ARC101

Students:

Faculty:

TAs

Term:

Course:

Program:

Students of ARC101

Korydon Smith (coordinator), Seth Amman, Adam Thibodeaux Ana Alarcon, Rocco Battista, Briana Egan, Andrew Gunther, Alec Harrigan, Matthew Kinnally, Serena Minix, Michael Napier, Ainish Sheth Fall 2022

ARC101

BS Arch

How can a single design move determine lighting, entry, circulation, and still create a powerful space?

ARC101, the first design studio in the undergraduate curriculum, introduces students to a world of iterative design processes, methods of making, and intellectually stimulating conversations. It is also where students meet the people they will travel the gamut of their architectural education with, whom they will learn to care for and support. Forming these connections is perhaps the most critical part of ARC101.

Emerging from a high school environment, the first semester of college has a steep learning curve as students adjust to a new style of instruction. Students travel from class to class as a collective rather than in small cohorts. Lecture-driven learning takes a back seat and is replaced by vibrant, collaborative work sessions.

Architectural Design Studio 1 set up a datum for students to begin thinking logically and creatively about their ideas and craft. Through an iterative process of making, analyzing, and discussing, learning through making mistakes and creating a mess was encouraged. Beginning from day one with peer learning and hands-on explorations, ideas of space-making were explored through the creation of physical objects.

In tune with the theme of spacemaking over shape- or form-making, Project 1 asked students to use one operation to create a clearly bounded space of repose with an entry/exit, views out, and indirect light. These explorations were initially explored through chipboard boxes. As ideas developed, boxes became unique volumes and an ordering system that kept the ideas within one operation.

Project 2 took the logic identified earlier and introduced a differentiation between interior and exterior spaces of repose and the circulation among these spaces. Using paper as a means to define space became a new method of making. Folding, cutting, and bending gave rise to new forms previously unachievable by chipboard. As spatial sequences arose, so did the architectural proposals. Project 3 brought the chosen operations from previous work into a programmatic realm, aggregating a singular unit to create interior and exterior spaces. The semester culminated in Project 4, adding model materials wood and plaster. The semester finished with students integrating their chosen operation and aggregate system into a proposed site design and program through well-crafted models and drawings.

Throughout the ideation and product development, there is an element of ambiguity felt across the firstyear studio. While primary learning objectives and expectations are clearly stated, the journey through projectbased learning hinders can often be student-led. This process lets students find their own way of thinking, doing, and representing their work.

"Architecture is hard, and I feel like we can all struggle together while helping each other become our best selves."

- Grace Perritt

The final review for ARC101 celebrated the journey students, teaching assistants, and faculty went on together. Inviting internal faculty and external professionals to comment and converse with students on their work unearthed true passions and interests.