Critical-thinking, Design, and Representation… Not Necessarily in that Order

by Sarah Felippe
Graduate Urban Design Student at SCAD

A critical exercise for any designer is the study of representation beyond its simplistic aspect of turning drawings into appealing pieces of art. We choose different representation techniques not only because of their visual impact, but because they are the visual content of an architectural speech and the architect’s own worldview. Taking the examples of three offices- Atelier Bow Wow, Dogma and Bjarke Ingels Group (BIG) – we can see how the way they represent their projects suggests the ways they understand cities.

Dogma - Magnet Bienne; Atelier Bow Wow - Miyashita Park, Tokyo; BIG - Europa City, Paris

Dogma – Magnet Bienne; Atelier Bow Wow – Miyashita Park, Tokyo; BIG – Europa City, Paris

BIG’s well known practice of explaining every concept with a sequence of self-explanatory diagrams and infographics – a practice borrowed from Ingel’s alma mater, the Office of Metropolitan Architecture that has influenced student work worldwide and can be observed in many architectural boards – satisfies in selling an idea. BIG is successful with this technique, but its continuous use becomes a trope that easily, in absence of critical thinking, avoids the complexity of an urban context or architectural program and reduces it to the simplistic symbolism of a diagram. Each architect or office must determine its own practice, but, as a close analysis of BIG’s Europa City project reveals, the excessive use of diagrams falls into the mistake of understanding cities as a collage of different functions, connected by a transportation axis. Cities go beyond diagrams, and BIG may argue that Europa City is not a random overlapping of functions and programs, but that is what their diagrams show.

Atelier Bow Wow’s famous perspective drawings, here illustrated in the Miyashita Park project, have a different representation approach, almost resembling “Where’s Waldo?”, where the complexity of urban context is illustrated with a multiplicity of activities happening, people walking in all directions and performing different actions. And exactly because of this apparent chaotic environment, the eye is not driven to a particular focal point, and it is the viewer’s job to decide where to look, and therefore, how to look to cities. The beauty of those drawings is exactly the creation of a multiple storytelling, in which your own eyes guide you. It is a technique that although may seem confusing for our lazy brains, accustomed to absorbing images without processing them, is a very powerful example of representing with one single picture many different aspects of urban life.

Dogma also developed a very unique technique; to start, the projects on their website are presented in a continuous slideshow, as if they were connected by the same principle, and, more importantly, the understanding of one is not possible without the other. If plans and isometric perspectives are always black and white and use mainly linework, it is because their intent is to observe spatial organization and insertion in urban context; drawings of the front views (vertical plan) are predominantly one-point perspectives that emphasize the relationship of the built form with landscape. Not by chance in their front view representations, paintings if you will, the view of the sky, as if one was standing at street level, prevails over everything else. This type of representation is by no means accidental, it is a rigorous choice to show the office’s continuity of speech about architecture and the city.

Those three examples show that the way we represent cities highly influences the way we think of cities, and no matter how hard we try to make them realistic and comprehensive, representation will always lack something – the lack of truth. The question though is not if we should put so much effort in making hyper-realistic representations of projects that do not yet exist, because it should already be understood by architects and other designers that realistic renderings only fulfill commercial wishes and not much more. The art of applying material, lighting and placing jumping people all over can make your project more desirable maybe to an investor, but we should be able to differentiate imagery for commercial appeal from imagery that helps us to understand and solve the technical resolution that urban design requires. One thing is to have a goal, an idea, a proposal investigated through built form and using different representation techniques to accomplish these goals; the other is to confuse design with representation itself. Representation is a tool that can add glamour to a project, but as a primordial condition it should be a tool that informs your project and adds content to it.

(SCAD School of Building Arts is proud to have our students appear as guest bloggers. Visit our site often to see what our students are thinking about!)

Art of the Next City

by Christian Sottile, AIA, NCARB

This is the century of the city. Globally, across numerous cultures and contexts, people are rediscovering and reshaping the city — the greatest of all human inventions. New, unconventional ideas are expanding our perception of the possibilities. I am ever more convinced that the next global future lies in the space of the city. The city is the place where each artist and each discipline come together. It is the greatest expression of our very humanity. And at its best, it is art.Art of the Next City

As designers, when we work in this context, we are at our best. Our ideas are at their most visible, most provocative and most impactful. This seems to be true at all the scales of design encompassed in the SCAD School of Building Arts, from interior design, furniture design, architecture, historic preservation, architectural history and urban design.

So how will we build? SCAD students are unique among emerging professionals in this era. They have a comprehensive grasp of the most advanced digital tools and an intuitive and fluid capability to use the hand and the eye, the pencil and paintbrush, and the tools of the building trades. They are uniquely capable in deploying these seemingly disparate skills in the development of a synthesized and unified whole.

The blending of art and design along with technology and innovation allows us to forge the next generation of cities. We must reject the soulless, placeless urbanism that characterized city centers that were created or recreated in the 20th century and instead imagine places that come alive with a synthesis of art, humanism and delight.

We need our architects and urbanists to create buildings that nurture humanity, we need more complete interior environments and outdoor spaces as new understandings of behaviors emerge, we need the expertise of furniture designers in this new compact city as we reimagine every single element, we need preservationists as we move ahead with the fabric of our past and we need our historians to frame the progress of these disciplines and to avail us of the full discourse of ideas.

At SCAD these ideals have been reinforced recently by projects that we’ve engaged in, from super-collaborations such as SCADpad to projects like LiveSavannah and the National Trust’s Preservation Green Lab. New technologies and new art forms overlaying the physical proximity and humanistic geography of traditional cities are evolving and illuminating new possibilities.

In this urban century, I encourage our next generation of designers to guide, develop and shine their own bright lights to lead the way forward.

As each city is defined by its citizens, so our school is defined by our individual talents. The city is the place of discourse and debate, delight and diversion, discovery and dreams. There is ample room in the city’s unlimited space of ideas. As we engage in this discourse at SCAD, our shared language is art, and we are the building artists.

Indeed, the SCAD School of Building Arts is both a school of building and a school of art.

Christian Sottile, AIA, NCARB, is Dean of the School of Building Arts at SCAD.

Practice, Practice, Practice! … Architecture and Music

by Thomas Hoffman, PE

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It was suggested that I write something about the similarities between music and engineering/architecture. At first I was going to write about rhythm, intervals, phrasing and mathematical similarities. However, that has all been done before. That led me to the old question: How do you get to Carnegie Hall? Practice, practice, practice. Getting to Carnegie Hall represents the pinnacle of a career in the music profession. Same with architects and engineers – how do you get to the pinnacle of your profession? Practice, practice, practice. Do you get it right the first time? No. Do you get it right the 100th time? Perhaps not. But after you do get it right, do you stop practicing? No. That’s when you REALLY have to practice. So here is my completely different list of similarities between music and engineering/architecture:

Performance. Image is everything. When you meet a client, you don’t go in cold. You must warm up and have practiced what you are going to do and say. Everything you present has to be first class — it has to look as good as it sounds, just like a live musical performance. As with any live performance, it doesn’t always go as planned. Being proficient with your skills allows you to improvise through those unexpected times until it all gets back on track.

Practice. Don’t just practice until you get it right — practice DOING it right. Don’t stop after you do something correctly the first time. You don’t just go on stage and play; you have to practice. It’s the same with a presentation to a client to get that big job or when designing a building. You have to practice. You may spend weeks or months practicing and fine tuning a 30-minute presentation. When you finally give that perfect presentation to the client, that feeling is almost reward enough.

Focus, Concentration and Planning. Even as things are happening around you, you need to maintain your concentration and stay focused on the task at hand. This does not mean you should do only one thing at a time; just don’t get distracted. Keep everything moving — don’t stop playing because you dropped a drumstick. Have another one ready, pick it up and keep on going; plan for it. People are depending on you. If you stop, it will have a chain reaction and everything else will come to a stop.

Harmony. Work together, in harmony, like an orchestra or band. The architect is usually the leader of the design process — the front man, everyone else plays a supporting role, but make sure you don’t play through their solos. Sometimes it is not how well you play, but how well you play with others. Working well with other is the key to the longevity of your career.

Stay away from long, complex, incomprehensible or overly intricate words or phrases. You can get an amazing solo from just one note; it just depends on how you play it.

And in closing, another old saying: “If it were easy, everyone would be doing it”.  It is not easy!

Tom Hoffman, PE  is a professor of architecture at SCAD [www.scad.edu] and a rockin’ drummer.

SCAD ARCH Rock Stars: Fernando Munilla

FernandoMadridbyLauren

If only we could all be as cool as Professor Munilla….

by Marilyn Armstrong

Professor Fernando Munilla joined SCAD at the urging of his wife, who had heard that SCAD had an architecture program. At the time, Fernando was working with a firm in Statesboro and had never even considered teaching. He was, however, mentoring a draftsman at the company and soon realized that teaching was, indeed, one of his strong suits. He applied, interviewed and started in 1988, where his first architecture department meeting included a whopping five professors, including the chair. We’re fortunate that he made this decision; Fernando’s list of former students includes the likes of Christian Sottile, dean of the School of Building Arts, and professors Scott Singeisen, Anthony Cissell and Craig Clements. Teaching at SCAD, Fernando likes helping students develop their design ideas and credits his favorite professor, the late Olivio Ferrari at Virginia Tech, as his academic hero.

He remembers when architecture shared Henry Hall (now Eckburg Hall) with the painting program and having to navigate his way through the painters’ studios to get to the architecture spaces. With no NAAB to be concerned with back then, planning each quarter’s classes and lectures was done at the chair’s home over goldfish and beer. Fernando remembers early tours of Eichberg Hall, when prospective students wanted to see the computers. SCAD led the way, he says, with implementing the latest in technology and hiring faculty who were tech-savvy, giving us an edge over other colleges and universities.

Fernando lived in Queens, New York, until he was 12 and then his family moved to Miami, Florida. He recalls the New York World’s Fair and that he could walk to it, which he did almost every day. His fascination with the unusual buildings and the General Motors exhibit Futurama sparked his interest in architecture. With science and math among his favorite courses in high school, he was already looking toward architecture, though he didn’t know it at the time. He liked his architectural drafting course, especially working with the graphics and symbols. (Keep in mind, back then, there was no AutoCAD and all was done by hand.) He went on to complete a B.A. in design at the University of Florida and then his M.Arch. at Virginia Tech.

With 27 years of being a familiar face around campus, you’d think we knew all there is to know about Fernando Munilla, but did you know that he owns guns and that he likes Willie Nelson? When asked about the guns, he assured me that he shoots only at targets made specifically for that purpose! Whether he’s listening to Willie while he shoots, though, is unknown.

Fernando is looking forward to his retirement and seeing the country with his wife, a retired professor of marketing at Georgia Southern. A fan of western movies, he hopes to visit some of the locations where his favorites like True Grit and High Noon were shot and to see Mount Rushmore. Fernando will also get to spend more time with their three children and especially his granddaughter.

The fun stuff

If you were a rock star, what would you insist on having in the green room before a performance? Green tea, Hostess Ding Dongs and Shania Twain

Who are your three fantasy dinner guests? Jimmy Stewart, Le Corbusier (Charles-Édouard Jeanneret-Gris) and my maternal grandfather, who died before I was born

What can you not leave home without? My keys!

What are you really bad at? Ty#%ping!!!

What are you really good at? Explaining things in ways that people can understand

  • Your favorites —
    • Color: Royal Blue
    • Food: Anything with rice
    • Animal: Dog
    • Book: Zen and the Art of Motorcycle Maintenance
    • Movie: North by Northwest

Hypothesis: Finding the Silver Lining

Emads SpiralBy Emad M. Afifi, D. Arch.

Noun: hypothesis; plural noun: hypotheses

  1. a supposition or proposed explanation made on the basis of limited evidence as a starting point for further investigation.
  2. a proposition made as a basis for reasoning, without any assumption of its truth.

We live in a world that wants or pretends to be customized for individual needs. We fall in love with i-this, i-that, My this, and My that. But, fact of the matter is: the digital age has put us all in a programmable mode of existence. The choices are many but are hardly unique or precisely yours! We must follow the procedure, click here or there, drag-and-drop, don’t go back, etc… We got so excited when we became able to zoom-in and zoom-out, touch the screen, swipe, and watch the computer gene respond with all of its might.

Let’s now zoom-in for specific examples. Many of us have tried a custom designed exercise routine, diet, or any other program only to find out that it does not work very well, not for you. We try again and profess that “change is good”. Success often becomes a mirage on the horizon, or a short-lived experience that dissolves in the face of the next temptation or serious challenge. We search the web, again and again. Constant change is sometimes done just for the sake of change; it becomes an escape and an alternative to genuine creativity and a real custom-designed solution. But we often see no problem, we just keep trying… harder. And, while this is a natural part of life that we call “trial-and-error”, it should not be the norm or one’s way of life. We can do much better than that.

The silver lining to this information age is buried underneath the tremendous wealth of knowledge offered freely on the Internet. We can learn from and share with one another all of our unfiltered experiences and know-hows. Yet, we need to recognize the fact that there will be the good, the bad, and the so-so! We need to figure out how to pick and choose, how to weed it all out and how to craft our own individual solutions. Then, methodically test, observe results, and reach conclusions as to what works and what does not work—for you!

In a way, this is the modern day version of the good old collective or “conventional wisdom” humans developed over generations in all cultures, usually in a specific social, economic, and environmental context. But now that most of these conditions we have in common are dissolving in a global melting pot, we need to re-discover individuality in a more meaningful way. In a way, the art of living becomes similar to seeking various design solutions to a common design studio project or assignment. Solutions are all different but they all should be good, viable, and meaningful; some will be excellent or outstanding but there is not necessarily one optimum solution to seek or to emulate or to negate all others.

What is missing and needed for the new “i-age” as I will call it, is the first thing a serious scientific researcher needs to start with—a plausible hypothesis that is specific to each individual or situation, and that addresses exactly what matters to the individual or entity involved. Then we need a possible solution or a carefully crafted set of solutions. Then we can proceed with systematic implementation and observation, then a conclusion: what works and what does not work—for you, not for the entire universe!

This takes patience and perseverance. But, over time, it will build up to individual wisdom. I will call it the “i-Learn” or “i-Wise” approach. Isn’t this what life is all about?

Emad M. Afifi, D. Arch. is a professor of architecture at SCAD.

SCAD ARCH Rock Stars: Catalina Strother, PhD

Catalina

by Marilyn Armstrong

Professor Catalina Strother grew up in Romania, but what most people may not know is that she once backpacked across Eastern Europe riding the train through Hungary, Slovak Republic, Czech Republic, Austria and Poland while in an international historic preservation research program in Bratislava.

Catalina recently completed her Doctorate in Urbanism, magna cum laude, from the University of Architecture and Urbanism “Ion Mincu” in Bucharest. This rigorous program took her four years of studies online, readings, paper presentations and traveling for in-person assessment meetings in Bucharest during the summers. Her achievement is a point of pride for her, of course, and the entire School of Building Arts community. Earning a terminal degree while teaching full-time and raising a family is testament to Catalina’s spirit, her personal energy and her commitment to excellence.

Catalina came to SCAD as a Fulbright Scholar to study historic preservation. Before enrolling, she had not set foot on the campus but was drawn to the SCAD program in its historic city setting. After one year in Savannah and an M.A. in historic preservation from SCAD, she continued her studies to earn an M.S. in conservation of towns and buildings from Katholic University of Leuven in Leuven, Belgium.

It was in high school that Catalina knew she wanted to study architecture. With a middle school training in art and having studied mathematics and physics in high school, architecture was not the best choice for a future career, but the only one. Now at SCAD on the other side of the desk, she enjoys academia, engaging with different people and the dynamic environment on the campus. She said the times can be hard and fast but, in between, she makes sure she and her students have fun.

A staunchly private person, she enjoys her family which, in addition to her husband and two children, includes a dog and a cat. Whenever possible, she retreats into reading and painting.

The fun stuff

If you were a rock star, what would you insist on having in the green room before a performance? Grand Marnier

What can you not leave home without? My phone

What are you really bad at? Lying

What are you really good at? I’m a pretty good handywoman. I fix things.

Her favorites —

  • Color: black (all colors)
  • Food: wild game
  • Animal: whale
  • Book: too many to pick just one
  • Movie: Pride and Prejudice. I’ve seen every film adaptation of the novel.

Inspired School Design for Collaboration and Biophilia

by Sarah d’Auriol

Photo Credit: Odyssey School, Asheville, NC

Photo Credit: Odyssey School, Asheville, NC

In recent years the education system has begun to change dramatically, influenced by research on how children learn and environments that nurture these new teaching techniques. I have researched these changes for my final undergraduate Architecture studio project at SCAD. Conventional education is modeled on the factory system where organization is linear both in the physical layout and in the progression of intellect.  Allison Zmuda describes this as the “do as told model,” in Breaking Free from Myths about Teaching and Learning. It is a system known for rules and rule following but does not allow much leeway for those with different needs than “the norm.” Newer models of education involve fluidity and social engagement.

Grade delineation is becoming less regimented in recent education changes.  With this children are introduced to topics informally at an earlier age and given the tools to progress at their own speed. Architecturally, this means clustering classrooms of similar age together with common areas in between. NAC Architecture describes this as “neighborhoods of three to four classrooms, anchored by a central communal area.” Breakout spaces should be incorporated in school design.  These common areas are used for group work and fun activities, which is a very important strategy in keeping children engaged.

Collaboration has become one of the most important aspects of this change in education layout.  Peter Lippman says, in Designing Collaborative Spaces for Schools, that “Flexible and fluid spaces allow for creative and critical thinking.” I believe this very strongly. The architecture of schools must nurture a learning environment, which is both efficient and adaptive.  For collaboration and group work, spaces must be malleable and underutilized spaces used for collaboration spaces. The Whole Building Design Guide (WBDG) describes these spaces as “connected visually with colors and patterns, with platforms, steps, and alcoves.” Understanding this aspect of education is important in designing spaces and choosing furniture, to best accommodate the needs of the changing education model. Breakout spaces can range from niches for one or two people to nodes where a larger group can spread out. Although spaces must be versatile, they must nonetheless have intention, to refrain from creating unsafe and chaotic spaces within the learning environment.

Biophilia is greatly influencing the architecture of schools as well. The WBDG states that “Researchers that study the neuroscience of learning have found that light, color, and scale can affect stimulation of the brain.” Natural light and views should be provided as much as possible without creating glare and are especially good for classrooms, hallways, and common spaces. The creation of structures and spaces with duel use helps with sustainability goals and optimizing resources. Windows not only provide natural light but also create views to the outdoors.  Operable windows allow for natural ventilation, which is healthier for all users and allows for more sustainable buildings. Classrooms can also include outdoor patios or learning areas, which help educate and engage students on the importance of natural resources. Outdoor spaces can dually be used for expending excess energy. Learning about the environment helps children understand the importance of community values and collaboration with not only students but also members of the general community.

This research has inspired my own school design project for studio, where I am creating a large lobby space serving as both lobby and library, delineated through color and elevation changes. For a small-scale school this has many advantages, including the need for fewer supervisors than a separate library and adding more presence and importance to the lobby space.

When implementing changes in school design we seek to understand the ideals of the school for which we are designing.  Understanding that, the importance of social relationship and cultural values can and should be expressed through the architecture.

Sarah d’Auriol is a fourth year Architecture student at SCAD.

Ten Maxims for Effective Project Management

by Ivan Chow, AIA

10maxims at Eichberg_web

Ink & watercolor, Ivan Chow, 2015

Having been blessed with a rewarding, albeit circuitous, career spanning well over 30 years, from the sole proprietorship of a small design firm to being the managing director of a $400 million commercial real estate portfolio, I have developed 10 project management principles, or maxims, that have served me well. These have been tried and tested in the management of design projects, for-profit and nonprofit organizations, small firms and large corporations, and recently, in higher education. They have been, more often than not, useful and successful in working with clients, consultants, supervisors, subordinates, coworkers, municipalities, accountants and attorneys. These maxims have hung long enough on my walls and in the cubicles of coworkers to have given me enough confidence to think they are, at the very least, useful.

Maxim 1Good communication is the key to success in business and life. This does not mean stream-of-consciousness email messages and calls but understanding the work styles and temperaments of those with whom you are communicating.

Maxim 2If it’s not in writing, it does not exist. This does not mean that what is not in writing is unimportant, but that handshake agreements are generally not admissible in courts of law and are fraught with risk.

Maxim 3Less is more. On any given topic, it is likely harder to write a two-page executive summary than a 10-page exposition.

Maxim 4Document all sources and assumptions. I can’t tell you how many times this has come back to bite me when I have neglected to save URLs, bibliographic sources or code compliance sections or to record my own rationale.

Maxim 5Maintain consistency throughout each task or project. This requires the most discipline and more often than not mandates uncomfortable changes in presuppositions.

Maxim 6Do the best possible work with the time and resources available. There is never enough time to do everything you hope for or intend. Perfection is in achieving the best possible result with what you have.

Maxim 7Bring closure to every task and project regardless of outcome. This is very difficult, especially in the case of failure, but if we are to learn from our mistakes, they must be clearly understood.

Maxim 8Mistakes are a necessary evil in the pursuit of excellence. We live in a culture that heralds success and belittles failure without recognizing that the latter begets the former.

Maxim 9Seek clarity; do not dwell in uncertainty. This does not mean that uncertainty is inappropriate or unnecessary but that the quest for certainty can be infectious and inspiring.

Maxim 10 – Check your work again … and again. Check your spelling and grammar, your presuppositions and assumptions, your motives and the optics through which your work will be viewed. And then get someone else to check all the above.

I do not always adhere to these maxims myself, especially in times of high stress and anxiety and time-compressed expectations. My own family would likely be surprised at my claim to these practices. However, they have served as a good reminder of what I consider “baseline operations” when I am at an intuitive loss as to how to proceed, especially at work.

In conclusion, it needs to be said that, through trial and (a lot of) error, and alongside these 10 maxims, I have learned that managing projects is actually more about managing people and time than it is about managing processes or procedures. I have also learned that there is an important distinction between management and manipulation. The necessity of the former should not be confused with the ugliness of the latter.

Ivan S. Chow, AIA, NCARB, is the interim chair of the architecture and urban design departments at SCAD.