests) for middle school students from economically Credit 3 units.
disadvantaged urban families. Each week of the semester, we will
learn about learning by giving 2-D / 3-D hands-on problem solving A46 ARCH 323B Architectural Representation II (MArch 3)
workshops, once a week for one hour each week, for elementary school
The course examines the history/theory and practice of representation,
students. You and your WU teammate will implement the workshops
specifically the systems of drawing used in architecture. The objective
you create. In this course we celebrate the choices of studies we each
is to develop the requisite discipline, accuracy, and visual intelligence
pursue, and we expand our experience in learning from each other's
to conceptualize and generate a relationship between space and
knowledge bases and learning from each person's particular creativity
form. The course focuses on two concurrent tasks: first to outline
in problem-solving. This course seeks students from all disciplines and
and analyze the historical development of representational logics
schools, freshmen through seniors. Course fee applies to mandatory
and their impact on architectural ideation, and second to explain the
background check and is not refundable.
codification and usage of specific geometries, including orthographic
Credit 3 units. Art: CPSC and isometric projection, central and parallel perspective, and
architectural axonometric. We will see that, rather than a translation of
A46 ARCH 316T Printmaking for Architecture and Art Students reality, representation operates between perception and cognition as
This course will focus on monotype mixed media printmaking a transcription of reality and is a powerful instrument in the design and
using both a press and digital print processes. The course making of architecture. The relationship between the drawing forms
is designed to be responsive to current issues with a focus and the tools used to produce them are brought into focus as manual,
on contemporary printmaking practices and various ideas about digital, photographic and physical applications driven by drawing
dissemination in the age of social media. The course will include an intentions. This course is organized as a lecture/lab with emphasis on
examination of historical examples of diverse global practices; prints the practice of digital media and physical modeling. Emphasis is on
made in periods of uncertainty, disruption, war, and disaster; and participation and excessive absences will be noted. PLEASE NOTE: The
speculative projects by architects such as Superstudio, Zaha Hadid second half of the semester will focus on computing, for which each
Architects and Archigram. Students will be expected to create a student is required to have a laptop computer.
series of work with a conceptual framework developing a personal Credit 3 units.
visual language.
Same as F20 ART 316T A46 ARCH 326G Digital Fabrications
Credit 3 units. Art: FAAM EN: H This course will focus on fabrications both real and virtual. The ubiquity
of computers in design, studio art, communications, construction,
A46 ARCH 316X Cycles and fabrication demand that professionals become comfortable with
Students design and build human-powered vehicles from discarded their use. It is also important in a group of ever-specializing fields that
bicycles. The course collaborates with student mechanics involved with one know how to translate between different soware and output
Bicycle Works (Bworks). Bworks collaborates in teams with Washington platforms. This comfort and the ability to translate between platforms
University students to design and build the work. allow contemporary artists and designers to fabricate with ever-

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increasing freedom and precision. This course will introduce students A46 ARCH 326L Anxious Vision: Real Time and the Architecture of
to 3D soware with a focus on 2D, 3D, and physical output. Through Video Games
a series of projects, students will learn to generate work directly from What can architects learn from examining the visual structures of 3D
the computer and translate it into different types of output. Starting video games? How have they influenced the culture of architectural
from first principles, this course will cover the basics from interface representation? Why should the gaming perspective view and
to output for each platform used. This course will also familiarize level structure be considered essential elements for contemporary
students with a range of CNC technology and other digital output for architectural theory? How is video game theory instrumentalized
both small- and large-scale fabrication. The course will be broken into in the creation of architecture? To begin, video game engines are
three projects. In the first project, students will focus on computer- becoming ubiquitous features in architectural rendering culture.
generated geometry and control systems. In the second part, students Platforms like Unreal, Unity, and Twinmotion offer designers tools
will generate physical output and line drawings. The final project to create environments that can be explored and interacted with in
will focus on rendering, context, and cinematic effects. The soware real time by the user-client. Although 3D modeling, rendering, and
covered in this course includes, but is not limited to Rhinoceros 3D, animation platforms have been commonplace in architecture schools
Maya, Illustrator, Photoshop. Additionally, students will use the 3D and experimental studios since the 1990s, accessible, interactive,
printer, laser cutter, and/or other digital output tools. real-time rendering platforms are a more recent and less studied
Credit 3 units. phenomenon. The architecture of level design and the companion
art of worldbuilding constitute a new representational paradigm. In
A46 ARCH 326J Digital Representations this seminar, we will examine the spatial structures of contemporary
Digital Representations introduces students to digital modeling and gaming titles and explore a series of historical and theoretical texts from
fabrication, parametric workflow, and various 2-D and physical output Video Game Studies. The final assignment will be project-based and
techniques. Starting from first principles, this course begins with the designed using the Unreal Engine.
basics from interface to output for each platform used, developing skills Credit 3 units.
in digital modeling and physical output and serving as a prerequisite
for more advanced courses in design scripting and digital fabrication. A46 ARCH 326Q Evolution of a Section: Architecture and Machine
Students will complete a semester-long project divided into three
Learning
assignments, beginning with developing a detailed digital model of a
formal precedent, which introduces students to basic skills in modeling Throughout human history, architecture was seen as static, a quality
with nurbs, subdivision surfaces, and meshes. Continuing to develop attributed to its inherent physicality. This seminar encourages students
a clear diagrammatic organization and hierarchy, students will expand to conceive of an architecture, through the medium of an architectural
the characteristics of their original formal precedent using Grasshopper section, that mutates across space and time. Using Machine Learning
to create a set of dynamic, flexible behaviors. Drawing upon their processes, the class intends to propose an alternative and nonlinear
initial understanding and analysis of organizational systems within means of production to the linear process of architectural design
their formal object, students will transfer their observations into the from conception to construction. Machine learning engages graphic
construction of a spatial parametric model that has potential to serve information differently than designers do. All fidelity towards visual,
structure, fabrication methods, and material assembly. Finally, students cultural, political, and geometrical context is lost, resulting in a new
will develop their digital model into a geometrically rationalized class of compositions that are unique but not critical. The systems,
material system that draws upon their initial precedent, producing a including Generative Adversarial Networks, Convolutional Neural
physical model, renderings, and 2d drawings presented in the format of Networks, and Diffusion Models, are explored with input (images/texts)
a final review. and analyzed as output images. We will collectively conjecture on how
to 'train' the AI models to understand spatial features typical of an
Credit 3 units.
architectural section. We will rely on the rich history of architectural
sections, across time, styles, and media, to inform the potential
A46 ARCH 326K Digital Evolutions: Parametric Design for a trajectories that our section follow. The works of contemporary artists
Fabricated Species and architects, like Matias Del Campo, Gabriel Esquivel, Helena Sarin,
Digital Evolutions will introduce digital modeling, parametric workflow, Refik Anadol, etc. who work with Machine Learning technologies, will be
and fabrication techniques in a variety of two and three-dimensional analyzed to understand approaches towards AI and Design.
media to document the imagined development of a hypothetical Credit 3 units.
animal species. As a prerequisite for more advanced courses in
design scripting and digital fabrication, this course will introduce each A46 ARCH 327D Digital Lighting Design: Rapid Prototyping and
technique at a foundational level giving every student a new arsenal of
the CNC
digital tools with which they can act as evolution's (intelligent) designer.
Students will begin with an analysis of drawings by Ernst Haeckel Students in this course will develop an intimate understanding of CNC
(1843-1919), a German biologist, naturalist, philosopher, and artist technology and its ability to rapidly prototype and fabricate within an
who promoted and popularized Charles Darwin's work in Germany, iterative design process. Through an accelerated feedback loop, the
but whose own alternative theories of evolution have subsequently class will work quickly through maquettes, renderings, prototyping,
been discredited. Students will use Grasshopper and associated plug- and fully formed products multiple times within the semester. Lectures
ins to exploit the powerful flexibility of parametric design to iteratively will include both current and historic approaches to lighting design to
adapt these studies to various imagined environmental conditions. better inform the initial drawing process. This course will also include
Working in pairs, students will crossbreed their species, synthesizing technical instruction on CNC, processes specific to the equipment at
ideas concerning skin, support systems, pattern, and kinetics, finally Sam Fox. Coursework will culminate in an exhibition of lighting displays
modeling this fictitious entity with a geometrically rationalized material and relevant documentation to accompany the research. Students
system-a fabricated fabrication. wishing to enroll in this class should have a functioning knowledge of
Rhino.
Credit 3 units. Arch: HUM Art: FADM
Credit 3 units.

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A46 ARCH 327W Color in Space | Space in Color architectural directions in a global context. Topics range from
It is perhaps not a coincidence that one of the main literatures on architects' responses to new conditions in the rapidly developing
color still relevant today - Josef Albers' Interaction of Color (1963) cities of the later nineteenth century, through early twentieth-century
- has its origins in the Bauhaus pedagogy. Aer all, color is a major theories of perception and social engagement, to recent efforts to
design element that alone has the power to transform a space. Color find new bases for architectural interventions in the contemporary
ignites the imagination, holding the potential to elevate being in a metropolis.
space into an emotional experience. In this design seminar, students Credit 3 units. Arch: HT
will investigate the use of color in architecture and spatial practices.
Architectural practitioners and artists - from Josef & Anni Albers, Luis A46 ARCH 331A Experimental Formwork
Barragán, Hélio Oiticica, Bridget Riley, James Turrell, Olafur Eliasson,
Our perception of concrete is typically determined by the mold that
James Casebere, Bruce Nauman, and others - will be the subject of
gives it its shape and not the material itself. Given the fluidity of the
a number of case studies. Short weekly lectures will be presented
material in its plastic state, the desired morphology and configuration
on selected topics and concepts such as color theory, simultaneous
once cured relies on its molding possibilities. During this seminar
contrast, perception and optical mixing of color, use of artificial and
students will explore the essence of mold making, its possibilities
natural light, interactive effects and relationships of colors, color as a
and limitations as containers of a fluid material that will determine
prominent compositional and spatial element, environmental influence
its final shape and surface quality. Starting from an understanding
on color, among others. In tandem with the lectures, students will
of standard molding procedures, students will explore a wide range
work on a small series of independent explorations studying color and
of non-conventional formwork techniques such as flexible fabric,
light phenomena in physical modeling, drawing, photography and
pneumatic, 3d printing, dynamic casting, rotoforming and others.
digital color mapping. The goal is to inspire architecture and urban
Students will produce physical molds and cast prototypes in concrete
design students with the expressive and poetic qualities of color and its
or other materials through a process of experimentation and discovery.
potential material depth.
The ultimate goal of this course is to use formwork as an active and
Credit 3 units. accessible design tool and fertile ground for innovation. Particular
emphasis will be on discovering relationships between material
A46 ARCH 327X Color Systems properties and production methods as a way of finding systematic
This course is a sustained investigation of color. Students study approaches that can lead to making prototypes combining digital
how color is affected by light, by space, by arrangement, by culture, and/or analog tools. Students are expected to develop creative
and by commerce. The course aims to deepen the understanding processes that can be applicable to unprecedented and novel casting
of color's complexity and pervasiveness as a fundamental element techniques and potentially to manufacturing methods of actual
of shared visual culture. The course develops both technical and building components. The course is structured around an initial lecture
conceptual skills to aid in visual translation. In addition to color-specific about mold making precedents and possibilities, specific readings, a
inquiry, a goal is to expand ideas of research and enable students to short research on traditional and other current -non-traditional- mold
integrate various methods of acquiring knowledge into their art and techniques and hands-on work. Students will work individually to
design practice. Throughout the course, students discuss various fabricate small mold prototypes (6" x 6" x 6"), cast concrete or other
processes of making/constructing, the connection between color/ fluid materials readily available to perform tests and produce accurate
form/concept, and strategies for idea generation and brainstorming. representation of the outcomes and its process. The course is open to
The course allows for much individual freedom and flexibility within undergraduate and graduate students.
varying project parameters. College of Architecture and College of Credit 1.5 units.
Art sophomores, juniors, and seniors have priority. Fulfills Sam Fox
Commons requirement. Prerequisite: Drawing I, Communication Design A46 ARCH 331B Innovative Bamboo
I, or 2-D Design, or permission of instructor.
In this seminar we will explore bamboo as a sustainable material
Same as X10 XCORE 327X
for innovative structures. Bamboo is a natural composite with high
Credit 3 units. Art: FADM EN: H tensile and compression strength and grows in a cylindrical form that is
optimal for carrying longitudinal forces. Furthermore, it is fast growing,
A46 ARCH 3280 Architectural History I: Antiquity to Baroque sequesters more carbon than timber, produces more oxygen than
This lecture course will introduce major historical narratives, themes, a boreal forest, and even absorbs heavy metals from soil. Students
sites, and architects from ancient Greece to the end of the Baroque will look at historic and contemporary precedence of bamboo as
period. We will take an extended look at the dawn of the modern engineered products and as structural construction using simple poles.
period during the 15th and 16th centuries through a global perspective, We will play with ways to connect, assemble, and build with this natural
turning eastward from Renaissance Europe to the Ottoman, Mughal, material. Finally, we will build large-scale models and prototypes of
Chinese, and Japanese empires. The great chronological and structural designs. The goal is to explore the wide range of design and
geographic span of this course will be pulled together around the engineering potential of this natural, oen overlooked, structural grass.
themes of classicism and its subsequent reinterpretations as well as Credit 3 units.
the pursuit of the tectonic ideal. Our aim is to recognize how these
ideological pursuits of modern architecture evolved out of longer A46 ARCH 332A 1 House
historical processes. We will also pay close attention to major sites of
In this seminar, students will research and develop designs for a
landscape and urban-scale work. Requirements will include a mid-term
completely off-the-grid "small" house in Boquete, Panama, for Kaylee
exam, a final exam, and a series of short papers.
and Jordan of the Nomadic Movement YouTube channel. With
Credit 3 units. Arch: HT input from Kaylee, Jordan, and their crew, students will research
traditional sustainable building practices in Panama and develop
A46 ARCH 3284 Architectural History II: Architecture Since 1880 schematic designs for a small house to be built by them on their
An introductory survey of the history and theory of architecture and property in Boquete, with construction beginning in May 2021. The
urbanism in the context of the rapidly changing technological and course will include instruction in residential design, structure, and
social circumstances of the last one hundred and twenty years. In materials and methods of construction. A subtext of the course will be
addition to tracing the usual history of modern architecture, this
course also emphasizes understanding of the formal, philosophical,
social, technical, and economic background of other important

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entrepreneurship and beginning one's practice as an architect. To this advanced, sustainable solutions. Biomimicy: A Biokinetic Approach
end, students will be asked to write a prospectus for their architectural to Sustain(Able) Design focuses on kinetics as an essential element
practice, including naming, branding, and producing their first YouTube of biomimicry in the context of architecture and employs the study
video. of the kinetic aspects of biological systems - structure, function,
Credit 3 units. and movement - to inform the design and engineering of buildings.
A systematic approach to researching and translating the kinetic
function of organisms leads to a successful bridging of biological and
A46 ARCH 333A Matsumoto Modern architectural concepts.
Between 1948-1961, the Japanese American architect George Credit 3 units.
Matsumoto designed more than 30 award-winning residences in
North Carolina. The houses -- demonstration homes for General
Electric and Westinghouse, vacation houses sponsored by Women's A46 ARCH 336E Biomimicry, Teleology & Organic Architecture
Day and the Douglis Fir Plywood Association, and homes for clients This seminar is intended to develop an understanding of the history
interested in new ideas in architecture -- served as prototypes for and evolution of Biomimicry as a significant design tool from the
domestic living inspired by postwar logics of mass production. The emergence of Biology as a science in the early 19th century to the
experimental homes provided opportunities to challenge norms and present. Biology was the first discipline to confront the problem
amplify particular design aspects through focused investigations of of teleology, of design in nature. For the past one hundred years,
the potential of new materials, innovative construction systems, or biological references and ideas are present in the work of architects
provocative formal capabilities. Like the more well-known Art and and in the writings of architectural theorists. Biomimicry, a term coined
Architecture magazine's Case Study House Program on the West Coast, by Janine Benyus, has developed into a new discipline that studies
Matsumoto's houses aspired to be functional, beautiful, and affordable well-adapted organisms designs and processes and then imitates
while providing a model for modern American domesticity. Students life's genius to design human applications, aiming at a sustainable
in the course will undertake archival research for selected George development. The intent of this seminar is to establish a systematic
Matsumoto-designed modern homes throughout the semester. Course approach to research and analysis of the history and theory of this
work will include experimental, analytical drawings; archival research biological analogy and its influence on the history of environmental
and writing; museum-level physical models; and other representations architecture, as seen through the lens of biomimcry. In addition to a
of residential work by Matsumoto. The resulting work is anticipated historical analysis, students will analyze case studies that exemplify
to be included in a future publication, an exhibition, and as a featured the relationship of architecture to biology, focusing not only on built
part of the larger research project Beauty in Enormous Bleakess: The work, but on the writings and the designer's positions in terms of this
Interned Generation of Japanese American Designers, which aspires to relationship. Classes will consist of a combination of formal lectures
"tell an urgently needed new chapter in design and architectural history and facilitated discussion periods. In addition, each student will choose
that acknowledges the signal contributions of Japanese Americans to a particular architect and, through research and analysis, will assess
post-war culture and cultural life." the influence of biomimicry in his/her work and present these results
Credit 3 units. Arch: CAST, GACS in a paper that includes a critical analysis and a proposal on how to
advance the architect's work to the highest level of biomimicry.
Credit 3 units.
A46 ARCH 335X Urban Books
Since the beginning of the 20th century, art, architecture, and urbanism
together have investigated the production of images that shape the A46 ARCH 337N In Detail: Observation, Drawing, & Discovery
symbolic dimension of our experience of large cities. The main goal This course explores architectural detailing from the quotidian to the
of this course is to critically embrace this tradition through the format sublime to posit architectural design intent. Through fieldwork and
of the artist's book. St. Louis is the focus for our observations because research, students will study the role of architectural detailing in the
it is familiar to our everyday lives and also because it provides key configuration and execution of architectural space making. Students
situations for understanding contemporary forms of urbanity and will be asked to carefully observe their own constructed environment
how urban space is produced and imagined. The course bridges and architectural precedents to understand the truth and fiction in
the curricular structures of art and architecture by enhancing the construction. This course seeks to help students understand the role
collaboration between the practical and scholarly work developed of architectural detail in articulating and reinforcing architectural
in both schools, with additional support from Special Collections at concepts. It will strengthen students' understanding of material
Olin Library. It combines the reading, lecture, and discussion format of properties, opportunities and limitations, construction sequencing,
a seminar with the skill building and creative exploration of a studio. and design execution. Students will gain a new appreciation for the
This course is divided into three progressive phases of development: exquisitely executed architectural detail and strengthen the skill to
the first consists of weekly readings, discussion, and responses in the anticipate and navigate detailing challenges in their own design work.
form of artist's books. The second phase focuses on the Derive with Students will be asked to explore architectural details through various
physical activities and assignments based on interacting directly with drawing methods, modeling, and modes of representation. This course
the urban environment. The third phase focuses on individual research, is open to architecture students at all levels with an interest in drawing
documentation, and final book design and production. College of and realizing architecture as a constructed practice.
Architecture and College of Art sophomores, juniors, and seniors have Credit 3 units. Arch: NLCU
priority. Fulfills Sam Fox Commons requirement.
Credit 3 units. Arch: GAUI, SEM, UI Art: CPSC, FADM EN: H
A46 ARCH 343A Design As Export
This course introduces students to the contemporary global
A46 ARCH 336D Biomimicry: A Biokinetic Approach to characteristics of design in the late 20th & 21st century. The marketing,
Sustain(Able) Design fabrication, distribution and consumption of design is global, yet the
There is a conceptual similarity between the way an organism and a cultural and formal identity of most design products are national and
building engage their respective environments. A biological system regional. How do traditions of design and quality based on centuries
responds to the unique condition of its ecosystem; architecture of a national and regional design culture react and adapt to a global
responds to the unique conditions of the site. Building on this principle market? What is the culture of design? What is design identity? Italian
are the fields of biomimicry, the study of design and process in nature, design will be the primary focus of this course, followed by Japanese
and biokinetics, the study of movement within organisms, and their and Asian design & manufacturing. Case studies will include examples
ability to address architectural problems with elegant, technologically of industrial design, fashion design, communication design and

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automobile design. The course will also include presentations by casting. For artifacts that require fine detail, students will outsource
design curators and representatives of various international design their projects to wax 3D-printing and casting facilities. (Outsourcing for
companies. This course will count as a foundational seminar for the a typical ring costs approximately $15 in steel and $35 in silver. Total
Global Certificate Program (http://global.wustl.edu/university-wide- course costs are estimated to be $100.)
international-initiatives/the-global-certificate/). Credit 1.5 units. Arch: ETH, NS
Credit 3 units.
A46 ARCH 348B Furniture
A46 ARCH 343X Digital Filmmaking: City Stories This seminar will explore the work of the Italian architect Enzo Mari,
DIGITAL FILMMAKING: CITY STORIES is a cross-University video with a focus on his autoprogettazione? furniture and book project of
art course for students interested in making short films through a 1974. The book offers free designs of furniture that can be built with
transdisciplinary and time-based storytelling in both narrative and only a few tools, simple materials, and basic skills, such as measuring,
non-narrative formats. Whether documentary or abstract, individually cutting, and hammering. In 2015, Mari granted the Berlin-based
produced or collaborative, all projects in this course have a required CUCULA: Refugees Company for Cras and Design the rights to redesign
social and urban engagement component. In this course, the City and sell the furniture. Students will take up this charge and redesign the
becomes a laboratory for experimentation and contribution. Students furniture from autoprogettazione? again, with each student building a
meaningfully engage St. Louis and their projects address sites of redesigned chair. Please note that this seminar will require students to
concern to explore the complex fabric of the city by way of framing and acquire the following tools: a measuring tape, a hammer, a hand saw,
poetic juxtaposition. CITY STORIES merges several arts and humanities and a hand drill and bits (approximate cost of $75.00 new, $25.00 if the
disciplines, including experimental cinema and documentary student is resourceful). (The professor will contact the student in 25
journalism and create an opportunity for empathic listening and inquiry years and ask if they still have the tools.)
as students discover stories built from collective as well as individual Credit 1.5 units.
memories.
Same as X10 XCORE 343
A46 ARCH 350 Service Learning Course: Environmental Issues
Credit 3 units.
This interdisciplinary service-learning experience allows WU students to
bring their knowledge and creativity about the many subjects they are
A46 ARCH 345A The Corner Problem studying to students at a St. Louis City elementary school. WU students
The corner problem is a classic architectural challenge of how a will learn about the creative process of lateral thinking (synthesizing
material, pattern or system turns a corner. In particular, the class will many variables, working in cycles, and changing scales). WU students
focus on facades that include sun shading elements, thus increasing will work in teams to experiment with the design of 2-D and 3-D
the thickness of the assembly. Turning a corner sounds benign until hands-on problem-solving workshops for small groups of students to
you consider that all materials have thickness, and then the problem accomplish. WU students will devise investigations for the workshops
reveals itself. This too oen results in an oversimplification and thus about environmental issues embracing fields in the natural sciences,
reduction of the design intent. This course will focus on designing humanities, social sciences, architecture, art, engineering, and business
custom facade systems using advanced digital modeling techniques with the community. In this course, we celebrate the choices of studies
and testing through physical prototypes. Knowledge of material we each pursue, and we expand our experience by gaining from each
systems and modeling techniques will be supplemented through other's knowledge bases and each person's particular creativity. This
discussions with industry leaders in facade design and fabrication. course is for Arts & Sciences students of differing majors and minors,
Credit 1.5 units. business, social work, architecture and art students, and engineering
students from all engineering departments. Course fee applies to
mandatory background check and is not refundable.
A46 ARCH 347F Furniture Design, Emphasis Metal Credit 3 units. Art: CPSC
Students design and make small tables using metal as the primary
material. Traditional and emergent technologies will be explored such
as welding and use of cnc plasma cutting. No experience is necessary. A46 ARCH 355 Interdisciplinary Ecosystems Principles Integration
Credit 3 units. The mission of this interdisciplinary seminar class is to "Advance
interrelationships of ecological and human systems toward creating
healthy, resilient, and biodiverse urban environments", and will bring
A46 ARCH 348A Body as Site: Jewelry Design as Architecture together experts and students in ecology, urban design, architecture/
In this course, students will undertake a 3D printing and casting process landscape architecture, economics, social work, and engineering,
to realize an architecturally conceived set of jewelry in metal and create drawing from inside and outside the WU community.
drawings and renderings of this set. Oen, metal 3D printed parts are Credit 1 unit. Art: CPSC
used as industrial components and engineered mechanical parts. This
project will reverse that to create delicate objects that engage with
skin. Students will create a parure (a set of related pieces of jewelry) A46 ARCH 355A Carbon Neutrality in Architectural Design
that will examine the human body as an architectural site and test the Team WashU aims to create a solar home to educate the public
potential of metal 3D printing in architecture. We will use Autodesk on a state-of-the-art, carbon-neutral, adaptive healing space for
Maya to create hyper-articulated surfaces and employ lost wax and occupational therapy services using innovative interior, architectural,
lost plastic metal casting, consequently blurring the line between and system design to meet the users' physical, social, and emotional
traditional and contemporary techniques. As a result, we will not simply challenges. The study will focus on design, materials, and renewable
conceive of a project and outsource its production. Instead, we will use energy by illuminating the role of carbon in the built environment,
the foundry to provide firsthand experience with material processes. and it will help students understand the principles and application
The set of pieces will share characteristics of form and geometry as well of carbon assessment methods and Life Cycle Analytical (LCA)
as tactics of physical interconnection with the human body, adjusting tools. Students will integrate carbon-neutral design principles into
through site-specific responses to finger, wrist, neck, ear, or head. In design, fabrication, and construction processes, testing the limits
addition to a set of renderings and drawings, students will produce of conventional sustainable design practices and developing new
wax hand-carved models and 3D-printed plastic objects for lost plastic strategies for designing carbon-neutral buildings. Students will
work individually to create preliminary design schematics (and their
associated structural morphologies, enclosure systems, and MEP

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systems). They will be fused around a single design strategy developed will imagine collaborations between canonical architectures and
as a group design project, analyzed for its environmental impact and underrepresented, historically ignored architectures. We will rigorously
carbon footprint, and finally built by the student team. The course speculate on how these hybrids become relics of a world beyond time,
encourages students to participate in the fabrication and construction space, and identity by absorbing the exceptional qualities of their
process developed as collaborative research, design, and construction origins and introducing a novel method of interpreting precedents
effort and support professional consultants or manufacturing partners. in architecture. We will explore AI processing tools like Google Colab,
Credit 3 units. Arch: ETH, S Art: CPSC Automatic1111, RunwayML, Adobe Firefly, and Midjourney and delve
into transposing/spatializing these images onto architectural elements
using 3D modeling soware like Rhinoceros, Blender, and Z-Brush. The
A46 ARCH 362A Materials of Memory: Designing a Pavilion for final deliverables will be a series of estranged architectural models.
Peace Park Credit 1.5 units.
In Wounded Cities (2012), Karen E. Till writes, "Artistic interventions
advance the difficult 'work' of memory in wounded cities marked by
particularly violent and difficult pasts. Such projects also may offer A46 ARCH 375M Impossible Collaborations: Architecture and
possibilities of place-based mourning and care work across generations Machine Learning
that build self-worth, collective security, and social capacity." In The mass availability of Machine Learning processes makes individuals
this course, architecture students will work alongside art students with limited experience of the tools perceive themselves as 'AI Experts'.
enrolled in a parallel seminar to develop integrated designs for an The ever-evolving forms of the technology make it challenging to
open air pavilion, a bus shelter, and educational signage for North St. identify its vast potential influence on the design workflow. This course
Louis's Peace Park. This seminar is the current phase of an ongoing investigates how the presently available AI tools can productively
collaborative between Washington University and the College Hill disrupt prevailing design norms. Student projects will leverage
Community to find tangible actions that can address past injustices, Machine Learning's ability to disassociate from cultural affinities to
respect memories of the neighborhood, begin a process of healing defy preconceived notions of the architectural canon. These projects
in the present, and build infrastructure for the future. Students will will imagine collaborations between canonical architectures and
conduct "memory work" by collecting narratives from local residents, underrepresented, historically ignored architectures. We will rigorously
exploring the recent and distant history of the site, and examining speculate on how these hybrids become relics of a world beyond time,
past placemaking projects that have successfully utilized memory space, and identity by absorbing the exceptional qualities of their
work to create healing spaces. This foundational work will be used origins and introducing a novel method of interpreting precedents
as the basis for the design and construction of large operational in architecture. We will explore AI processing tools like Google Colab,
presentation models to be placed on display for the local residents. Automatic1111, RunwayML, Adobe Firefly, and Midjourney and delve
This collaborative process will continue aer this semester and will into transposing/spatializing these images onto architectural elements
result in a built project by the end of the summer of 2023. using 3D modeling soware like Rhinoceros, Blender, and Z-Brush. The
Credit 3 units. final deliverables will be a series of estranged architectural models.
Credit 1.5 units.
A46 ARCH 364C Projective Excavation: Drawing out the Untold
History of St. Louiss Chinatown A46 ARCH 376 Design Thinking for Science, Engineering, Business
From 1869 to 1966 in downtown St. Louis, a small but thriving Chinese & the Liberal Arts
immigrant community existed in the area that is now occupied by the This introductory course will outline strategies and methodologies
Spire Headquarters. St. Louis's Chinatown was home to laundromats, drawn from a wide range of creative design practices, including
grocery stores, restaurants, shops, and residences until it was razed architecture, landscape architecture, urban design, industrial design,
for urban renewal as part of the Busch Memorial Stadium project and others. The course will explore how these ideas and techniques are
in 1966. Aer the last residents were forced out, the site remained a similar to practices in science, engineering, business, and the liberal
surface parking lot for decades. Today, St. Louis's Chinatown (or Hop arts and how they might be applicable to multi-disciplinary problem
Alley, as it was oen referred to) only resides in historical fragments solving. Topics will include perception, representation, technology,
and memories. Working in collaboration with the Chinese American group intelligence, bio-mimicry, and context-based learning, among
Collecting Initiative at the Missouri Historical Society, students will others. Emphasis will be given to the intersection of design thinking
develop drawings and models that reveal the suppressed history of this with environmental problems and the relationship between design
site that formed the backdrop of everyday life for Chinese Americans thinking and innovation. The course will include lectures, guest lectures
in St. Louis. Focusing on the daily rituals, events, and activities sourced with case studies, and design projects. Open to all undergraduate
from photos and personal stories, students will develop projective students.
representations of the interior lifeworld of St. Louis's Chinatown. Credit 1 unit. EN: H
Using techniques adapted from graphic novels, architectural drawing,
Chinese landscape painting, and 19th-century panoramic maps,
students will investigate how we can use the disciplinary tools of A46 ARCH 3823 Fieenth & Sixteenth Century Florence, Rome &
architecture to reveal hidden histories and construct new narratives. Venice: Rethinking Renaissance Visual Culture
Credit 1.5 units. The Early Renaissance - also known as the quattrocento - usually
denotes the period from circa 1400 to circa 1500. In those 100 years,
Italy, particularly Florence, witnessed an extraordinary coming together
A46 ARCH 3752 Impossible Collaborations: Architecture and of artistic talent, a passionate interest in the art and culture of Greek
Machine Learning (Florence) and Roman antiquity, a fierce sense of civic pride and an optimistic
The mass availability of Machine Learning processes makes individuals belief in the classical concept of "Man as the measure of all things". This
with limited experience of the tools perceive themselves as 'AI Experts'. course examines the principal artists who contributed to this cultural
The ever-evolving forms of the technology make it challenging to revolution. In order to take full advantage of the special experience of
identify its vast potential influence on the design workflow. This course studying the renaissance in the very city of its birth, the stress is mainly,
investigates how the presently available AI tools can productively although not exclusively, on Florentine artists who include sculptors
disrupt prevailing design norms. Student projects will leverage such as Donatello, Verrocchio, and Michelangelo, painters such as
Machine Learning's ability to disassociate from cultural affinities to Giotto, Masaccio, Uccello, Botticelli, Leonardo, and Raphael; architects
defy preconceived notions of the architectural canon. These projects such as Brunelleschi and Alberti up to Sangalo.

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Same as F20 ART 3823 A46 ARCH 388A Architecture Portfolio Design
Credit 3 units. Arch: HT, RW Art: AH Architecture portfolios play an essential role in framing and presenting
work in both academic and professional contexts. More importantly,
through the reflective act of re-presenting images and texts, students
A46 ARCH 3824 The Italian Renaissance in the City of Florence
can begin to define their positions in the field and direct the course
This course encompasses the Renaissance from Giotto through the of their careers as architects. Architecture Portfolio Design facilitates
High Renaissance. Students will be able to examine first-hand the works the production and development of a comprehensive portfolio and
they are studying. Included are field trips to Rome and Venice. covers the essential concepts and techniques at play in contemporary
Same as F20 ART 3824 portfolio production. Over the course of 8-weeks, we will do the
Credit 3 units. Art: AH EN: H following: 1) perform close analyses of groundbreaking architectural
publication designs; 2) assemble, organize, and evaluate portfolio
A46 ARCH 3825 Florence as a Cultural Artifact: The History of image and text content; 3) profile the key academic institutions and
employers with which students are most interested in engaging; 4)
Architecture as the History of the City
define the target audience to better frame content for that audience;
This course combines seminar and workshop activities aiming at the 5) review portfolio organization as well as page layout and hierarchy
understanding of the rich urban and architectural history of Florence, of image and text; 6) perform an intensive review of student written
the place of students' work and temporary living during the study project descriptions and related captions; 7) review tactics of digital
abroad program. These activities will be in dialogue with the design display and physical distribution; 8) invite widely published architects
studio and art history courses. The intellectual framework of the and graphic designers in the Sam Fox School to portfolio reviews; 9)
course is informed by Giulo Carlo Argan's seminal work "La storia invite a panel of students that have prepared successful portfolios to
dell'arte come storia della città" (The history of art as the history of present and share strategies; and 10) tangentially address curriculum
the city, Einaudi, 1983), presenting the city as a complex time-space vitae, work samples, web and social media accounts, reference letter
phenomenology of cultural artifacts. While Florence is well known for requests, essays, and letters of intent.
its cultural contribution to Western cultural history during the 1400s
Credit 1.5 units.
and 1500s, little is known about the full span of its millennial history,
including its contemporary developments. The seminar activities will
cover such aspects through readings and lecture-cum-sketching urban A46 ARCH 396B Making Things That Function
and architectural documentation tours in the first part of the semester, Heidegger identified "things" as what objects become once they
leading to the development of individual artists' book projects to cease to perform their function in society. In this course, we seize that
be completed in the second part of the semester for the program's moment of dysfunction as a point for creative intervention. Students
semester exhibition. will design and make functional objects that engage the body with
Credit 3 units. intention. The meaning of function will be debated so that students
develop a definition based on their own values. Highly exaggerated,
specific, or experimental works will be encouraged. Techniques for
A46 ARCH 3828 Lets Go to the Market
metal fabrication, simple woodworking, and mold-making will be
Set against the backdrop of the heavy stone walls of the Renaissance taught in class, as needed. No previous experience is necessary. This
city, the Florentine piazza serves as a hub of rotating events and course will benefit designers, artists, architects, and engineers, and
informal activity centered around the exchange of goods and culture. it will explore the intersections of design and making among these
Concerts, football matches, temporary exhibitions, and markets upon fields. Prerequisite: 3D Design, Architecture 111 studio, or permission of
markets fill the public space, contrasting old and new, temporary instructor.
and permanent. This seminar is intended to get students out of the Same as F20 ART 396B
studio and into the city to observe and engage with these lively spaces
Credit 3 units. Art: FAAM, FADM
through a series of field studies. Students in the course will explore
the city and document their observations through various media and
techniques, including drawing, printmaking, scanning, and model- A46 ARCH 400A Design Foundations Studio
making. Using techniques adapted from graphic novels, painting, This is an intensive three-week program that introduces incoming
and traditional and contemporary architectural drawing, the final students to the pedagogy around thinking and making through an
project will take the form of a field guide that frames Florence as a living introductory studio exercise. Enrollment is open to first-semester MArch
system, focusing on themes of mobility, permanence, exchange, and 2 students only.
daily life. Credit 3 units.
Credit 1.5 units.

A46 ARCH 401B Color in Architecture, Design and Art

A46 ARCH 385B Beyond Words, Beyond Images: Representation Credit 3 units.
Aer History
The seminar focuses on art in the public domain and examines
contemporary practices that engage public memory and the metacity. A46 ARCH 402A Measured Representation
Prompting students to consider their own practice in the context of This course proposes to investigate and create a series of measured
public space, this seminar offers examples of projects that contribute drawings. The drawings, as architectural objects, configure architectural
to the global cultural and political discourse. Weekly illustrated knowledge, perception and vision. We will begin by studying precedent
lectures, readings, writing assignments, screenings, discussions, drawings in relation to each architect's theoretical framework, project
and individual research lead toward the final term paper. Individual description and technique. The range of works will relate different types
studio consultations serve as a platform for the discussion of student's of construction (perspectives, axonometrics, diagrams, ideagrams,
evolving practice, which culminates in a final project in a medium of assemblages, montages, descriptive geometry, and mapping) with
choice. MFA VA students and graduate students in architecture are integral and symbiotic theoretical agendas. Each student will learn
especially welcome. the techniques of representation in their case study and from this
Credit 3 units. example construct an interpretation of a specified site in this language.
With a collection of theoretical frameworks and workshops on various
techniques, the class will qualify a series of sites through drawing/
interpreting the shadows present. Shadows may be thought of as

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reductions of the real object - in this sense, the drawings will act as A46 ARCH 404D For Purpose: Art & Design as an Ethics-based
abstractions or reductions that promote vision. Instead of simply Model of Entrepreneurship
discussing qualities of space, narratives of metaphor, intangible Working from the premise that art and design have the ability to enrich
phenomena, implications of constructed geometry, this architectural and transform lives and communities in a tangible way, students will
research project attempts to propose methods of seeing such that redefine social, environmental and cultural problems as opportunities.
the representation may play a more active role in the shaping of Students are encouraged to bring ideas that have the potential to
design. This course centers on the creation of imaginative processes of address these problems through the creative processes of art and
representation. design. Students will work in teams to develop a proposal for a project,
Credit 3 units. product, or service-based organization with the potential to address
a specific issue. Students from will draw lessons from researching
A46 ARCH 404 Advancing Integrated Sustainability established individuals, companies and not for profit organizations
DO YOU WANT TO WORK DIFFERENTLY? TOWARD MORE EFFECTIVE that are involved in the production of culturally significant, creative
OUTCOMES? This course is a call to students from ALL DISCIPLINES work, that also supports a larger social mission and apply this research
with the conviction that it is necessary for us to WORK TOGETHER to their own proposal. Each proposal shall be developed into a
WHILE CONTRIBUTING FROM OUR SPECIFIC FIELDS OF STUDY to find business / sustainability plan that will demonstrate the value of the
solutions to challenges in our BUILT ENVIRONMENT. You will APPLY proposal and explain the resources required to meet specific goals.
THE KNOWLEDGE BASE you acquire in this course to FORMULATING This course will introduce students to the uncertainty that is inherent
IDEAS FOR ACTUAL COMMUNITY PROJECTS in ST. LOUIS. Students will in the entrepreneurial process. Students will work to develop skills to
learn to INTEGRATE and APPLY a holistic range of social, economic, evaluate ideas in relation to their personal values, the idea's ability to
and technical systems inspired and optimized by models in the address a specific problem, and the resources required to implement
natural world. A foundation in natural and bio-mimetic systems will a sustainable solution. The process will help students to navigate the
be overlaid with analysis of corporate mission, principles, and triple uncertainty and assess the risk associated with implementing their
bottom line thinking in order to learn how to build defensible, value- proposal through morphing the idea concept, seeking advice, and
based arguments for implementation of sustainable systems. With building a coalition of stakeholders. This course is open to disciplines
the expressed intent of achieving net positive outcomes in the built outside of architecture. Students in Art, Social Work and Engineering
environment, the following topics will be addressed: brownfield are encouraged to register.
property reuse; storm/wastewater management; urban heat island Credit 3 units.
management; air quality; potable water issues and opportunities;
material cycles and flows including embedded energy, emissions, A46 ARCH 404E Design: Urban Ecosystem Principles Integration
toxicity, virgin vs. recycled content and waste diversion; energy In today's world, your discipline has grand challenges whose solutions
efficiency and renewable energy opportunities; transportation, oen lay in other realms. How will you train yourself to leverage the
accessibility and mobility choices; vernacular and cultural expression; interdisciplinary partnerships required to innovatively solve and evolve
local and healthy food availability; fitness advocacy and other health in a rapidly changing world? The mission of this interdisciplinary course
issues; education; public outreach and transparency; governance; and is to "Advance the interrelationships of ecological and human systems
the economics of these systems. Lectures, case studies, readings, and toward creating a healthy, resilient, and biodiverse urban environment",
class discussions will support application exercises and experimental and will bring together experts and students in ecology, urban design,
projects to propose ideas for improving the built environment at architecture/landscape architecture, economics, social work, and
multiple scales. Assignments will be reviewed oen to assist each engineering, drawing from inside and outside the WU community.
student's learning and questions. Complementing leading edge Building from our knowledge of ecosystem principles and function, a
theory with practical outcomes will be provided with the intention diverse group of leaders in their fields will provide lectures, readings,
that students will develop valuable skills to be incorporated in and student project leadership to understand and test Healthy Urban
their other academic projects. Please see www.wu/samfoxschool/ Ecosystems Principles among human and ecological (non-human)
A46-404ARCH...TBD.edu for work samples and student manifestos from systems and the range of sociopolitical processes entailed with
previous classes. their implementation. Class content is developed by Washington
Credit 3 units. University leaders in their disciplines as well as external organizations
such as the Missouri Botanical Garden, the Field Museum in Chicago,
A46 ARCH 404C Topics in Architectural Entrepreneurship and others. This course builds upon a 1-unit fall seminar (not a
Entrepreneurship has become a very important issue for businesses prerequisite) that introduces challenges and solutions to achieving
small and large. What can the profession of architecture learn from healthy urban ecosystems, and provides students an opportunity
these ideas? 'Topics in Architectural Entrepreneurship,' a course offered to more deeply engage and manipulate the interrelationships of
in partnership with the Skandalaris Center for Entrepreneurial Studies, symbiotic urban systems and apply those concepts in multidisciplinary
offers students a chance to gain exposure to the entrepreneurial ideas project applications. Projects will leverage student-defined challenges
that are innovating the architectural community, and begin to foster in the evolving laboratory of urban St. Louis using Healthy Urban
a mindset of architectural entrepreneurship that has the potential Ecosystems Principles to develop multidisciplinary integrated solutions
to be widely beneficial to the profession. Each week the course will to challenges encountered in urban areas such as climate change and
welcome a guest speaker who, as the owner of a firm, or innovator resilience, security of ecosystem services, social inequity, economic
of a new business proposal in the design field, would provide case strife, and community vitality. Students will present their work in a
studies to show students what type of entrepreneurial ideas are shiing public forum at semester's end.
the architectural discipline. From sustainability, to urbanization and Same as I50 INTER D 406
localism, to emerging global growth engines, and the future structure of Credit 3 units. A&S IQ: SSC Arch: SSP EN: S
the architectural network, each lecturer will bring new insight to what it
is to be an architectural entrepreneur. A46 ARCH 405D Furniture Design
Credit 3 units. The course will focus on the design of tables using wood as the primary
material in response to "rational and irrational strategies" (systematic
and emotional). Each student will design, develop and build prototypes
of two tables suing the same material. One table will be the product of

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a systematic analysis of material qualities, production procedures and Credit 3 units.

other constructivist principles. One table will be the product of more
explicitly intuitive, emotional and interpretive responses to the nature
of the material and its production. Course limited to 10 students A46 ARCH 407C Mixed-Reality Fabrication
Credit 3 units. The translation from digital design to physical construction has long
presented challenges and opportunities for architects, engineers,
technologists, fabricators and contractors. Mixed-reality is a process
A46 ARCH 405H Sustainability Exchange: Community and of overlaying virtual objects in real-world space. Wearing a HoloLens
University Practicums or similar assists construction workers to accurately locate the correct
The Sustainability Exchange engages interdisciplinary teams of parts where they are needed. In lieu of using robotics, humans are
students to tackle real-world energy, environmental, and sustainability already quite adaptable for different types of construction and mixed-
problems through an experiential form of education. Students reality enhances their skill and precision. While accuracy and efficiency
participate in projects with on- or off-campus clients, developed are benefits to the contractor, the benefit to architects is allowing for
with and guided by faculty advisors from across the University. non-standardization to be more easily incorporated in the design. The
Teams deliver to their clients an end-product that explores "wicked" course will explore the use of mixed reality in half-scale to full-scale
problems requiring innovative methods and solutions. New and varied fabrication prototypes to understand its challenges and benefits.
projects are introduced each semester. Past projects have included Credit 3 units. Arch: ETH, NS
conducting greenhouse gas inventories for a community organization;
developing a tool to screen University investments for sustainability A46 ARCH 407F Fields and Frames
parameters; developing a sustainability plan for a local nonprofit;
The 3D printer is widely known for its ability to produce models
addressing water savings initiatives for local breweries; and assessing
with endless variation and customization, and its output is typically
the vulnerability of city sanitation systems. Team-based projects are
characterized as precise, fixed, and immaterial. However, when
complemented by seminars that explore problem solving strategies
combined with clay, a so, visceral material that slumps and oozes
and methodologies drawn from a wide range of creative practices,
when extruded and layered, the 3D printer's tectonic language
including design, engineering, and science, as well as contemporary
becomes highly idiosyncratic. This course will investigate the use of
topics in energy, environment, and sustainability. Students will draw on
ceramic 3D printing for a collaborative temporary public artwork with
these topics to influence their projects. The course is designed primarily
a community partner. During the seminar, students will use Potterbot
for undergraduates, with preference given to seniors.
ceramic printers to explore 3D printing with clay in tandem with an
Same as I50 INTER D 405
investigation of the architectural frame that structures the artwork.
Credit 3 units. A&S IQ: SSC Arch: ETH, S, SSC Art: CPSC, SSC EN: S With new materials and digital fabrication technology, we have the
potential to rethink the relationship between structure and frame.
A46 ARCH 407A Digital and Analog Fabrication Students in the course will engage in a rigorous workflow focusing on
Digital and Analog Fabrication (Aperture Systems) explores the relationship between designer, tool, material, and frame. Over the
contemporary fabrication methods for architectural design. We will course of the semester, students will engage in a series of assignments
develop and employ digital and manual fabrication techniques, and tutorials intended to create a strong understanding of the methods
including casting, thermoforming, 3-D printing, laser-cutting, and for robotic deposition and working with clay while also challenging the
CNC milling, for a semester-long design project. Students will have prominence of precision and control associated with digital fabrication
opportunities to work with a variety of tools in the shops and digital technology. Central to the class discourse will be the exploration of
laboratories to develop a full-scale kinetic prototype of/for a door/ the relationship between the highly articulated frame and the field of
window/portal/aperture system. No previous fabrication experience or ceramic components, focusing on notions of authorship, precision/
expertise is required. imprecision, loose fit, scale, and tolerance. Additional coursework
Credit 3 units. will include drying and firing clay components, post-printing physical
manipulation, staining and glazing techniques, clay body research,
and full-scale prototyping. Proficiency in Rhino is a requirement for the
A46 ARCH 407B Dynamic Materialism and Urbanism course.
Dynamic Materialism and Urbanism is a course developed for students Credit 3 units. Arch: ETH, NS
who are interested in emerging technologies and digital production.
The course develops and tests experimental design processes
in architecture and digital media by enhancing 3D technologies, A46 ARCH 408J Performance Enhancing
and it allows each student to adopt abstract thinking and making The term Performance has many meanings that are either quantitative,
processes. This course develops digital design skills with the qualitative, or both simultaneously through a range of design
conceptual understanding of the transformative awareness of the professions. The suggested goal of Performance is an optimistic
artistic production of computational processes, which can inspire enhancement to a designed entity or idea and holds the potential
new forms of architectural conditions. The current developments to be highly provocative relative to the method it is deployed when
in digital technology allow mathematical expressions to transform arguing for a particular design procedure or effect. The double
complex generative systems, which have shied the formal discourse entendre suggested by the term performance relates to both how
of architecture. The new digitally based techniques are being invented the system technologically improves a functional aspect along with
to inform creative processes in architecture through the manipulations a more theatrical act of performing. Design in both architecture and
of complex geometrical and topological forms. This course will focus fashion relies on both interpretations to create a multi-dimensional
on developing new techniques that translate these mathematical discourse necessary to advance conceptual design investigation.
developments into diagrammatic design strategies. The generative The seminar class will explore issues of performance of complex
modeling techniques will be deployed by the students for this surfaces at the scale of the human body. The class will consist of
investigation. Students will develop a complex set of massing strategies lectures, discussions, readings, physical material manipulation, and
with conceptual development for defining and inventing dynamic- 3D digital modeling and digital fabrication. The use of Rhino (with T-
based architectural proposals within an urban context. Through digital splines and / or Grasshopper) or Maya will be deployed for the digital
modeling and mutating architectural strategies, each student will design of the skin systems. Material systems will be explored initially
develop a transformational condition of a new emerging design. The through manual experimentation and then combined with the digital
new architectural forms are to be modeled through CAD/CAM (laser investigation for the final a digital fabrication using tools such as 3D
cutting) and rapid prototyping (3D printing) for physical outputs.

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printing, lasercutting, CNC milling, and thermoforming, resulting in a A46 ARCH 408Q Fabricated Drawings
final garment for the human body. The class is offered to both fashion The course will focus on digital fabrication tools, techniques and
and architecture students and the investigations would occur in teams image theory to uncover new methods of producing physical images.
of two where ideally one from each discipline is represented. Images are built in a myriad of methods including physical media or
Credit 3 units. from data. Physical images, as defined in the context of this seminar,
will be transcend a 2D limitation to develop thickness. The increase
to 2.5D or 3D opens opportunities to investigate the use of digital
A46 ARCH 408M Atmospheric Animations
fabrication tools to construct images. In particular, the class will focus
This course will explore the capacity of modifying perception, as a way on the way information technology continues to have a profound
of thinking and making in design process. We recognize the ambient effect on the way we perceive our built environment and the way we
complex environment base on the concept of each element in space represent it. The images that surround us are becoming increasingly
as a figure of motion, being sensitive to a specific period of time. easy to generate through information technology. Access to technology
Each student will begin with selecting a certain way of observing, and both in terms of digital design and output affords the opportunity
developing a method to document and analyze a piece of dynamic to reconceive the nature of images. Images are developed through
perception which will then be re-constructed through drawings or analog, digital or hybrid processes. Their generation is a collaborative
models, primarily focusing on one aspect of the experience, such as interaction between intuition and information processes through
material performance, light reflections, air flow, etc. Final part of the clearly defined rules. The scientific theoretician, Peter Galison,
project will be representing the synthetic perception, by creating the discusses the tension between intuition and information on the
atmospheric imagery in motion. Students will be introduced to various nature of images in the arts and sciences. Images reveal the intricacy
techniques of recording ocular perceptions with the aid of digital tools, of relations and knowledge, but they are simultaneous deceptive
2D representation, 3D modeling and animation rendering throughout because they bypass the mathematics of pure science. The tension in
the course both as general workshops and individual project basis. the arts tends to be between the intuitive, interpretive ability of images
Credit 3 units. as representation versus the image as evidence of a computation-
based process. Architectural theoretician Mark Linder talks about
A46 ARCH 408N Mapping Complex Spatial Sequences how images in architecture are moving away from representations
New methods of spatial practice have changed the way architects of something else toward a more literal and non-idealized result of
and designers work. As designers, we are no longer tied to static, a procedure. The image is literally the process of making visible the
projection-based drawings as a means to develop and represent our end result of an operation. Therefore, images are the evidence of the
ideas. Time based digital imaging allows us to simultaneously examine process by which they were generated. As such, the class will develop
the narrative, formal, experiential and spatial aspects of a particular innovative processes for our digital fabrication equipment to construct
place. Students will map a site through digital photography focusing images. The projects will develop new methods to use the CNC mill,
on a specific spatial sequence much like how a director would set up laser cutters, knife plotter and 3D printer. New tools may need to
a scene, moving fluidly from one space to another. During the first half be developed and built to enable the image fabrication process. In
of the semester, this spatial sequence will be used to create a drawing parallel with technological development is material experimentation.
of the entire site as one multilayered composite image with particular Students will be highly encouraged to test new materials to program
attention to the interaction of time, space and movement. The site will their behavior and interaction with technology.
then be reconstructed digitally through models or drawings, using the Credit 3 units. Arch: ETH, NS
composite drawing as base. Finally, relationships between the drawing
and model will be outlined resulting in a more complete experiential A46 ARCH 408R Intelligent Prefabrication
spatial sequence. Digital Fabrication is oen critiqued as not being scalable to larger
Credit 3 units. projects since it is oen associated with highly specialized small
prototyping and installations. The seminar will focus on digital
A46 ARCH 408P Building Performance for a Solar Powered House fabrication at the medium to large scale using a proprietary system
We will study the state of the art of building integrated solar systems, designed by Scott Mitchell, alumni of Wash U and founder of Stud.io.
and design such a system for a house and assess its performance The system focuses on intelligent prefabrication using custom
using computational tools. Topics include the fundamentals of parametric soware to create a series of robotically fabricated metal
solar energy systems, energy management, and its implications studs that can be easily assembled into almost any form. The CNC
to design, either passive or active approach. The course involves machine is specifically designed to make these custom metal studs
building performance simulations using Ecotect, Energy+, HERS, and with a series of operations, promoting mass-customization. The
other tools. Students will use simulation data to study the relation seminar will develop full-scale prototypes.
between design and its performance. The course will consist of lectures, Credit 3 units.
review, and student projects. The course will be parallel with several
Engineering courses, including ESE 437: Sustainable Energy Systems A46 ARCH 409C Watercolor Painting for Architects, Urban
and EECE 428: Sustainability Exchange. Projects will involve teamwork
Designers & Landscape Architects
with Engineering students of different backgrounds. The course will
contribute to Team WUSTL solar decathlon with the following features: This class will introduce students to different techniques of watercolor
Energy efficiency: passive design; high performance enclosure; Net- painting. The class will focus on teaching students the basics of
zero energy: renewable energy; heat recovery; Sustainability: water material selection (paint colors, brushes, various papers), proper paint
recycle; carbon neutral; lean construction; Resilience: prefabricated blending/mixing techniques, creation of unique color palettes, and
house to mitigate natural disasters; Smartness: advanced sensors both smooth wash techniques and painterly brush effects. Students
network; energy management; data visualization; Human-centered will learn to render site plans of their own project work. There will also
living adaptability: flexible space; human comfort and perception be an optional aernoon of pure sketching with paint. One objective
controls to operate the house to improve productivity and health; An is to teach students the methods to create beautiful renderings so that
interdisciplinary effort for renewable energy and sustainable buildings. they may chose to apply the techniques to their final studio illustrative
work (at the discretion of the student). Grades will be based upon
Credit 3 units.
class participation, effort, and final watercolors. Fulfills Analog elective
requirement.
Credit 3 units.

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completion of A46 111C or A46 144, 112C, 211D, 212D, 311B, and
312B with a grade of C- or better. Note: Only students in the Florence
A46 ARCH 409E Architectural Sketching
study abroad program may register for this course. Students will add
An introduction to architectural sketching - a graphic communication themselves to the wait list and be administratively enrolled.
skill that architects and designers use to analyze and document
Credit 6 units.
their environments, and to visualize design thinking and creative
process. Many class sessions will meet on site, drawing directly from
observation. The first part of the semester will focus on fundamentals A46 ARCH 412B Architectural Design VI
of sketching through the study of existing buildings, their contexts, The third and fourth years introduce a selection of option studios to
and interiors. Students will expand and refine their observation skills students. This year emphasizes voice as students adopt their own
as they use the architectural sketch as a mode of research - exploring conceptual position through the iterative development of form,
elements of architecture: form, material, light; and the relationships geometry, space, and aesthetics. More specifically, this studio focuses
between building and context, and building and interior. The second on advanced architectural design and an in-depth study of a specific
part of the semester will expand to include the architectural sketch as topic through rigorous design development. Prerequisites: Successful
language. Students will learn to use the architectural sketch to explore, completion of Arch 111B or Arch 144, 112B, 211C, 212C, 311, 312, and
confront, develop, and translate abstract ideas into visual narrative, 411 with a grade of C- or better.
creating a record of design thinking and creative process. Students will Credit 6 units.
be registered for the course from the waitlist by the Registrar's Office.
Priority will be given to undergraduate students. Prerequisite: Drawing I
(X10 XCORE 101) or graduate architecture standing. A46 ARCH 418A Design Culture
Credit 3 units. This course will provide an overview of historical and contemporary
design issues, including (but not limited to) graphic design,
communication design, industrial design, furniture design, film,
A46 ARCH 4102 Lively City: Behavioral Studies & Public Space and animation. Lectures, films, and readings will deepen students'
Design knowledge of how different design practices complement and
Working in small groups, students will acquire new perspectives and enrich architecture and broaden their understanding of how history,
skills that put people and their needs at the heart of the creative philosophy, and technology have shaped different design movements.
process of re-imagining and transforming cities. Livability, lively Credit 1.5 units.
cities, public life, and other concepts describing inviting, vibrant, and
stimulating urban environments are frequently communicated in
new visions for the future of cities today, but they are the most oen A46 ARCH 419 Architectural Design III (MArch 3)
unrealized components of design projects. This focus on "urban life" The third of a three-semester sequence of design studios. Continues
is a direct reaction to the urban realities created in the 20th century, examination of issues raised in Arch 317 and 318.
where increases in our standards of living and the associated city Credit 6 units.
building processes have created areas in which large and increasing
numbers of people have become isolated from each other, both A46 ARCH 420E The Persistence of the Beaux Arts
socially and geographically. Despite our new awareness for the need
This seminar will investigate the neoclassical style associated with
to plan for a shared and intensified urban life in sustainable cities, we
the École des Beaux Arts in Paris (est. 1819), which was characterized
continue to have difficulty understanding exactly what this "urban life"
by symmetry, grid-based plans, privileging of the plan in design, the
is, how much of it we truly want and need, and how we can reconcile
systematic organization of rooms, urban monuments, relief sculpture,
the oen conflicting and simultaneous needs of people for privacy
statues on buildings, and other attributes. We will compile a database
and social stimulation. Open to all graduate students. Master of Urban
of projects; explore the nearby traces of the Louisiana Purchase
Design students receive priority. The completion of both the Informal
Exposition of 1904 in Forest Park and on the Danforth Campus; and use
Cities (fall semester) and Lively City (spring semester) masterclasses
resources in the Steedman Collection in the St. Louis Central Library
may fulfill the Urban Issues elective requirement for MArch students.
and the Missouri Historical Society as well as on campus. An optional
Same as A49 MUD 4102
longer-distance field trip will be considered. Association of the Beaux
Credit 2 units. Arts style with utopian societies, nationalist politics, colonial expansion,
and enslavement practices as well as with science, health and hygiene,
A46 ARCH 411B Architectural Design V and international relations will be examined. Taking the analytical
The third and fourth years introduce a selection of option studios to research of Colin Rowe and Kenneth Frampton as models, students
students. This year emphasizes voice as students adopt their own will enrich their understanding of Beaux Arts architecture through
conceptual position through the iterative development of form, comparative analyses, seeking connections between its buildings and
geometry, space, and aesthetics. More specifically, this studio focuses examples from Ancient Egypt, Classical Greece, and the Renaissance as
on advanced architectural design and an in-depth study of a specific well as from the modern, postmodern, and contemporary periods. Final
topic through rigorous design development. Prerequisites: Successful projects may use drawing, rendering, photogrammetry, or video, along
completion of A46 111C or A46 144, 112C, 211D, 212D, 311B, and 312B with a written research paper. Prerequisite: Architectural History II. A few
with a grade of C- or better. spaces will be reserved for undergraduate students.
Credit 6 units. Credit 3 units. Arch: GARW, RW

A46 ARCH 411F Architectural Design V (Florence) A46 ARCH 421Q Utopia or Oblivion
The third and fourth years introduce a selection of option studios to Taking its title from Buckminster Fuller, this seminar investigates
students. This year emphasizes voice as students adopt their own whether architectural design could be a revolutionary practice, serving
conceptual position through the iterative development of form, to transform social and spatial relations simultaneously. In this era of
geometry, space, and aesthetics. More specifically, this studio focuses pandemics, climate change and social disparity, can architecture's
on advanced architectural design and an in-depth study of a specific history of utopian projects help us form practices to change the world
topic through rigorous design development. Prerequisites: Successful around us? Can an imaginary of perfecting the world through built
forms serve useful purposes today? The course will examine case
studies of built and unbuilt designs that sought to transform social

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and political structures, including speculative urban-scale designs Frank Lloyd Wright's Broadacre City. The book also addresses social
by Ebenezer Howard, Frank Lloyd Wright, Le Corbusier, Tony Garnier, change and modern urbanism in Europe in the 1920s, including the
Mirra Alfassa, Paolo Soleri and others, as well as architectural projects emergence of CIAM (International Congresses for Modern Architecture),
envisioned by Fuller, Oscar Niemeyer, Minoru Yamasaki, Archigram, which met from 1928 to 1956; the political, technological and urban
Kisho Kurakawa, Russian and Yugoslavian communist designers and transformations of World War II; the expansion of racially segregated
others. Lectures will be coupled with field work at local sites enmeshed decentralization in the United States; and some European and Latin
in concepts of utopia and dystopia, and students will develop their own American postwar urbanism. It also addresses urbanistic aspects of
speculative work presenting contemporary visions of utopian design. postwar architectural culture, including critiques of modernist planning
Credit 1.5 units. by Jane Jacobs and others and more recent responses to the ongoing
challenges posed by efforts to create organized self-build settlements
and to make more ecologically sustainable cities.
A46 ARCH 421U Urbanism: Chicago Credit 3 units. Arch: GAMUD, GARW, GAUI, HT, RW, UI
This design research seminar will focus on the urban infrastructure
and associated buildings of central Chicago, in and around the areas
near the Loop. The Chicago metropolitan area is the third largest in the A46 ARCH 421X Modern St. Louis, 1940 to 1974: Art, Architecture
United States, and from 1870 until the 1950s, Chicago was America's and Social Change
"second city," surpassed in size only by New York City. It remains the This seminar addresses the research question, "How did modern art
densest and most "urban" of the cities of the Midwest, with many and architecture become such a major aspect of St Louis's cultural life
examples of complex interconnections between rail lines, highways, in the middle decades of the 20th century?" Offered in preparation for
and various kinds of pedestrian-oriented urban environments. This a fall 2022 exhibition on this topic at the Kemper Museum, the seminar
seminar will combine historical and field research on some of the will research this question, both by presenting notable works of modern
many architectural urban design interventions in Chicago. Students architecture that were built here and by examining art collecting and
with choose among several topic areas to produce detailed drawings philanthropy here during this time period, where new and more socially
and digital models of specific urban interventions. There will likely inclusive values then associated with modern art had a significant
be a publication of the work. Topic areas for digital documentation impact on changing both the political and artistic culture of this large
include the pedestrian relationships between transit lines and various metro region. Architectural works to be researched include the works
buildings and urban complexes, including the large Millennium Park of Harris Armstrong; Cloethiel Woodard Smith (a Washington University
interventions by SOM and others over the Illinois Central railway lines architecture alumna); Samuel Marx; Frederick Dunn; Eric Mendelsohn;
adjacent to Lake Michigan, and Wacker Drive, a 1920s underground Eero Saarinen; Dan Kiley; Joseph Murphy and Eugene Mackey, Jr;
limited access highway along the Chicago River, and other projects. George Hellmuth, Minoru Yamasaki and Gyo Obata; and Charles E.
Fulfills History/Theory and Urban Issues elective requirement. Fleming. Prerequisites: Architectural History I & II or equivalent.
Credit 3 units. Credit 3 units. Arch: GARW, RW

A46 ARCH 421V Unbuilt Sert A46 ARCH 421Z The Chicago Skyscraper
This design research seminar will focus on the digital simulation of the This seminar will consider a set of projects by Burnham and Root,
unbuilt architectural design projects of Josep Lluís Sert (1901-83). This Holabird and Roche, Wm. Le Baron Jenney, Louis Sullivan, and others.
spring we will document and analyze Sert's drawings for St. Botolph's A central example will be the Monadnock Building, with its two sections
Chapel (1963) designed for the Boston Government Center complex by Burnham and Root (1891) and Holabird and Roche (1893). As one of
with the goal of virtually 'building' it. Sert practiced in Barcelona in the the main lines of inquiry, we will define the skyscraper type, evaluate
1930s during the era of the Spanish Republic and later in the U.S. as examples through comparative study, and unfold "intersectional"
both architect and planner. He was the President of CIAM (International aspects of the buildings with respect to race, gender, and labor.
Congresses of Modern Architecture) from 1947-56, and Dean of the Special attention will be paid to symbolism and the relationship
Harvard Graduate School of Design from 1953-69 where he developed between structure, tectonics, and ornament programs. Circumstances
urban design as a discipline and academic program. The chapel was permitting, the seminar will apply photogrammetric techniques to
an effort to combine elements of Catalan modern architecture with his the documentation and study of architectural details, entailing a field
concept of a modern "New Monumentality" suitable to the postwar trip. Space will be reserved for undergraduate students. Prerequisite:
world. The seminar will also visit several of Sert's major built projects Architectural History I or II.
in the Boston area, and will include presentations by Dean Emeritus Credit 3 units. Arch: GARW, RW
Edward Baum, who was job captain on the St. Bololph's chapel project
with the Sert, Jackson firm. Students will work in teams to produce
detailed digital models of the project to simulate the 'built' chapel A46 ARCH 422H Urban Topographies
inside and out. Publication of the work is anticipated. This digital seminar introduces students to the basics of Geospatial
Credit 3 units. Arch: GACS modeling at both regional and local scales, with an emphasis on the
creative application of GIS data towards design thinking, site analysis,
and speculative urban design. The course explores the potential for
A46 ARCH 421W Designing the Modern City GIS data as more than just for inventory and mapmaking, but also as
This course, which is based on the textbook Designing the Modern an invaluable creative design tool. A series of digital workshops will
City: Urbanism Since 1850, is a lecture course that examines designers' touch on a range of cross-platform workflows, from digital cartography
efforts to shape modern cities. Topics covered include the technical to parametric modeling to 3D animation. Tying this together will be
and social changes in mid-19th century industrial cities, notably a speculative urban landscape project that the students will model
London, Paris, and Barcelona, as well as varied efforts to shape and visualize utilizing the soware introduced. This year's iteration
urban extensions and central new interventions elsewhere. These will lean more towards an experimental and explorative use of GIS for
include reform housing efforts for the working class in 19th-century design, art, and visualization. This course is intended to give students
London and New York, Städtebau (city building) in German-speaking the flexibility to approach the syllabus as an independent study or as a
environments, the Garden City Movement, the American City Beautiful supplement to their studio work. Soware that will be covered includes
movement, "town planning" in Britain, and "urbanisme" in France ArcGIS, Autodesk Infraworks, 3DSMax, and Grasshopper.
(the source of the contemporary term "urbanism"). Less well-known Credit 3 units. Arch: ECOL
topics that will also be addressed are urban modernization in East Asia
before 1940 and suburban planning in the United States, including

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A46 ARCH 422J Confronting Urbanization: The Interactive Tissue to convince others of our designs, positions, and intentions. In the
of Urban Life culture of immediacy that we currently find ourselves in - an era
where the image and the video dominate our scrolling - it's more
This course invites architecture and urban design students to explore
important than ever to produce compelling graphics that aid in the
the urban condition through the lenses of its interactive tissue -- a
dissemination of information. This course explores how architects can
tissue that includes smartphones, the World Wide Web, credit cards,
harness the power of architectural representation to construct spatial
highway systems, airports, sidewalks, and indoor plumbing. Within this
narratives of text-based research and data, particularly regarding the
frame of reference, students are encouraged to investigate, unearth,
interdisciplinary science surrounding projected climate futures. We will
and document with surgical precision the emergent interrelationships
operate contextually through a lens that does not try to prevent the
between actors, the agency through which actors engage with the
extremes of climate change, but rather accepts these new realities that
interactive tissue, and the ways in which these actors and relationships
we have already begun to find ourselves in, that of extreme weather
shape and influence one another. With the understanding that ideas
events, floods, droughts, sea level rise, plant & animal migrations,
are generated through speculation, projection, and experimentation,
and human migrations, among others. How can we translate existing
we will use the third dimension as a point of departure toward the
climatic research into compelling graphics? How can we persuade
fourth dimension of time, and we will aspire to the fih dimension of
an audience of the need to adapt our built environment and existing
lived experience. It is most welcomed that students bring their curiosity
infrastructures in the face of these alternate realities? From there, how
to the course, that they are interested in being investigative, and that
can we speculate on these conditions in a way that compels different
they are open to various mediums ranging from reading theories of
thinking surrounding adaptation and resilience? The course will explore
urbanization, drawing, and experimenting with physical/interactive
these questions through the generation of narrative drawings, working
objects to using projection as a tool to document their research in both
iteratively through a variety of digital drawing techniques towards a
analog and digital formats. The final product of this course will be a
composition deeply layered with multiples sources of information as
presentation during which students will present their research through
well speculations on climatic futures.
multiple media outlets, which may include drawings, installation work,
Same as A48 LAND 424M
or moving images.
Same as A49 MUD 422J Credit 3 units. Arch: ECOL
Credit 3 units. Arch: GAMUD, GAUI, UI Art: CPSC
A46 ARCH 427H The Crystal Palace
A46 ARCH 423 History of Landscape Architecture The seminar will seek a thorough acquaintance with the Crystal Palace,
the structure that housed the Great Exhibition of 1851 in London.
This seminar will review the history of gardening in the Western
We will follow a timeline from the building's origins in theories of art
tradition from the Renaissance to the present and in the Chinese and
and society to its design and construction at Hyde Park, its opening,
Japanese traditions. Park-making, neighborhood design, and the rise of
its exhibits, its wide publication in the media, its catastrophic fire,
landscape architecture as a profession will receive attention, including
its reconstruction on a new site, and its final demise in 1936. We will
several classes held at notable St. Louis examples. Course requirements
examine the building's structure and details and the extent to which
will include readings, a design or research project, and a final exam.
project and building served to plan parts of the city and inaugurated
Fulfills History/Theory elective.
a new type of space for the public display of objects. Looking at
Credit 3 units. authors of this project, including Joseph Paxton and Owen Jones,
we will explore the implied relationships between architecture and
A46 ARCH 423E Cinematic Landscapes: The Making Of landscape and between architecture and the decorative arts, including
Watch movies. Talk about movies. Analyze the making of movies. Make the unsteady beginnings of design for mass production. We will revisit
a movie. Climate-themed movies. Post-apocalyptic movies. Meet in debates this building provoked concerning the nature of ornament
technology. Learn to scientifically use drones. Learn to scientifically use and the very definition of architecture. In reviewing the building and
LIDAR. Use these tools in your climate-themed movie. Sculpt stories its contents, we will ask questions about antiquarianism and the
in time, supported by sound. This course will focus on the analysis of return of the temple as a symbol; about natural histories, techniques
landscapes and cities as portrayed by popular cinema. How eidetic of inventory, and the context of the British Empire; and about the role
portrayals of nature and cities are circulated by popular cinema. Stories the Crystal Palace has played in narratives of the history of modern
through which the values, common referents, public concepts, and architecture. Readings will include selections from Paxton, Jones,
memes of a culture materialize through the construction of movies. Ruskin, Semper, Pevsner, Hegel, Benjamin, Tafuri, Said, Ranciere, and
Interior to the semester there is an interdisciplinary workshop. Four- others.
day fieldwork with Geology Assistant Professor Alex Bradley. Map and Credit 3 units. Arch: GARW, RW
produce digital representations at 2-cm resolution of a mountainside
scoured by a burst reservoir. This class is divided into three parts: A46 ARCH 4280 Architectural History I: Antiquity to Baroque
watch, learn, and make. Watch: Each week, students will be asked
This lecture course will introduce major historical narratives, themes,
to watch one movie and one director's commentary, oen referred
sites, and architects from ancient Greece to the end of the Baroque
to in the "bonus features" as "the making of." Learn: Students will
period. We will take an extended look at the dawn of the modern
study the methods and techniques used to create settings, props,
period during the 15th and 16th centuries through a global perspective,
and storyboards in the service of a sound vision. Make: Students will
turning eastward from Renaissance Europe to the Ottoman, Mughal,
synthesize digital and analogue time-based media tools (sound and
Chinese, and Japanese empires. The great chronological and
video) to make a movie thematically based on climate change.
geographic span of this course will be pulled together around the
Same as A48 LAND 423E
themes of classicism and its subsequent reinterpretations as well as
Credit 3 units. the pursuit of the tectonic ideal. Our aim is to recognize how these
ideological pursuits of modern architecture evolved out of longer
A46 ARCH 424M Spatializing Extremes: Graphic Explorations on historical processes. We will also pay close attention to major sites of
Projected Climate Futures landscape and urban-scale work. Requirements will include a mid-term
exam, a final exam, and a series of short papers.
As architects, we communicate through a language of visual
Same as A46 ARCH 3280
representation. We use drawing as an act of translation - to spatialize
ideas and information in a way that could arguably be understood Credit 3 units. Arch: HT
universally. Furthermore, we use drawing as an act of persuasion -

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A46 ARCH 4284 Architectural History II: Architecture Since 1880 will work with artifacts through research, 3-D scanning, photographic
An introductory survey of the history and theory of architecture and documentation, drawing and interpretation. This course will help
urbanism in the context of the rapidly changing technological and develop an exhibition of architectural artifacts at the Pulitzer Arts
social circumstances of the last one hundred and twenty years. In Foundation in Fall 2023.
addition to tracing the usual history of modern architecture, this Credit 1.5 units.
course also emphasizes understanding of the formal, philosophical,
social, technical, and economic background of other important A46 ARCH 428U American Architecture and Urbanism
architectural directions in a global context. Topics range from
This seminar will focus on new ways of thinking about American
architects' responses to new conditions in the rapidly developing
architecture and urbanism in the 20th century. It is part of an effort to
cities of the later nineteenth century, through early twentieth-century
offer new conceptual frameworks to understand American architecture
theories of perception and social engagement, to recent efforts to
within its larger context of social, political, and urbanistic change.
find new bases for architectural interventions in the contemporary
Unlike an architectural history survey course, it will not only focus on
metropolis.
the canonical works of well-known designers such as Ludwig Mies van
Same as A46 ARCH 3284
der Rohe and Louis Kahn, but it will also situate architecture within the
Credit 3 units. Arch: HT various new social, spatial, technological, and legislative directions that
have shaped American metropolitan areas since then. Students will
A46 ARCH 4288 Architectural History III: Advanced Theory present selected readings and pursue individual research projects for
The third survey class focuses on architectural history and theory this course.
aer modernism. It examines the rise of architectural theory as a Credit 3 units. Arch: GARW, RW
field of inquiry and its links to both critical social theory - including
the Frankfurt School - and to contemporary traits of philosophical A46 ARCH 430B Special Topics: Smart Residential Retrofit
postmodernity. From the contextual questions of meaning and memory
to the examination of post-structuralism, cultural theory and identity (Barcelona)
politics - including race, gender and ethnicity - the course uses primary IAmid the debate on climate change and still immersed in the effects
textual sources to illuminate drawings, buildings, and ideas that defined le by the global pandemic of covid19, cities have a key role in defining
this seminal moment in architectural history. While the course closely possible and accurate solutions. This seminar aims to familiarize
examines this time period of intense search for a new visual language, students with urban concepts and themes, such as urban fabric,
it also probes contemporary complexities of architecture's continued public space, buildability, scale, paths and streets, mixed-use, density,
search for visual and social purpose in an increasingly interconnected mobility flows, zoning, urban renewal, gentrification, etc., and provide
world. them with basic tools to describe, analyze and articulate proposals in
Credit 3 units. Arch: GARW, RW urban contexts. Through field visits, theoretical sessions, debates, and
practical exercises, the spectrum of urban issues and themes will be
examined with Barcelona as an example and a living laboratory.
A46 ARCH 428P Design Agendas: Modern Architecture in St. Louis, Credit 3 units.
1930s-1970s and Beyond
This seminar, offered parallel to the current exhibition at the Kemper A46 ARCH 430M Special Topics in History & Theory: Hidden in
Museum, will examine postwar modern art and architecture in St.
Louis within the changing design and social contexts of the postwar Plain Sight: How to Read a Building
era, which included massive spatial and racial transformations in this This seminar is an exploration into the importance of autonomy,
region. Using site visits, potographs, films, architectural drawings and formal analysis and the rigorous use of architecture's unique language
models, and guest lectures, the seminar will bring together design in the service of an idea-all unrelated to "style." The aim here is to
and social documentation to understand this remarkable creative and demonstrate that in the best of architecture, in particular the Great
conflicted period in St. Louis's history. Students will present selected (Conical) Works, there is an "intention" that can be "read" in the
readings and pursue individual research projects for this course. Fulfills buildings. These readings demonstrate a recurring methodology that
Master of Architecture History-Theory Elective Distribution requirement can represent a rigorous, timeless and comprehensive approach to
for research and writing courses. Prerequisite: successful completion or understanding meaning in architecture from antiquity to the present.
waiver of A46 3284/4284: Architectural History II These intentions, which can be expressed as diagrams, are hidden in
Credit 3 units. Arch: GARW, RW plain sight. They are not, in this context, diagrams of information that
simply depict program, geometry, structure, circulation, etc. The course
will be comprised of lectures, reading assignments, in-class discussions
A46 ARCH 428R Urban Archaeology and drawing exercises. The lectures will introduce specific examples of
In this course, students will learn about the potential of making the language of architecture. Using this language, students will analyze
meaning from urban architectural artifacts - remnants of buildings still individual structures as well as compare buildings side by side. These
standing, artifacts recovered from demolition and archival sources comparisons will include buildings that come from different historical
that invoke lost designs. "Urban archaeology" can redirect destruction periods, look nothing alike, yet share the same basic diagram, as well
and loss of the built environment into meaningful knowledge. What as buildings that appear to resemble each other, yet are fundamentally
can fragments and traces teach us about the material culture, politics different. The goal is to learn to read buildings, to see in a deeper way,
and ideas of architecture? The main focus will be the collection of and to use that skill to analyze, refine, and correct one's own work.
the National Building Arts Center, the nation's largest repository of Credit 3 units. Arch: GARW, RW
architectural artifacts that is located in St. Louis. These artifacts - parts
of demolished or extant buildings, drawings, catalogs and photographs
-- come from St. Louis, Chicago, New York City and other places around A46 ARCH 430N Special Topics in History & Theory: Learning From
the world. The course will provide an overview of architectural salvage, Pruitt-Igoe
historic preservation and archive-making as architectural practices This seminar examines the design and adaptation of ordinary
that are capable of producing meaning around loss and ruin. Students inhabitation, taking as its starting point the Pruitt-Igoe housing project
in St. Louis. Did this housing project succeed or fail as architecture? The
question maybe has been asked for the wrong reasons. We will examine
whether Pruitt-Igoe fulfilled the United States' government's goal of

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creating modern, effective mass housing for working-class Americans. semester long and hand on "materiality in-formation" project. Through
The path to an answer will examine the tangle of architectural this project, we will utilize visualization and 3D projection mapping to
modernism (and its critics), vernacular architecture, US housing bring focus on the moments when "materials leave behind the confines
policies and ideological shis within architecture itself. The seminar of their conventional roles and become willful actors" to engage the
will investigate the career of architect Minoru Yamasaki, precedent audience with layers of critical fabulation about potential futures of
tenement housing forms and other social mass housing projects in the eroded pasts, roads not taken, and stories untold.
United States and Europe. Ultimately, students will complete research Credit 3 units.
on whether or not it is possible to (re)claim Pruitt-Igoe as a successful
architectural endeavor by understanding what housing forms it was
intended to replace and what has come aer. A46 ARCH 434Y Precarious Structures: Composition/Anti-
Credit 3 units. Arch: GARW, RW Composition
This design seminar will explore the construction of architectural
compositions as time-based events using motion graphics, physics
A46 ARCH 431A Architecture in the Age of Identity: Race, Gender, engines and scale models. Design exercises will be supplemented
Ethnicity and Their Discontents by readings and lectures that track intersections between abstract
Identity is both an individual and social category. It is deeply personal, painting, color theory, choreography, video game physics, and
woven with memories, feelings and emotions, but also collective, architectural space. The suite of digital videos and models generated
informed by history, society and culture. Consequently, this gap during the course of the workshop will make an argument for
between individual self-expression and societal conformity remains one animation soware as an architectural-form-generation technique.
of the fundamental tensions of human existence, but also a source of This workshop is designed as a visual-studies-focused exploration of
inspiration and imagination in our rapidly changing world. Categories material assemblages. In his recent text entitled "Bad New Days: Art,
such as race, gender, class and ethnicity-as well as their intersections Criticism, Emergency," theorist Hal Foster analyzes contemporary visual
and overlaps-remain dynamic. They constantly evolve, responding to artists like Thomas Hirschhorn and suggests the term "precarity" to
the changing socio-economic context and engaging an ever-expanding describe one of the major emerging themes in post-2001 art; this is
array of cultural production-from literature and film to philosophy a meta-category that he puts forward alongside the abject, mimetic,
and sociology. This course expands the conversation even further, archival and postcritical. These terms, Foster suggests, might replace
examining the relationship between design and identity in architecture, the postmodernist overprivileging of images and language. Following
with a particular emphasis on architectural education. Covering a range the work Foster highlights in his text, we will engage with what sculptor
of case studies that emerged aer World War I, the course moves freely Robert Morris calls "anti-form": the material and optical territory of the
across various divides-between North-South and East-West, between formless (all that is horizontal, unconstructed, and otherwise base). It
socialism and capitalism-examining the representation of identity is without doubt that the specters of postminimalism -- Alice Aycock,
through a variety of architectural media, including drawings, texts Robert Morris, Eva Hesse and Mary Miss, for example -- loom large in
and buildings. The course probes architecture schools and practices contemporary aesthetic research. This pervasive (if underarticulated)
as both disciplinary enterprises and as hubs of identity formation, interest in base materialism, elemental tectonics, and provisional
suggesting the capacity of equity and representation to serve as agents structures owes much to the antiformal revisions of minimalism that
of both political and architectural emancipation. The course content these artists celebrate in their work (so many piles, ruins, stacks, stick-
includes lectures, discussions and presentations, as well as reading frame forts, huts, and shelters). Can architecture revitalize these types
and research. The course is open to both undergraduate and graduate and add elements (spatial, economic, political and technological
students and it has no pre-requisites. complexity) to the sculptural articulation of precarity? Can we design
Credit 1.5 units. Art: CPSC with formal provisionality at the forefront? Requirements: Beginners
with no background in the following platforms are welcome. However,
some familiarity with Rhino 3D, the Maya platform, and processing will
A46 ARCH 431B Modern Architecture, Race, and Ethnicity be helpful.
This course will review the issues mentioned in the title as represented Credit 3 units.
in recent literature and historical examples, focusing mainly on the
urban context but more on architecture than urbanism. Themes will
include the history and theory of architecture; architecture as art A46 ARCH 435E Furnish It, With Pieces
and as service; architecture and social class; and technology and Public space is a key constituent that determines the character of
intersectionality. An emphasis will be placed on information literacy, a neighborhood and a city. It is embedded the urban fabric and it
including the use and management of primary and secondary sources, can mediate the relationship between people and their particular
accessed digitally. Assignments will include a series of short papers and surrounding landscape. Urban furniture and hardscape can play an
a final paper. Space will be reserved for undergraduates. Prerequisite: important role in offering a wide range of uses for public spaces. The
Architectural History II or equivalent. design of such pieces affects the way people live and experience a
Credit 3 units. Arch: GARW, RW Art: CPSC particular environment. The ultimate goal of this course is to design,
fabricate and install a set of repeatable units to equip a vacant urban
lot in order to offer opportunities for social interaction. The seminar
A46 ARCH 434J Immeasurably Small and Inconceivably Immense focusses on the in-depth understanding and development of ideas
The path one takes when 'following the materials' is not a linear based on the technical, experiential and aesthetic exploration of one
one. Rather, one encounters complex and anachronistic layers, material: concrete, into one specific application: urban furniture. This
incorporating references that point beyond canonical boundaries. seminar builds up on the scope of the Creative Activity Research Grant
This course is the second installment of the "media and materiality" awarded by the Sam Fox School of Design & Visual Arts where 5 porous
seminar. In addition to mapping the genealogy of the formation of concrete pavers were designed for a vacant plot in North St. Louis.
materiality as a concept, this course brings up notions of matters The challenges are to adapt the given pavers to a new site condition
and materials, dematerialization, immateriality, intermateriality, and to propose new urban furniture made out of concrete. It involves
transmateriality, and material in-formation in contemporary media the construction of pieces able to equip a gathering space as well as
studies. We will continue our investigations of way that "media mediate sidewalks that can offer local residents the opportunity to interact
material relations" and explores possibilities for the media to be with others. This provides not only aesthetic appeal to the residents
understood as varied environments. The course format consists mainly and visitors, but also allows the possibility of implementing an actual
of small lecture sessions and active reading discussions which are project in an abandon plot in Old North. We will enrich the community
moderated by the faculty but led by the students. In addition, there is a

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with a wide range of training opportunities as each step in the process be introduced to BPA, a process that embodies a holistic approach
of making the plaza will be used for teaching purposes, from making toward the integration of sustainability and design. By understanding
pavers and other pieces, to salvaging, reusing or repurposing recycled when and how to apply sets of analytical exercises via applications
material. Students are asked to design and build concrete urban like Ecotact Analysis within the context of Information Modeling,
furniture necessary for the gathering area. The pieces can encompass students will develop an understanding of how design decisions have a
a wide range of uses: chair and benches, tables, raised beds, planters, profound and lasting impact on the overall building sustainability and
litterbins, modular fencing and mobility-related pieces such as bike performance.
racks, bollards and car stoppers. This is an opportunity for hands- Credit 3 units.
on experience. These pieces have to consider the limitations of the
material in terms of strength, weight, size, etc.; learning about the
material itself as well as the act of construction, assemblage and mass A46 ARCH 436B BIM in Practice
production, which will include methods and technology, ranging BIM (Building Information Modeling) is a developing method of
from tools to molds. The formwork for the concrete pieces will be creating, sharing and managing project data through a visualized 3D or
built through a process of CNC milling and rubber molds or vacuum 4D model. While it continues to deliver on an initial promise to increase
formed plastic. The challenges are to define environmentally sensitive design consistency and efficiency while minimizing errors, the focus of
strategies for problem solving, conceptual development and poetic attention is shiing to the use of BIM to facilitate integrated methods
expression at both levels of the design process, conceptual and real. of project delivery. The course will explore the use of the BIM platform
Sustainable principles such as the use of recycled materials as an and the development of data exchange methods in architectural design
aggregate in the concrete mix will be an important consideration. through a case study and subsequent design project. Students will be
Construction is the ultimate goal of this class. We will be working in provided instruction in Revit covering the creation, management, and
collaboration with Anova, a local manufacturing company dedicated to extraction of data from a model, but will also look at the technology
the design and production of site furnishings. Anova will provide some more broadly, discussing the changes advanced by the deployment of
materials and bring their expertise to the project. BIM processes in practice.
Credit 3 units. Credit 3 units.

A46 ARCH 4362 Advanced Grasshopper A46 ARCH 436D Advanced BIM in Practice
With a base knowledge of the Rhino+Grasshopper interface, this class While the adoption of BIM continues to grow across the industry,
will focus on developing an entirely scripted building system. Each criticism of its effectiveness as a design tool remains. The foundation
student will be given a set of initial parameters (building volume, of BIM, the creation and management of geometric objects with
square footage, percent of transparent/opaque facade, required associated non-geometric data, is oen at odds with established
programmatic elements/size, etc.) They will begin by selecting a formal methodologies of design. Current practice typically manages this
precedent that will help them determine a structural system. Within schism by separating design from the use of BIM for documentation
this framework, students will develop an algorithmic logic to organize and construction. The class will seek to develop methods of
program and then articulate a responsive skin. The goal of this exercise design within a BIM environment, not through the translation or
will be to develop understanding of the potential use of scripting reshaping of traditional techniques, but through the design of a
in design. Scripting allows the designer to transform their design methodology that seeks to capitalize on what BIM enables: direct,
dynamically as the parameters change or update. The final output digital collaboration and the facile management of large data sets.
of this class will be detailed, annotated drawings of each student's This is not an introductory class. Basic knowledge in Revit (or an
structural system as well as a 1/4" scale model of a small portion of alternative BIM soware) is required. Skill in other parametric and
their design utilizing available tools in the FabLab such as 3D printing 3D modeling soware as well as a basic knowledge of Grasshopper
and CNC routing. Students taking this course must have working or other algorithmic processes is strongly preferred. Students will
knowledge of Grasshopper. This class is an advanced class exploring investigate and design digital processes using a short design brief to
design through generative modeling. enable the investigation.
Credit 3 units. Credit 3 units.

A46 ARCH 436A Information Modeling & Technology A46 ARCH 436E Technology + Tectonic
This foundation-level course will introduce students to the digital tools Beginning with a rigorous study of 3-dimensional grid systems, students
of Geographic Information System (GIS), Building Information Modeling will work in pairs to develop conceptual proposals for site-specific
(BIM), and Building Performance Analysis (BPA). Its goal is to equip the hanging installation. Students will examine materiality, grid distortions,
student with the ability to gather information, analyze it, and make and spatial qualities, as well as interactions with natural light and
decisions within the information-rich environment of architectural human input. The ideas generated in this course have the potential
design and construction. Students will develop an understanding of to directly affect an architectural installation the following semester.
these three seemingly distinct approaches and their role in preserving Students enrolling in the course should have completed at least one
the quality and quantity of accumulated information for 'upstream' use. digital seminar as a prerequisite.
The topics addressed in the course will be further developed in more Credit 3 units.
advanced courses during subsequent semesters. The introduction
of information-gathering principles within GIS will expose students A46 ARCH 436F Designing with Grasshopper
ot the wealth of information, such as maps and census data, that is
The best way to learn how to design with Grasshopper is to use it. Each
already available, as well as methods of turning raw data into analytical
student will be guided through five different projects incorporating
material for use in their design work. This segment of the course not
computational design logic throughout. The outputs of this course
only provides a foundation to ArcGIS, but also leads toward use of
will be published on Instagram (@wustlhopper) and/or reddit (r/
this information within applications like Revit Architecture. Creating
generative). The course will build in complexity as it progresses
and managing an information pool of digital GIS and design and
through Grasshopper methods and plugins. At the end of the course,
construction data and making it available throughout the lifecycle of
each student will have completed a 2D patterning project going
a project is commonly referred to as BIM. In the second part of this
from Rhino to Illustrator/Photoshop, another 2D patterning project
course, we will explore how BIM is being utilized today and learn the
basics of one of the leading BIM compliant applications, Autodesk Revit
Architecture 2010. During the third part of this course, students will

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animated in Grasshopper through Photoshop, a 3D patterning project will experiment with materials and develop innovative construction
animated in Grasshopper through Photoshop, a simulated interaction methods that engage digital fabrication tools such as the 3D printer,
using Kangaroo and animated, and a fully rendered looping model laser cutter, and CNC mill for the production of a second skin in the
incorporating all of the lessons from throughout the course. form of a garment for the human body.
Credit 3 units. Credit 3 units. Arch: ETH, NS

A46 ARCH 438 Environmental Systems I A46 ARCH 439 Environmental Systems II
Environmental Systems I is the foundation course in the architectural We as architects have to analyze and address complex issues and
technology sequence. This course addresses the relationship between relationships, synthesize them, and then make them manifest through
buildings and an expanded idea of context, including ideas of clear design strategies. Building systems must reconcile solar heat
environment, landform, energy, material and space. The class places an gain, glare control, daylight levels, thermal insulation, ventilation,
emphasis on each student developing his or her own attitude toward acoustics, air quality, structure and fabrication - all in relation to
architectural sustainability, its role within the design process, and its the scale and comfort of the human body. The development of
relationship to architectural form. The class is organized around the environmental systems into a clear, comprehensive, and elegant design
themes of climate, site and energy. The theme of climate addresses solution cannot be an aerthought; it must be a synthesized and
macro- and micro-climates, and the roles they have in developing integral part of the design process, with a clear strategy that operates
architectural form through 'passive' strategies. The theme of site at multiple scales. Building upon the passive strategies explored in
expands the idea of the architectural project to examine landform, Environmental Systems I, this course will lay the foundation for the
position, access and region. The theme of energy looks at architecture integration of active environmental systems with enclosure, space, and
as both embodied energy and a consumer of energy, to understand the requirements for human occupation. This will be done through the
how the architect helps to control and direct these flows at macro and study of climate, air, temperature, water, light, sound, and energy. Each
micro levels. Two goals for the class are to provide students with ways topic will be assessed against problems, principles, possibilities and
of thinking about and of working with issues of sustainability, which potential. This course focuses on how important it is to consider active
can inform their design practice, and to equip them with the basic systems as part of an integrated design strategy addressing both FORM
knowledge needed to continue within the technology sequence. and PERFORMANCE throughout the design process. Prerequisites:
Credit 3 units. Environmental Systems I & Building Systems I
Credit 3 units.
A46 ARCH 4381 Environmental Systems I: Site Planning
Environmental Systems 1, site planning module, addresses the A46 ARCH 445 Building Systems
relationship between buildings and an expanded idea of context, Building Systems will examine the performance and properties of
including environmental, material and spatial realms. The class places building materials, both traditional and new, through an analysis of
an emphasis on each student developing his or her own attitude assemblies and related systems. Investigations of wood, masonry,
toward architectural sustainability, its role within the design process, steel and concrete and the integration of relevant building systems
and its relationship to architectural form.The theme of site expands will provide the fundamental structure for the course. All systems
the idea of the architectural project to examine landform, position, will be investigated relative to their architectural purpose, impact
foundation, access and region. Two goals for the class are, first, to on the environment, relationship to culture/context, technical
provide you with ways of thinking about and of working with issues principles and will also consider manufacturing, construction, our
of sustainability, which can inform your design practice, and second profession and the society in which we practice. Moreover, the course
to equip you with the basic knowledge needed to continue within the will also examine the performance characteristics of contemporary
technology sequence. Only students who have received a partial waiver enclosure technology and explore the impact these technologies are
for A46 438 Environmental Systems I may register for this course. having on design thinking. Although we will focus primarily on the
Credit 1 unit. aforementioned topics, we will also identify and consider the impact
of other parameters on design and performance such as building
codes, role of the profession, health and life safety, systems integration,
A46 ARCH 438C Expanding Skin sustainability and industry standards. The course strives to provide
In the 1957 text "The Pliable Plane: Textiles in Architecture," Anni Albers students with a sound familiarity and understanding of traditional
wrote, "if we think of clothing as a secondary skin we might enlarge building systems in wood, steel and concrete; as well as the skills
on this thought and realize that the enclosure of walls in a way is necessary to represent these systems. The course also seeks to expose
a third covering, that our habitation is another 'habit'." In this text, students to the material and poetic potential of these technologies
Albers proposed the concept of skin as an inhabitable layer, first as related to the making of architectural environments.
a covering for the body and then as an expanded layer of enclosure. Credit 3 units.
This course will explore Albers' concept of a second skin by developing
new strategies for constructing complex surfaces at the scale of the
human body, particularly in the context of digital fabrication and A46 ARCH 447A Structures I
computational design. Emphasis will be placed on assemblies that Statics and Strength of Materials through Beam and Column Theory.
yield innovative visual or tactile effects while also engaging specific Loads are defined and states of stress are identified and analyzed.
material performance. How can we design with a focus on performative The context of structural behavior is identified and optimal structural
pattern that can enclose the body and its structural and geometric behavior and material efficiency structural design is reviewed. Form-
complexities? How can we conceive of patterns that are not disrupted active, bulk-active and vector active structural options are explored
by these complexities but rather enhanced by them? The course will relative to the transference of load along the length of structural
consist of lectures, readings and seminar discussions, tutorials, iterative members. The course applies structural theory to the analysis and
material investigations, 3D digital modeling, and digital fabrication. design of structural members - beams, trusses, arches and columns.
Student projects will focus on the design of inhabitable, layered Credit 3 units.
constructions while engaging constructive techniques from both the
fashion and architectural disciplines. Rhino (with Grasshopper), Maya
or Z Brush will be utilized for the initial digital investigations. Students

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A46 ARCH 448A Structures II choice related to aviation, transportation architecture and planning.
Continuation of Arch 447A with consideration of the effects of forces Seminars will be supplemented with guest lectures and will be highly
on structural members of various materials. Introduction to the conversational. We will explore opportunities for site visits to both
design of structural members in steel, reinforced concrete and wood. airports and airport cities.
Prerequisite: Arch 447A Credit 3 units. Arch: GACS, HT
Credit 3 units.
A46 ARCH 453B Art and Architecture
A46 ARCH 451J Aesthetic Subcultures: Identity, Values, and From Ancient Greece to the Renaissance, architecture, painting, and
Architecture sculpture were regarded as the principal fine arts. In later years, the
visual arts were relegated to a separate sphere, independent from
Aesthetics is about belonging. Visual codes or "styles" express cultural
buildings and removed from the expediencies of use; however, these
identities and values, and they can be used to create a sense of
positions are perennially contested. How have the distinct positions
exclusivity, separating those who "get it" from those who do not.
of art and architecture in private and public spaces been articulated --
For some subcultures - like punk and hip-hop - being difficult to
and unmade and reworked -- around imperatives such as education,
decipher has served the goal of creating an identity in opposition to
economy, equity, or environment? When has the tension between art
a complacent or oppressive mainstream. Some aesthetic movements
and architecture been a problem or a source of inspiration and origin
- like avant-garde modernism and afrofuturism - have sought to offer
of form? This seminar looks at selected models and the situations,
visions of a better world and glimpses of how this world might be
ideologies, and concerns that attended or motivated them. Examples
designed. This course asks: What are the aesthetic subcultures that
will be drawn from Ancient and Classical periods to the present.
drive architectural production today? Where did they come from? What
are their motivations and how are these expressed? The underlying Credit 3 units. Arch: GARW, HT
premise throughout the semester will be the idea that subcultures
construct their own cultural spheres around shared experiences - for A46 ARCH 454B Civic Buildings and Perimeter Architecture in the
instance, an experience of violence that demands social justice or St. Louis Park System: A Study on Fairground Park
an environmental crisis that demands a different relationship with
This seminar is a design research course examining the Saint Louis
ecological systems. To decode the meanings and motivations behind
park system's complexity from an architectural and identity lens,
any unique "style" of architecture, we need first to understand how it
primarily focused on built works inside the parks and their perimeter
is situated within a historically-specific social, economic, and political
architecture. A comparative analysis will focus on Fairground Park
system. In the modern western world, consumerism and the "fashion
at its center. This course provides an overview of the park's social
system" have been key. The first part of the course begins with the
and political history, from the early 20th century to present-day
architectural consequences of the consumer revolution in 18th century
planning. With more than 100 parks in the city, students will work
England before exploring the mass production of cultural objects in
through comparative analyses to study interior and perimeter
the 19th century, visionary modernist movements, and the cultural
architecture: civic buildings, housing, infrastructure, and memorials.
fragmentation of postmodernism. The second part of the course
The architectural and social narratives result in unique community
focuses on contemporary aesthetic subcultures in architecture that
identities and the persistent challenge of disinvestment in under-
have formed around new technologies, protest and justice movements,
resourced neighborhoods. Because these parks are anchor points in
explorations of new forms of collectivity, and other phenomena. Case
the city, the course will also consider park-based connective routes to
studies in architecture will be presented alongside key theoretical texts.
other primary urban hubs. This research project will enhance students'
Assignments will ask students decode a selected aesthetic subculture
understanding of the civic and social domain while they explore
through writing as well as speculative design.
typology and case-study analysis techniques. In particular, students
Credit 3 units. Arch: GARW, HT, RW will investigate Fairground Park in North St. Louis as a central focus,
including the perimeter bounding this 132-acre urban park. Fairground
A46 ARCH 453A Aviation & Architecture: Air Terminal Design and Park was founded in 1908 as a city park aer it was previously sited as
Emergence of Airport Cities the St. Louis Agricultural and Mechanical Fairgrounds, where it hosted
the St. Louis Exposition from 1856 to 1902. Attention shied to Forest
As seaports and train stations were once hubs of commerce and
Park in 1904, when it became a focal point of the city as the location
trade, airports serve as vital engines to today's economy, linking cities
of the World's Fair, with designs from the same landscape architect,
and regions to the globalized economic landscape. Surrounding
George Kissler. Located near Fairground, College Hill, and O'Fallon,
airports, entire cities are emerging both organically and in planned
Fairground Park sits within predominantly black communities with
developments, building upon the business related to air travel with
high land vacancy percentages. The park itself was a historic racial
office parks, conference centers, hotels, entertainment districts and
conflict location, eventually leading to the desegregation of public
retail. This seminar will be structured in three parts. In the first part, we
pools following an injunction against St. Louis by George W. Draper II,
will examine the fundamentals of transportation architecture and the
an African-American lawyer and civil rights leader who filed suit in 1950.
way air terminal design has developed. Starting as simple structures
Fairground Park and its surrounding neighborhoods are locations of
on an airfield in the 1920s, airports were designed as heroic modern
historical neglect and segregation. A comparative analysis will identify
structures from the 1940s to 1980s, ubiquitous terminals in the 1980s
contributing factors of disinvestment to later engage in productive
thru early 2000s, and most recently as regionally expressive terminals
conversations about the park's future.
in the 21st century. Students will research, analyze and present
case studies, mapping an understanding of the basic architectural Credit 3 units. Art: CPSC
components of air terminal design. In the second part, we will explore
the rise of airport cities. Students will work in teams of two to research A46 ARCH 455A Urban Books
and analyze the planning, governance, impact and growth of airport Since the beginning of the 20th century, art, architecture, and urbanism
cities. Sites we will study include developments around Singapore's together have investigated the production of images that shape the
Changi, Amsterdam's Schipol, London's Heathrow, Paris' Charles de symbolic dimension of our experience of large cities. The main goal
Gaulle and Chicago's O'Hare. The third part of the seminar will allow of this course is to critically embrace this tradition through the format
students to select a topic of special interest that spans the scale of of the artist's book. St. Louis is the focus for our observations because
terminal design and airport cities. Students will initiate independent it is familiar to our everyday lives and also because it provides key
research to deliver a final paper and presentation on the topic of their situations for understanding contemporary forms of urbanity and
how urban space is produced and imagined. The course bridges

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the curricular structures of art and architecture by enhancing the economic segregation and engender the spatial transformation of
collaboration between the practical and scholarly work developed America's divided cities. Students will learn to evaluate and analyze
in both schools, with additional support from Special Collections at policy and planning throughout the history of the neighborhood to
Olin Library. It combines the reading, lecture, and discussion format of ultimately understand the physical manifestation of segregation during
a seminar with the skill building and creative exploration of a studio. growth and decline. Taking advantage of the academic resources
This course is divided into three progressive phases of development: in the region, the course offers a cross-university, cross-disciplinary
The first consists of weekly readings, discussion, and responses in the environment to respond to the importance of this issue. Student
form of artist's books. The second phase focuses on the Derive with teams develop mitigation plans for selected communities in the St.
physical activities and assignments based on interacting directly with Louis metropolitan region. The teams will be assisted by volunteer
the urban environment. The third phase focuses on individual research, professional mentors from diverse fields and residents from the
documentation, and final book design and production. selected communities. The final product of the student teams will
Same as X10 XCORE 336 be a "book" that will be a compilation of the work of the students in
Credit 3 units. Arch: GAUI, UI Art: CPSC, FADM EN: H detailing the history of the communities, causes, and consequences of
segregation, as well as potential policy and design strategies.
Credit 3 units. Arch: CAST, GACS, SEM Art: CPSC EN: S
A46 ARCH 455D Community Design Sprints
In this course, students will provide scoping, phasing, programming,
and conceptual design for small-scale yet pressing St. Louis needs A46 ARCH 457C Radical Mapping
through selected projects for community members and small Maps are instruments of power. We have seen this, for example, in the
organizations. Students will work directly with a local organization over racially-motivated 'redlined' maps that legitimized urban clearings
7 weeks in to clarify and move forward a community project; students of entire neighborhoods in American cities in the 1930s. But maps
will learn community engagement, facilitation, and communication are also instruments of resistance, for visualizing lived experiences
skills, as well as practicing research, representation, and design skills. and critiquing political systems and relationships of power. Maps are
Open to upper-level undergraduate students and graduate students of tools for re-writing dominant narratives and spatializing truths. Maps
all levels. stage new design possibilities. This class will introduce students to the
Credit 1.5 units. Arch: SEM Art: CPSC agency and potential of maps and mapping, a skillset all designers
need in the face of our current moment of social and environmental
justice collapse-a moment that has long been occurring. The course
A46 ARCH 456B Way Beyond Bigness...or Towards a Watershed will cover interdisciplinary theories of mapping; critical cartography;
Architecture American sub/urbanism; issues of race and place; and techniques
2015 marked the 10- and 20- year anniversaries of two seminal events of visualization. Students will build a radical 'atlas of spatial politics'
that have challenged architects' relationships to large scale, complex centered on selected themes, focused on a common American first ring
societal issues: 1) the publishing of the "S,M,L, XL" in October 1995 suburban site-either Ferguson, MO, or Kenosha, WI or similar. There
that featured Rem Koolhaas' manifesto of "Bigness;" and, 2) the are no formal pre-requisites for the class, but knowledge of Adobe
landfall of Hurricane Katrina just outside of New Orleans in August Illustrator and In Design are a must. Students will initially work with
2005 that catapulted fields of design into an unprecedented post- GIS ArcMap/ArcPro, a geospatial soware-provided free, alongside an
disaster context. Students will reconcile these two disciplinary jolts introductory tutorial and troubleshooting session/s with the WashU
by understanding these seemingly incongruous snapshots of history Geospatial Library analysts.
as jumping off points for new modes for architectural activism and Credit 3 units. Arch: ETH, S, GAMUD, GAUI, SEM, UI Art: CPSC
opportunism. Students will design a manifesto, in newspaper format,
for a future-based discipline of architecture that sails uncharted realms
that are "Way Beyond Bigness." This will require the simultaneous A46 ARCH 457K Towards Common Ground
submersion and assertion of architecture within other disciplines; Given that free market interests and extraction dominate contemporary
the formulation of alternate modes of representations for emerging urbanization, this class will explore socio-spatial configurations towards
practice-based models; the blurring of academic and professional commoning that are surfacing within today's urban reality. With this
agendas in the urgency of activism; and, the integration of multiple in mind, you are invited to explore opportunities towards a common
scales, interest groups and agendas in ridiculously complex and ground via the creation of a game. The debate on urban commons and
antagonistic situations. Underpinning Bigness and Hurricane Katrina commoning has grown exponentially in the twenty-first century. We
will be additional case studies, guest lectures and field trips that are confronted with a significant amount of literature on commons,
cover: CIAM and the emergence of urban design; Koolhaas' thesis and commoning, and the common, while the contemporary urban world
OMA's early practice; mega-scale urban renewal projects in St. Louis; is dominated by socio-economic disparities, privatization, inadequate
contemporary investigations into territorial scales of design; and, resource distribution, and excessive resource extraction. As these forces
multiple scales of contemporary, integrated Water-based designs, post- and challenges unfold, the urge of urban inhabitants to collectively
Katrina efforts and beyond. This course fulfills the History/Theory Case come together is on the rise. We generally see commoning as a base
Studies elective requirement. for collaboration and solidarity. Commoning, however, is a complex
Credit 3 units. Arch: GACS, GARW, HT process as it relates to sharing knowledge and resources, and with
regard to conflict and power struggles. Commoning in this context is
an act of collective self-regulation and of self-awareness, as the sharing
A46 ARCH 457B Segregation by Design: A Historical Analysis of the of resources, knowledge, and power create constantly changing rules
Impact of Planning and Policy in St. Louis for commoning and Commoners alike. As the philosopher Jacques
This course aims to examine the causes and consequences of American Rancière reminds us, flourishing processes of commoning need both
Apartheid and racial residential segregation in metropolitan St. Louis narrators and translators. Together, they enable commoning; they
and propose a report that suggests potential mitigation strategies for a help facilitate the connection between people to enable new spatial
given community. This transdisciplinary seminar, bridging humanities configurations and stories to unfold. This course organized through
and architecture, introduces students to research, theories, and two main principal agendas that are intertwined with one another -
debates currently being conducted on issues of segregation, city (re)search analysis and the development of a game revolving around
planning, urban policy, and sustainability . By placing these debates the idea of commoning. The final product of this course will conclude
in a historical and local context, students will discover how policy and with a play/presentation of the game you develop.
decision-making are entrenched in racial, cultural, physical, and socio- Credit 3 units. Arch: GAUI, SEM, UI

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strategies, heat transfer, daylighting, embedded energy), we will

attempt to confirm and test the principles of sustainable design at
A46 ARCH 459A Under the Scramble Suit
the schematic level of project development. The model analyzed by
Materiality points to the whirling complexity and entanglement of each team will provide sufficient comparative information for a design
diverse factors in the digital (and post-digital) age, in which material, approach whose desired goal is carbon neutrality in the lifecycle of
which like sound or language can now also be something that is not the building. Students will be encouraged to investigate the suitability
physical, is an effect of an ongoing performance. By surveying the of analytical modeling soware, in the context of critical design
pseudo-archeology of the term "materiality," from the "specificity" methodology. Prerequisites for this course are a basic understanding of
discussions to "post-medium" conditions, we investigate a "material BIM methodology and insight into sustainable design practices. Fulfills
and environmental turn" in the media studies and visual culture. We Digital elective requirement.
explore the way media mediate materials and a possibility for the
Credit 3 units.
media to be understood as environments in an age where the collapse
of realism is already widespread through the visual discourse.
Credit 3 units. A46 ARCH 462I Design Strategies for Energy Efficiency
High-performance, zero-energy buildings are an integral part of
addressing climate change, pollution, social inequality, and other
A46 ARCH 461D Laboratory for Suburbia
urgent contemporary issues due to the outsized impact the built
During the past five years, America's suburbanized landscape has environment has on global energy use. The course will allow students
emerged as a site of urgent electoral, cultural, and spatial contestation; an opportunity to learn the technical skills required to design highly
it is arguably the defining geography of the national political efficient buildings using energy modeling and simulations. The
moment. The fields of design and art, however, have largely failed to energy impact of the building's orientation, thermal envelope,
engage this critical space, remaining focused instead on prestigious fenestration, shading, air sealing, thermal bridging, thermal mass,
cosmopolitan destinations and distressed inner-city communities. ground contact, natural ventilation, and mechanical systems will be
This interdisciplinary course will ask students to step into this gap, examined. Emphasis will be placed on cost, performance, sustainability,
exploring and proposing new forms of critical suburban practice. renewable energy, and the professional designer's role in efficient
This course is interdisciplinary, and students with interests in visual buildings. The course concludes with each student completing a
art, architecture, urban design, art history, public art, planning, cumulative project which encompasses a whole building approach
performance, urban history, American Studies, and anthropology are to energy efficient design. Each of these projects will be specific to
especially encouraged to enroll. For the course's final project, students the individual student and focused on the energy efficiency design
will draw from research and fieldwork to produce propositions for principles which relate to the type of building, occupancy, climate,
interventionist art or design projects in St. Louis. Final projects can and design aesthetics of the project. Students will need to exhibit
include "paper architecture" renderings, sculptural maquettes, video mastery of the concepts and techniques used throughout the semester
works, performances, curatorial projects, or scholarly papers that point in order to synthesize the existing constraints with energy efficiency,
toward new models for critical and visionary suburban practice. sustainability, and design excellence. Prerequisite: Students must have
Credit 3 units. Arch: GAMUD, GAUI, UI either completed or waived A46 438 Environmental Systems I in order
to register for this course. Students who have waived Environmental
A46 ARCH 462F Wellness in Buildings Systems I with the exception of Site Planning are eligible to register.
The WELL Building Certification Standard is a tool to enhance human Credit 3 units.
health and well-being in buildings. This course investigates the
relationship between the built environment and human health A46 ARCH 462M Pattern Recognition
to promote well-being through design strategies and operational Interrogates a recent history of architecture replete with pattern. Case
protocols based on a designated occupational therapy clinic office in studies of patterning in contemporary projects will be undertaken
St. Louis. Students will investigate design concepts and new technology through the production of analytical, computational models to reveal
that can improve building performance and thermal comfort to an underlying logic of performance and construction. In parallel,
enhance the healing process for disabled occupants. Students will the course will present a theoretical survey of related issues in art,
accumulate evidence of well-being by measuring air, water, and psychology, computation, and ecology. In this context, pattern will
light quality. Students will track human productivity and building be understood as a performative expression of an ecological system,
performance. The final project will be a team research effort that dives distinct from historical issues of ornament and representations.
into current WELL Building certification systems to assess the wellness Informed by the analysis, students will then digitally produce an
of a designated clinic office to meet human needs in water, energy, and original pattern, both graphically operative and spatially materialized.
green space integration. Experts from USGBC and IWBI will deliver guest
Credit 3 units.
lectures on various topics throughout the course.
Credit 3 units.
A46 ARCH 462N Constructing Ideas
Constructing Ideas is about creating design concepts and transforming
A46 ARCH 462H Information Modeling for Sustainable Design
these into built architecture. We will learn how conscious imagination
This course will focus on the principles of sustainable design as and coherent interventions lead us to ideal realities. This class
examined through Building Performance Analysis (BPA) and applied examines the design and construction process as academic research.
Building Information Modeling (BIM) methodology. The foundation for We consider the practice of making architecture as a synthesis of
this course will be an introduction to BIM and BPA and the significance analysis, interpretation and transformation. Studies will teach us how
of both for the future of sustainable architectural design practice a building idea influences its construction and how the knowledge
supported by analytical modeling. This emphasis on the suitability of about construction can become the starting-point of an idea.
building modeling for analytical purposes and on the interpretation of Interrogating design problems and investigating existing typologies
such data will provide the basic knowledge necessary for the second as a methodology will lead us to specific answers. We will explore
phase of this course, in which students will use a previous or current conceptual-artist practices and examine their strategies, learning to
studio project for an in-depth study of their building's performance in lead with intent, play with parameters and question the givens. From
the context of its chosen site. Exploring the interaction between the there, we will look at examples of Swiss Architecture whose early
simulated environment (climate, isolation) and the virtual building integration of construction in the design process has a long tradition.
with its physical characteristics (materials, assemblies, passive design One could say, that the bearing itself gets designed in Switzerland.

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We will consider invisible structures and material specificity. Learning and accessible for some; for others it is fragmented, even disorienting
this language gives us the ability to transform our ideas into specific or opaque. This course will examine, frame, collect and document
architectural expressions and precisely tailored solutions. The form of the various manifestations of invisibility together with the political
the seminar is experimental. We consider our meetings to be spatial instruments and policies that produce-and reproduce-it. We will
and contextual interventions, precisely designed like architecture. use the St. Louis region as our primary focus, with comparisons
Sessions will vary, from a lecture to an exhibition, talks, a dinner- the to other sites. Our studies will involve a close re/reading of many
goal is to be very conscious about what we are doing. This process is of the mechanisms of daily governance and urban design such as
going to be documented through the whole semester. Each student will policies, planning tools, legal, financial and real estate protocols and
create his own design thesis and realize an installation that reflects it. of course design decisions and processes; ie the apparatuses of urban
The results will be exhibited and presented to the public. redevelopment that exist right before our eyes. The seminar welcomes
Credit 3 units. both graduate students and advanced undergraduate students from
across disciplines. Support for Invisible\Cities is provided by the
Washington University in St. Louis Ferguson Academic Seed Grant
A46 ARCH 463B Emergent Urbanisms Program granted through the Offices of the Chancellor and Provost and
This course surveys emergent models of urbanization in globalizing the Olin Business School. Fulfills Urban Issues and MUD Track elective
cities that thus far defy categorization or exist peripherally in studies requirement.
of urban form. The goal of the course is to equip students with the Credit 3 units. Arch: GAMUD, GAUI, UI
theoretical and historical background, the analytical tactics, and the
critical awareness necessary to repostition themselves as designers in
these increasingly challenging contexts. Through case study examples A46 ARCH 463D City Life and Urban Worlds: An Introduction to the
and supporting readings, the course will decipher the formal, social, Urban Humanities
and environmental effects of particular processes defining new urban The urban humanities is an inter-/anti-disciplinary project that brings
spatial configurations in city-regions around the globe. Most of these together theory, practice, and methods from fields in architecture,
processes are driven by discourses of 'efficiency,' such that urban urban design, and the humanities to interrogate the urban condition.
forms are increasingly inflected by economic operating systems, In this core course, we will delve into key theorists, texts, and methods
as they are subsequently detached from traditional concerns of that inform the urban humanities through seminars, site visits, and
livability and public interest. Emerging urban assemblages include: design projects. We will debate emerging perspectives in critical urban
massive manufacturing warehouse landscapes or logistical distribution theory and then explore the applicability of these positions in St. Louis
centers and 'aerotropolis' transit hubs as well as those spaces le through mapping, street ethnography, and subtraction. In addition,
behind by regional restructuring: de-urbanizing (or deliberately this seminar is designed to introduce urban scholars from across
erased) environments which contradictorily 'enable growth' in other the humanities and design fields to each other. Participants will be
areas (or over the same areas); and the informal settlements that encouraged to experiment, trade, and engage in dialogue across their
emerge more spontaneously onb the margins of mainsteam urban fields. What, we will ask, is the status of the urban commons in an era
policy. Students will use their understanding of these spatial and of enclosures and privatization? What can postapocalyptic cyberpunk
logistical configurations to project creative modesl for re-direction or from Lagos teach us about "smart cities"? How do built environments
engagement. Sources and analytical tactics will be drawn from across get their politics? Can these politics be redirected or subverted?
fields including design, sociology, geography and history. Fulfills Urban Same as A49 MUD 463D
Issues elective requirement., MUD-Track elective requirement. Credit 3 units. Arch: GAMUD, GAUI, UI Art: CPSC
Same as A49 MUD 463B
Credit 3 units.
A46 ARCH 464A Architecture and Photography
Seminar that deals with issues raised by use of photography by
A46 ARCH 463C Invisible Cities architects, historians, and critics. Seminar will confront the assumption
This graduate and advanced undergraduate seminar takes as a point that our knowledge of notable buildings and architectural space is
of departure the famous 1972 Italo Calvino text that reframes a single based primarily on the photographic image. Photographs are tacitly
city (Venice) as multiple cities, told through a sequence of discrete accepted as objective facts, and the pervasiveness of photography in
narratives and descriptions. Each of Calvino's Invisible 'cities' reflect magazines, books, and exhibits as substitute for direct experiences are
different emotional and physical environments and possibilities-or rarely questioned. Goal of seminar: to foster a healthy skepticism of
impossibilities-for their inhabitants, yet are all still connected through photographs, and to investigate the role of photography as a means
an overarching narrative. Invisible\Cities, the course, builds on this of record and convey complex spatial conditions by the ordering
premise that a city is not a one-size-fits-all experience (nor a monolithic conventions of the frame. While not technical, the course will introduce
construct with a uniform constituency), but instead is comprised of students to technical aspects of photography that are particularly
radically different environments all selectively accessed, depending on relevant to architectural photography: parallax, lighting, lens distortion,
one's positionality or relationship to urban redevelopment processes. depth of field, format and grain, cropping, photomontage, and point of
In places like St. Louis-but in fact in all American cities-residents live view. Fulfills History/Theory requirement.
out different urban realities or imaginaries, with unequal access to Credit 3 units.
the same services, provisions and processes. A highly visible instance
of this occurs along Delmar Blvd in St. Louis where two contrasting
lived experiences play out in neighborhoods across from each other A46 ARCH 465C Art, Design, and Entrepreneurship: Creative
on the north-south divide. However, this class posits that much Placemaking Beyond The City
less visible instances of the duplicitous city also exist, in spaces not This course invites students from diverse areas of interest to engage
geographically divided, but (more insidiously) overlaid. The course will with the cultural landscape of Marion County and Hannibal, Missouri
focus on this conceptualization of inequality where both privileged - a region that, through the work of Mark Twain, popularly epitomizes
and underserved populations co-exist in much more intertwined both rural life and the allure of the Mississippi River. While a quarter
ways. Within any given block, neighbors live according to different of a million tourists visit this area each year to follow in Tom Sawyer's
opportunities, for education, health access, police services, or routes footsteps, the work of local artists, designers, and entrepreneurs
to property acquisition and financing. These are the invisible, spatially are innovating the narrative of this place and opening up room for
simultaneous cities; the urban realities that are much harder to see- consideration of African-American experience, local food systems,
at least to those who do not live those realities on a day-to-day basis. and the complex series of social and economic connections within
Like in Calvino's world, urban and lived space is endlessly continuous

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life along the Mississippi. This course puts that spirit of collaboration access type. The seminar is part of the ongoing research project "Edges
and imagination in the hands of students, challenging them to think of Privacy. Open Access Walkways in Collective Housing" and the work
beyond the borders of their disciplines to create projects that present may result in a publication and exhibition. It is open to undergraduate
new connections between place, community, and culture to both rural juniors and seniors and graduate students who have completed the
and urban audiences. The National Endowment for the Arts defines core sequence.
creative placemaking as an opportunity when "public, private, not- Credit 3 units.
for-profit, and community sectors partner to strategically shape the
physical and social character of a neighborhood, town, tribe, city, or
region around arts and cultural activities." Through fieldwork, research, A46 ARCH 471A Continuity and Transformation
and idea-creation, students will collaborate with mentors on the Throughout history and across cultures, certain ideas, concepts
ground to create locally appropriate projects that address questions of and organizational strategies have persisted in architecture, despite
culture and design in the region. Occasional off-campus visits will be advances in social ideals and technological capabilities. The seminar
joined in the classroom to a wide range of readings, case studies and explores the phenomenon of this continuity with the goal of uncovering
webstreamed conversations with national leaders across fields. The the manner in which these ideas and strategies are transformed.
course will conclude with small teams designing a specific plan, event, Whether classified by use, characteristic form, or compositional
or project that could later be implemented in the community. device, the continuity of these notions is clearly traceable as a body of
Credit 3 units. knowledge waiting to be revealed, understood, assessed and, when
valid, built upon. The transformation of ideas and strategies is one of
the most fundamental activities of the designer, but relies on careful
A46 ARCH 465P DeCon & ReCon: Design A Pavilion to Demonstrate study. We will discover evidence of this phenomenon in vernacular
Circular Economy in Architectural Design architecture, patterns of settlement and habitation, and in the work on
A genuinely circular architectural design requires the Reuse of the many of our most influential practitioners, such as Le Corbusier, Kahn,
salvaged materials from Deconstructed buildings (DeCon) at their Moneo, and Zumthor, as well as in the realm of painting and sculpture
highest quality in new Construction (ReCon). Team WashU will explore including Cubism, Suprematism, and Expressionism.
the opportunity to design and build a unique pavilion, about 50-200 Credit 3 units.
square feet, at Forest Park or the Botanical Garden based on a fully
circular economy concept using various harvested materials in St. A46 ARCH 472 Sustainable Development
Louis. The pavilion will present innovative architectural solutions
This seminar is an introduction to the basics of small- to medium-
for salvaged building materials, demonstrate their possibilities, and
scale development. It will begin with a series of introductory lectures
give the material a new life in the new structure. The pavilion will
covering the principles and tools of development, such as creating a
be wooden, light-gaged steel, or a combination skeleton strapped
project performa, basic tax credits, TIFs, and financial structuring of a
with steel connectors. The students will investigate a new approach
project; exploring methods of implementing sustainable practices and
to easily reversible component connections in the pavilion without
designs into development-driven projects through marketability, cost-
needing nails or glue. In this way, Team WashU will tackle global
savings, tax credits and other incentives; and investigating the process
challenges, such as climate change, linked to the meaningful social
of real estate development through the use of sustainable ideas and
justice transition.
practices in buildings. It will continue with a series of case studies in
Credit 3 units. which the class will examine models of existing developers in terms
of these base elements. Finally, students will be asked to develop a
A46 ARCH 467A Disappearing Act project in order to understand the architect-client relationship and how
What does erasure make, and how might we reconstitute what has to stimulate recognition of the value and importance of sustainable
been lost? This seminar will explore the architecture of ghosts: things design in real estate development.
thought to be lost or destroyed, or which can no longer be accessed. Credit 3 units.
This representation-forward class will test a range of drawing and
making techniques in various media and scale to foster a dialog A46 ARCH 475E History of the Modern Art Museum
about what drawing misses and the presences and absences of the
This seminar explores the development of the modern art museum
built environment. We will frame our work and ideas in architectural
as an architectural type, measured against evolving nature of display
discourses of subtraction, palimpsest, and productive removal. Our
objects, curatorial practices, and demands of the viewing public.
work will capture the dynamism and logic of the built environment.
Since the consolidation of the type in the early 19th century, the art
Credit 3 units. museum has been the primary site where the symbiotic trajectories
between artistic and architectural development have played out.
A46 ARCH 470G Edges of Privacy Also, to be examined is the importation of this program into non-
In collective housing, interactions between neighbors occur in oen Western countries, which responded with their own canons and
tight spaces of shared access. In hallways, walkways, stairs, and classifications of fine art. The course ends with recent case studies
landings, proximity to the private spaces of the dwelling is extreme. where architecture has made new, oen aggressive, commentaries
Many architects have been experimenting with open-walkway access on objects it is designed to display. The course is open to graduate
type in collective housing beyond an economical means of circulation. students and advanced undergraduate Architectural History minors.
Buildings that use open-walkways-which in colder climates can be Fulfills History/Theory elective requirement.
glazed-oen provide energy savings, as they allow for the cross- Credit 3 units. Arch: GARW, HT
ventilation of units and can serve as climatic buffers and passive heat
sources. Additionally, these spaces offer potential scenarios of both A46 ARCH 478B Modern Architecture in St. Louis, 1930s-1970s
conviviality and conflict, a contrasting condition to be reconciled
This seminar will examine postwar modern art and architecture in St.
through design to create housing for diverse groups of people. In this
Louis within the changing design and social contexts of the postwar
seminar, students will explore selected historic and contemporary
era, which included massive spatial and racial transformations. Using
housing examples with open access walkways-both successes and
artworks, photographs, films, and architectural drawings and models,
failures- in Europe and Latin America. Through lectures, research,
this course will bring together design and social documentation to
analysis, discussions, and rigorous redrawing of selected buildings,
understand this remarkable creative and conflicted period in St. Louis's
students will examine-organizationally, spatially, and socially- the
modes of interaction afforded by design and the potential for this

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history. Michael Willis, FAIA, will also give several lectures and lead two A46 ARCH 499 Senior Capstone in Architecture
tours. Students will present selected readings and pursue individual The Senior Capstone in Architecture allows undergraduate students
research projects for this course. Prerequisite: A46 4284 or equivalent in their final semester of study to pursue individual research projects.
course taken elsewhere. All students will participate in shared discussions and presentations,
Credit 3 units. Arch: GARW, HT, RW Art: CPSC as well as pursue a highly individualized line of research inquiry that
potentially starts where a former project le off, supplementing current
or previous coursework, or investigating a previously unexplored route.
A46 ARCH 486A NOMA National Design Competition
The course will culminate in a presentation and defense of a well-
The 2024 Barbara G. Laurie NOMA Student Design Competition articulated and developed research project.
Seminar will allow students to work collaboratively on a national
Credit 3 units.
design challenge that will be located in Baltimore, Maryland. The
students will have an opportunity to visit the site to gather physical
geographic, neighborhood context, and demographic data. They will
also work together in developing presentation boards, a physical site Landscape Architecture
model and other related digital graphics. The seminar is open to both
undergraduate and graduate students. The course will begin on August
Visit online course listings to view semester offerings for A48 LAND.
5, 2024 and end on October 28, 2024. The course will begin remotely
and transition to in-person learning when the fall semester begins.
Credit 3 units. Art: CPSC
A48 LAND 304 Shared Ecologies and Design
This interdisciplinary course will introduce biological, social and
A46 ARCH 490A Explore & Contribute: Collaboration between cultural ecology concepts to proactively address current stressors that
Washington University & Henry Elementary School impact and are being impacted by design and the built environment.
A major goal is to have elementary school students explore sustainable These effects and affects range from (but are not limited to) climate
ways to live during the 21st. century. To this end, we will offer students change science; racial and social justice impacts; sustainability,
curriculum ideas which will emphasize ecological sustainability, resiliency and adaptation-design strategies; systems-based and multi-
environmental health, personal responsibility, leadership, and a scalar understandings; and interrelational human and non-human
high-quality academic program. We will place emphasis on the environments bound in both acting and being acted upon locally and
environmental sciences, energy alternatives and conservation, globally.
recycling, organic gardening and the food sciences, and the emerging Credit 3 units. Arch: ECOL
"green" economy. We will work to help the students improve their
math, science, writing, and hands-on skills - using the range of topics A48 LAND 315B Historic Preservation, Memory and Community
about sustainable living as the "vehicle." This course invites both
Whose history is significant enough to be worth preserving in physical
undergraduate and graduate students from different fields of study to
form? Who gets to decide, and how? Does the choice to preserve
apply their discipline to the goal of designing and teaching hands-on
buildings, landscapes and places belong to government, experts or
problem -solving projects for elementary students. Gay Lorberbaum,
ordinary people? How does the condition of the built environment
with advising from administrators at the elementary school, will work
impact community identity, structure and success? This place-
individually with each WU student and each WU team to develop the
based course in historic preservation pursues these questions in St.
right fit between the creative contribution each WU student will offer
Louis' historically Black neighborhood The Ville, where deep historic
and the range of emotional and intellectual needs of the elementary
significance meets a built environment conditioned by population
school students. WU students enrolled in this course will work on-site at
loss, disinvestment and demolition. The course explores the practice
the elementary school during the scheduled weekly meeting times.
of historic preservation as something far from neutral but rather
Credit 3 units. Art: CPSC considers it as a creative, productive endeavor that mediates between
community values, official policies and expert assertion. Critical
A46 ARCH 4930 In\Visible St. Louis: People, Place, and Power in readings in preservation and public history will accompany case
the Divided City studies, community engagement and practical understanding.
This course approaches the study of segregation and inequality in Credit 3 units. Arch: GAUI, UI
St. Louis as deeply relational and contextual -- that is, embedded
in a particular space and place and constituted through social- A48 LAND 401 Landscape Architecture Design Studio I
political relations. Students will be immersed in the history, theory and This core studio explores design principles common to architecture
contemporary academic debates surrounding inequality, segregation, and landscape architecture as well as their own specificity. A series of
and social justice initiatives in urban cities across the United States. problems will focus on the relation of component to space through
The course pairs this theoretical base (conceiving of segregation as conceptual, analytical, formal, and perceptual investigations.
multifaceted and durable, historical, spatial, and interpersonal) with Credit 6 units.
intensive research experiences drawing on the methodological tools
available across sociology, urban design, and architecture (archival
research, data collection, mapping, diagramming, interviewing, A48 LAND 402 Landscape Architecture Design Studio II
field observation). Students will initiate collaborative research In this core studio, students will develop a spatial understanding
projects aligning with the needs of local organizations that serve the of landscape architecture through a series of exercises of varying
city's historically disadvantaged populations. Local guest speakers scale and complexity. Building design skills incrementally, students
(scholars, community leaders, residents) will enhance students' will acquire facility with the manipulation of ground plane and the
classroom learning, as will site visits and other discussion formats. This elaboration of vegetation and material strategies at both site and urban
interdisciplinary course bridges the Department of Sociology and the scales. The studio will foster an appreciation of landscape architecture
Sam Fox School of Design and Visual Arts, a collaboration supported by as a systemic construct with formal, ecological and social implications.
The Divided City initiative. Credit 6 units.
Same as I50 INTER D 4930
Credit 3 units. A&S IQ: SSC, SC BU: BA EN: S

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A48 LAND 421 Landscape Representation I: Hand Draing, important than ever to produce compelling graphics that aid in the
Drawing, & Sketching dissemination of information. This course explores how architects can
harness the power of architectural representation to construct spatial
The beginning course in the representation sequence will introduce
narratives of text-based research and data, particularly regarding the
students to freehand and mechanical representation as a means for
interdisciplinary science surrounding projected climate futures. We will
developing and communicating design ideas. Students will build
operate contextually through a lens that does not try to prevent the
a basic understanding of orthographic drawing typologies and
extremes of climate change, but rather accepts these new realities that
traditional drawing materials. Emphasis is placed on development
we have already begun to find ourselves in, that of extreme weather
of observational skills, building a design vocabulary, basic drawing
events, floods, droughts, sea level rise, plant & animal migrations,
skills, and the techniques of landscape architecture and architectural
and human migrations, among others. How can we translate existing
representation.
climatic research into compelling graphics? How can we persuade
Credit 3 units. an audience of the need to adapt our built environment and existing
infrastructures in the face of these alternate realities? From there, how
A48 LAND 423D Videography for Designers can we speculate on these conditions in a way that compels different
This seminar course will examine the practice of capturing, producing thinking surrounding adaptation and resilience? The course will explore
and analyzing moving images as a method of inquiry for design. We these questions through the generation of narrative drawings, working
will focus on the analytical and communicative qualities of time- iteratively through a variety of digital drawing techniques towards a
based media [recorded sequences, video, slideshows, animation, composition deeply layered with multiples sources of information as
simulation, remote sensing, etc.] as a human-landscape intermediary well speculations on climatic futures.
that has the ability to alter understanding and evaluation of the Credit 3 units. Arch: ECOL
environment. We will explore techniques from a range of disciplines -
art, design, sociology, anthropology, etc. The course will meet weekly A48 LAND 430C Special Topics: Pyrocene
for brief lectures/presentations to direct our inquiries, discussion
In the last five years, cataclysmic wildfires have raged globally,
of foundational readings and ideas, media workshops, screenings,
burning hotter, faster, larger, and longer in California, Australia, the
local field trips, and/or student presentations of work. Throughout
Amazon, and beyond. A firestorm of images -- frantic smartphone
the semester, students will generate brief, exploratory work that
footage, smoldering drone shots, panoramas of orange haze --
focuses on methods and techniques, and a larger, final project that
has ushered a vision of an apocalyptic "new normal" into public
engages the themes of the course. Open to all graduate and upper
consciousness. In 2015, the scholar Steven Pyne coined the term
level undergraduate students, a goal of the course is to blur boundaries
"Pyrocene" to describe our current "age of fire," defined not only by
between art and design, and to capitalize on their various approaches.
the accelerated burning of living landscapes but also "lithic" ones,
No experience with video, animation, or other soware is required -
in which the spectacle of the fire crisis can only be understood in
only the desire to explore and incorporate time-based methods into
relation to deeper climatic and cultural transformations produced
individual processes.
by fossil fuel combustion. This interdisciplinary seminar will explore
Credit 3 units. avenues for architectural and cultural practice in the Pyrocene, which
some scholars have called the "arts of living on a damaged planet."
A48 LAND 423E Cinematic Landscapes: The Making Of Approaching wildfire as a phenomenon at the intersection of landscape
Watch movies. Talk about movies. Analyze the making of movies. Make and urbanization, the course will center design disciplines but also
a movie. Climate-themed movies. Post-apocalyptic movies. Meet in develop robust connections to political ecology, eco-aesthetic art,
technology. Learn to scientifically use drones. Learn to scientifically use decolonial anthropology, eco-poetic literature, and ecologically
LIDAR. Use these tools in your climate-themed movie. Sculpt stories oriented philosophy. Drawing from readings and case studies in various
in time, supported by sound. This course will focus on the analysis of fields, students will experimentally develop projects that traverse
landscapes and cities as portrayed by popular cinema. How eidetic diverse critical frameworks for understanding, shaping, inhabiting, and
portrayals of nature and cities are circulated by popular cinema. Stories tending contemporary fire landscapes.
through which the values, common referents, public concepts, and Credit 3 units.
memes of a culture materialize through the construction of movies.
Interior to the semester there is an interdisciplinary workshop. Four- A48 LAND 430E Special Topics: Solar Decathlon Landscape
day fieldwork with Geology Assistant Professor Alex Bradley. Map and
produce digital representations at 2-cm resolution of a mountainside Strategy
scoured by a burst reservoir. This class is divided into three parts: A solar decathlon house is currently being designed and constructed
watch, learn, and make. Watch: Each week, students will be asked by Sam Fox architecture students for entry into the 2017 competition
to watch one movie and one director's commentary, oen referred to be held in Denver, Colorado. This summer landscape architecture
to in the "bonus features" as "the making of." Learn: Students will studio will develop the design and construction drawings for the high-
study the methods and techniques used to create settings, props, performance landscape system that sustains the house. It will provide
and storyboards in the service of a sound vision. Make: Students will energy, light, water and food.
synthesize digital and analogue time-based media tools (sound and Credit 3 units.
video) to make a movie thematically based on climate change.
Credit 3 units. A48 LAND 453 Advanced Planting Design
This course focuses on both the cultural, environmental, scientific and
A48 LAND 424M Spatializing Extremes: Graphic Explorations on the technical aspects of planting design. The course will be taught in 3
Projected Climate Futures modular sessions: Horticulture and the Science of plants; Typologies
and design such as bosque, grove, glade, allee, meadow, wetlands,
As architects, we communicate through a language of visual
hedgerow, etc., and their origins in productive landscapes, application
representation. We use drawing as an act of translation - to spatialize
to contemporary landscape architecture; and the Practical hands-on
ideas and information in a way that could arguably be understood
experience in the field with both design documentation to installation
universally. Furthermore, we use drawing as an act of persuasion -
techniques. The course will offer several field trips to experience
to convince others of our designs, positions, and intentions. In the
urban revitalization, various design typologies, sustainable land use,
culture of immediacy that we currently find ourselves in - an era
reclamation, and restoration.
where the image and the video dominate our scrolling - it's more

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Credit 3 units.

A48 LAND 480B Mapping the Metropolitan Mississippi

This seminar explores the relationship of city to river through reading,
recording, and mapping. Students will document their research,
create proposals, and develop simulations and/or prototypes for a
site on the St. Louis riverfront. Methods of inquiry will combine hand-
recording, photography, GIS techniques and DIY devices. The course
will alternate discussion sessions, field reseach, and lab. Open to all
graduate students; undergraduates require the instructor's approval.
Credit 3 units.

A48 LAND 483A Emergence in Landscape Architecture

This course investigates the roles of emergence theory in landscape
architectural discourse. For the purposes of the course, emergence
is considered as the development of new and/or different conditions
as a result of disturbance. Disturbance can take many forms, and the
phenomena that are subject to disturbance are many and varied.
Landscapes are continually disturbed by social, economic, and physical
irruptions, but cognitive structures, perceptual frameworks and
cultural values are also subject to turbulence that, as with landscape
disturbance, oen leads to innovation, novelty and resilience. The
course will explain what emergence theory is, where it comes from, how
it relates to environmental design in general, and how it has - or could
- change the way we design human and nonhuman inhabitations.
Through readings, presentations and discussions, students will be able
to connect the rise of emergence theory in cultures of contemporary
thought to its application in practice. The main theme of the course is
the potential for emergence theory to enable us to relate qualitatively
different modes of existence (human; nonhuman) to each other and
through the connections thus established improve the lifeworlds of
all. The structure of the course is based around ten key concepts of
emergence, as follows: open systems, situation, initial conditions,
assemblage, nature cultures, difference, field theories, disturbance,
morphogenesis, formless. Each student will investigate one of these
concepts and present their findings to the class.
Credit 3 units. Arch: ECOL

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