Transcript ASES 2002 - California Polytechnic State University

SUSTAINABLE
ENVIRONMENTAL
DESIGN
EDUCATION
A CURRICULUM MODEL FOR ARCHITECTS
AND LANDSCAPE ARCHITECTS
American Solar Energy Society (ASES) National Passive Conference, Austin, TX June 2003
Background
In 2000, the Governor of the State of
California issued Executive Order D-16-00
that seeks to reduce costs and improve
environmental performance of state buildings
in all phases of construction operations and
maintenance.
Scope of Work
The California Integrated Waste Management
Board (CIWMB) together with the College of
Architecture and Environmental Design at Cal
Poly-San Luis Obispo (CAED) are undertaking
a project to improve the adoption of
sustainable environmental design principles in
higher education and industry continuing
education programs in landscape and
architecture
Definitions
“Sustainable environmental design” consists of
the principles and practices of architecture
and landscape architecture that protect
environmental quality and human health,
reduce environmental impacts resulting from
physical changes to buildings and
landscapes, and improve the life-cycle
economics of natural, human, and financial
investments in the built and natural
environment.
Ecole des Beaux Arts
This academy, founded in 1733,
defined Architecture as one of
the Fine Arts and courses
were structured accordingly.
In the 19th Century the Ecole
became the most influential
architectural school in the
world. It became the model
for schools in every Western
country. Most well known
American architects of the
19th century studied there and
most pre-WWII curricula in the
U.S. were based on the
Beaux Arts format.
Bauhaus
The Bauhaus was founded in
1919 by Walter Gropius as a
counter to the established
academies. It was based on
the idea of Architecture and
Design being a functional
element as part of an
increasingly industrialized
society. It was extraordinarily
influential in the Modern
Movement. After World War II
most American Schools
changed to a Bauhaus inspired
curriculum model.
Comparison of Three Situations
ASPECT
1. Defined by:
2. Major
concern:
3. Resulting in
an emphasis
on:
4. Within a
setting of:
BEAUX ARTS
Model A
BAUHAUS
Model B
PRESENT
Model C
Western
civilization
International
industrialization
Sustainability
Style
Fundamentals
Holism
Cultural
continuity
Abstraction
Context
Traditional
European cities
New urban
planning theories
Planet as a
whole
Comparison (continued)
BEAUX ARTS
Model A
BAUHAUS
Model B
PRESENT
Model C
5. Applying
disciplines of:
Art, literature,
and archeology
Euclidean
geometry and
mechanics
Ecology, and
information
theory
6. Achieving
expression by:
Visual
composition
Function and
structure
Diversity and
connectivity
Harmony,
proportion, and
scale
Simplicity of
geometry,
materials, and
structure
Complexity and
fluidity
Drawing and
presentation
Analysis and
drawing
System thinking
and synthesis
ASPECT
7. With
aesthetics
emphasizing:
8. Requiring
skills in:
Comparison (continued)
ASPECT
9. To reach the
objective of:
10. To help
define a cultural
era of:
BEAUX ARTS
Model A
BAUHAUS
Model B
PRESENT
Model C
Beauty
Function
Health
Agriculture,
husbandry, and
trade
Science,
industry, and
commerce
Information,
sustainability,
global commerce
and equity
Methodology: two approaches
Survey
info
Concerns
Topics
Tests
Model
info
Analysis of information
Implications of topics
Relationships between topics
Case Studies
Hierarchy of subjects
Construction of Proposed Curriculum Model
Implications
SPECTRUM
SPECTRUM
OF
OF
DEFINITIONS
DEFINITIONS
CONCEPTS
SOME DESIGN
CONSIDERATIONS
Planning
for future
generation
s and our
own
Human
activities more
integrated
w/natural
processes
Longer
range
Reconnect to
natural processes
& respond to
opportunities
More
diverse yet
holistic
systems
Cultural
shift
Era of
information
&
sustainabilit
y
Holism
•
Holism implies integration of all the
parts to develop a condition where
the sum of the whole is greater
than the parts, thus achieving
synergy.
Context and
Setting of the Planet as a Whole
•
•
Interconnections
Complex reality
Underlying Disciplines &
Skills Emphasized
•
•
•
•
Math (Fractal Geometry)
Information Theory
Ecology
Greater breadth of synthesis
Achieving Expression &
Aesthetic Emphasis
•
•
•
•
Connectivity
Diversity
Complexity
Fluidity
Health
•
•
•
Environmental
Economic
Social
Goals
•
Help Achieve and Define a
Cultural Era of Information,
Sustainability, Global Commerce,
and Equity
Linkages
Design courses
Core courses
Support courses
YEAR
1
2
3
4
5
Semester
I.
II.
III.
IV.
V.
Building and
landscape
ecology
Constructability
And Economics
Comprehensive
Design
Natural, energy
+ bio- resources
Cultural, economic
+ legal systems
DESIGN
COURSES
CORE
COURSES
SUPPORT
COURSES
Foundation
design
Natural, cultural, +
aesthetic systems
1f
5f
2f
6f
Site and
microclimate
design
Natural, structural
+ material systems
4f
8f
3f
7f
9f
ALL systems +
resources
10f
See Outline of Topics for numeric and label references.
THE MURKY REALITY
•
•
•
The Survey
Case Studies
Topics & Templates
Topics
Design and…
•
•
•
•
•
•
•
•
Natural Systems
Cultural Systems
Economic Systems
Information Systems
Aesthetic Systems
Structural Systems
Material Resources
Energy Resources
Design and Natural Systems
•
•
•
•
•
•
planetary systems and dynamics
ethical issues and theories
patterns and scaling
natural history and resources
site analysis, site planning, and site
design
research methods
Design and Cultural Systems
•
•
•
•
•
•
cultural ecology & cultural history
social issues regarding the built
environment
history of settlement patterns
history of landscapes and landscape design
history of architecture and construction
architectural programming
Design and Economic Systems
•
•
•
•
•
•
triple bottom line accounting
ethics and economic issues
introduction to professional practice
regulatory conditions
operations of professional practice
details of professional practice
Design and Information Systems
•
•
•
•
•
•
communication and design
graphics
electronic communication
computer aided design and
presentation
drawing
research methods
Design and Aesthetic Systems
•
•
•
•
•
•
history and philosophy of aesthetics
painting
sculpture
crafts
photography
computer art
Design and Structural Systems
•
•
•
•
•
•
structural integration
building structural systems
traditional structural materials
new structural materials
construction techniques
structural detailing and specifications
Design and Material Resources
•
•
•
•
•
aesthetics of materials
water, waste and supplemental
materials
materials selection
materials assembly techniques
materials detailing and specifications
Design and Energy Resources
•
•
•
•
•
•
bioclimatic design principals
building metabolism
passive heating and cooling
natural lighting, natural ventilation,
electrical generation possibilities
calculations and modeling techniques
mechanical backup systems
integration
Template
EXAMPLE OF A SPECIFIC TOPIC APPLIED TO OUR PROCESS
SOLAR GEOMETRY
The ivory tower of idealize d
curriculum
The murk y re ality of what's
happening via surve y
Aspects of:
1.sustainability
2.holistic
3. context
4.planetary setting.
All imply that concepts and skills
of this topic are a basic necessity.
If this topic is not mentioned in
any of the survey replies, we can
assum e this is not given m uch emphasis
in current teaching models.
HOW?
TEACHING THE BASICS OF DESIGNING WITH SOLAR GEOM ETRY
TEACHING THE BAS IC S OF DES IGNING W ITH S OLAR GEO METRY
Template
su btopics
tools
goals
context
climatic
functional
aesthetic
specific site information
specific site analysis
acceptance techniques
control techniques
exercises
urban context
landscape context
architectural context
The student must be
able to :
magnetic declination charts
angle charts @ specific
lattitudes
topographic concerns
shading concerns
descriptive geometry
computer programs
modeling: sun pegs to heliodons
1. understand the importance
of solar geometry to the
design process.
2. evaluate solar
geometry for a specific site
3. have the conceptual
tools to manipulate 3-D
forms in order to optimize
acceptance or rejection of
solar acceptance at any
season
4. understand the qualitative
techniques available and
how they are used in modeling
Summary & Conclusions
Much like the revolutionary effect of the Beaux
Arts and Bauhaus traditions, sustainable design
is awaiting its debut as a cohesive design
pedagogy. The SEDE program is allowing for
the description and testing of a curriculum to
teach the essential lessons of our era of
diminishing resources and environmental
quality.
Summary (continued)
It is anticipated that the “Idealized curriculum”
will be especially helpful as a starting point for
generating specific curricula. As the survey
data continue to come in, they will become
more useful to inform the development of the
final Sustainable Environmental Design
Education Program.
Acknowledgements
CIWMB
Cal Poly Faculty & student assistants
Rachel Aljlani, Scott Cochran, Travis Hamera
And the host of advisors, formal and informal, on the project.