J. Craig Babe AIA NCARB Associate Professor of the Practice Department of Architecture Texas A&M University 3137 TAMU College Station TX, 77843-3137 cbabe@tamu.edu instagram: johncraigbabe www.linkedin.com/in/craig-babe 979-676-2732
Statement on Teaching Working in the discipline of architecture, our graduates will take leadership roles in solving complex design problems, typically defined by a large constellation of parameters, including tight budgets, socio-political responsibilies, and commercial factors. They will have numerous collaborators, including specialized consultants, constructors, stakeholders, clients, communities, and multiple levels of government. In studio, I challenge students with complex multi-layered problems. My goal is to develop the design skills they will require as professionals to conceive and execute architecture that can rise to standards of excellence within this challenging environment of contemporary practice. The act of design is a process centered on the synthesis of program, function, precedent, and form. In my studio, this unfolds through three phases: research, design and communication. In the research phase, students define their projects through the program lens of goals, facts, function, and requirements. They discover relevant typologies through the careful reading of precedents. They study context, and implement relevant data in site mapping. They learn how targeted research builds intelligence into design. In the design phase, students learn how to conceptualize projects in an act of synthesis, using formal design moves to solve problems defined in the research phase. Students develop their knowledge of architectural composition (form making) and they are encouraged to build upon their knowledge of the history and theory of architecture. I emphasize formal
rigor, but I am an advocate of pluralism. I readily
encourage students to develop their own preoccupations rather than push a particular style of architecture. In the communication phase, students learn how to develop and present their designs as proof of a rigorously conceived project. Drawing from my professional experience with architectural competitions, public and client presentations, and design publications, I show my students how to present their work to an audience. Clearly drawn plans, sections, diagrams and renderings, at a full range of scales, are the backdrop for effective verbal explanations. The portfolio is the prime expression of an architecture studentĘźs design intelligence. It is critical to their admittance to MArch programs and the hiring at architectural firms. The work students have produced in my studio has led to successful placement in competitive MArch programs, including Columbia, Cornell, MIT, Michigan, Penn, Princeton, Rice, SCI-ARC, UMich, and Yale, as well as jobs at prominent firms in Texas, and across the United States, such as HKS, Page, Perkins & Will, Gensler, and Corgan. With eleven years of studio teaching experience, I have published my teaching pedagogy in two conference proceeding papers, co-authored with Dr. Sarah Deyong (Texas A&M). In spring 2015, Routledge Architectural Press asked us to produce a book (now in progress) based on the paper that we presented at the 2015 National Conference for the Beginning Design Student in 2014. The book is intended as a manual to help architecture students to succeed in design studio.
Table of Contents ARCH 606 (MArch yr. 1) .................................. - ARCH 605 (MArch yr. 1) .................................. - ARCH 693 (MArch Final Study) ....................... - ARCH 405 (BED Integrated Studio) ................. - ARCH 305 (BED Theory Intensive Studio) ....... - -
ARCH 606
Catalogue Description: “Application of verbal, graphic, research, critical thinking and fundamental design skills to architectural projects that emphasize the integration of structural, environmental, life safety, building envelope systems, and building service systems; includes code compliance, resource conservation, cost control and economic analysis. Core design studio for professional degree candidates.” Instructor Emphasis: Site analysis, precedents, program generation, urban response, spatial idea (parti), interior space, structural expression, skin articulation, expression of idea at multiple scales, character, graphic representation NAAB SPCʼs: A.4 Technical Documentation, B.1 Pre-Design, B.2 Accessibility, B.5 Life Safety, B.12 Building Materials and Assemblies; B.10 Building Envelope Systems Required Readings: Mari, Anthony and Yoo, Nora. Operative Design, A Catalogue of Spatial Verbs. BIS Publishers (2012) Balmond, Cecil. Informal. Prestel (2001) Sandaker, Bjorn, Eggen, Arne, and Cruvellier, Mark. The Structural Basis of Architecture. Routledge, (2011) Allen, Edward and Iano, Joseph. The Architect's Studio Companion: Rules of Thumb for Preliminary Design. Wiley, (2011) Ching, Francis and Winkel, Steven. Building Codes Illustrated: A Guide to Understanding the 2012 International Building Code. Wiley (2012)
Master of Architecture Design II (2-12) credit 6 Taught: 2011-2018 Dallas Mavericks Training Facitlty. Ryan Lawrence,Client: Mark Cuban, 2016 Houston FM1960 Commercial Strip Remake. Preston Scott, Victor Badillo, Yesenia Suchil, Paige Pickens, 2014. Gallery of Contemporary Art, Toronto. Trey Rice, 2012.
ARCH 606: Dallas Mavericks Training Facility,Ryan Lawrence, 2016
MAVERICKS PLACE | DALLAS, TEXAS Situated on the banks of the Trinity River in the in the Dallas Design District, 41 Mavericks Place and the sur rounding master planned development is set to become a new focal point and gateway between downtown and the proposed Trinity River Park development. The building itself takes advantage of its proximity to the river by rising up to meet the levee, in doing so provid ing a link with the local site and the Trinity River Park. 41 Mavericks Place is set to become the new training facility for the Dallas Mavericks. The building itself con sists of a Great Hall on the main floor that serves as the meeting point between the Mavericks team organi zation and their fan base. The Great Hall includes two regulation basketball courts with stadium seating and dressing rooms, a team store, gallery spaces, meet ing spaces, and a cafe. Above this level in the tower is team training facilities, sports medicine research spac es, an office incubator, and the Administration offices for the entire Mavericks organization. Between these programmatic changes are internal three story atriums which serve as mixing chambers for the occupants. 41 Mavericks Place will become a new Icon that embodies the aesthetic of Dallas.
PARTI
INITIAL VOLUME
CONNECT
TEAM PUBLIC
ACTIVATE + ICON
0 ft 175 ft 250 ft
500 ft
1000 ft
ARCH 606: Dallas Mavericks Training Facility, Ryan Lawrence, 2016
GREAT HALL
ORGANIATION/ RESEARCH MIXING AREA
LEVEL 1 MAIN FLOOR
0
ADMINISTRATION/ INCUBATOR MIXING AREA
200FT
LEVEL 16
400FT
ARCH 605
Catalogue Description: Application of verbal, graphic, research, critical thinking and fundamental design skills to architectural projects that emphasize design theory, systems of ordering in architecture and urban design, use of precedents, site and contextual issues; includes program development and concerns for public health, safety and welfare. Core design studio for professional degree candidates.
Instructor Emphasis: Site analysis, masterplan generation precedents, program generation, urban response, urban character, spatial idea (parti), skin articulation, graphic representation NAAB SPCĘźs: A.3 Visual Communication Skills, A. 6 Fundamental Design Skills, A.7 Use of Precedents, A.8 Ordering Systems Skills, B.3 Sustainability, B.4 Site Design, C.1 Collaboration Required Readings: Rowe, Collin and Koeter, Fred. Collage City. MIT Press, (1984) Koolhaas, Rem. Delerious New York. Monacelli, (1997) Venturi, Robert, Izenour, Steve, and Scott Brown, Denise. Learning From Las Vegas. MIT Press, (1977) Pope, Albert. Ladders. Princeton Architectural Press, (1997)
Master of Architecture Design I (2-12) credit 6 Taught: 2009-17 Mixed Use Development for TorontoĘźs Main Streets 2016-17 A New Downtown for College Station, Masterplan, 2009-10. Urban Street Case Studies, 2009-10. A New Downtown for College Station. Mixed use projects. Will Patton, Yan Lu, Kevin Vandersall, 2009-10.
ARCH 605: Urban Masterplan and Mixed-Use Achitecture, A New Downtown for College Station, Masterplan Generation, 2009-10
Residential Area, Bryan
Texas A&M Campus
Northgate
The site is an underutilized zone just to the north of the main campus of Texas A&M University in College Station.
Zoning Envelopes Parkway
1. Each student analyzed and presented an urban street of their choice.
Public Square
2. The studio worked as a group to create urban design guidelines and then design a masterplan.
Woonerf Streets
University Drive
The proposal is to create a new mixed-use urban precinct. Each block is to contain housing, as well a combination of other uses. Structured parking will be incorporated into each block.
Market
3. Each student selected a block and was tasked with programing and de-signing a unique project to fit on it.
ARCH 605: Urban Masterplan and Mixed-Use Achitecture, A New Downtown for College Station, Urban Street Case Studies 2009-10
ARCH 693
Catalogue Description: “Professional Study. Application of verbal, graphic, research and critical thinking skills to an approved, individually selected architectural issue or design project that will advance the broad understanding of architecture and its impact on people. The terminal requirement for the Master of Architecture degree.�
Master of Architecture Final Study Taught: 2010 - 2018 A New Langford Architecture Center, Texas A&M Eric Gordon, 2018 Austin Music Center. Make Liang, 2014 Dance Center and Theater. San Antonio, Veronica Villaneuva, 2014
The Power of Place, Reimagining the Langford Architecural Center at Texas A&M University MArch Final Study, Eric Gordon, 2018. Craig Babe, Chair
The Power of Place, Reimagining the Langford Architecural Center at Texas A&M University MArch Final Study, Eric Gordon, 2018. Craig Babe, Chair
The Power of Place, Reimagining the Langford Architecural Center at Texas A&M University MArch Final Study, Eric Gordon, 2018. Craig Babe, Chair
The Power of Place, Reimagining the Langford Architecural Center at Texas A&M University MArch Final Study, Eric Gordon, 2018. Craig Babe, Chair
The Power of Place, Reimagining the Langford Architecural Center at Texas A&M University MArch Final Study, Eric Gordon, 2018. Craig Babe, Chair
0
45
90
180
plan level 1
0
45
90
180
plan level 2
daylighting analysis jun. 21 9am
daylighting analysis sep. 21 9am
daylighting analysis dec. 21 9am
daylighting analysis jun. 21 3pm
daylighting analysis sep. 21 3pm
daylighting analysis dec. 21 3pm
concrete panel
gfrg louver
gallery 30700 sf
wide flange
education 3000sf
wide flange
administration 4000sf
cantilever frame
core
library + public 40000sf
Steel angle Light frame at top and bottom edges of panel
Backer rod and caulking Double track runner W54 beam 3/8” Thin reinforced stone veneer
Rigid insulation
Bituthene membrane
Precast concrete
W18 column beyond
W18 diagonal bracing End cap
Glass mullion 5/8” CF board Steel channel
Embed steel plate
Welded steel plate
W54
2”x4” Steel wall framing stud
Steel angle
Steel embed plate Steel angle Concrete slab W54 beam
Duct hanger Supply air duct
Drop ceiling hanger
0
1
2
Drop ceiling and light fixture panel
0
1
2
wall assembly details
louvers details
Concrete slab
Beam
Girder
Steel plate
Column beyond
0
1/2
1
beam to beam details
Glass mullion Concrete slab
Anchor bolts
Beam
Steel Plate
Retaining wall
0
1/2
1
concrete wall to beam details
W12 column
Floor finishing
Anchor bolts
Slab with reinforcement top and bottom both directions
Steel embed plate
Vapor barrier Masonite 6” Collapsable carton form PVC drain in drainage material
3’ Deep grade beam
6” Collapsable carton form between piers Pier
Longitudinal reinforcement
Ties
0
4
8
16
wall section
0
1
2
foundation details
0
15
30
60
section 2
0
45
90
180
section 1
load tracing diagram
Pavilion at the Langford Architecture Center Quad The Pavilion at the Grassy Knoll is a student pavilion in the central core of Texas A&M’s campus. Located in an area historically referred to as “The Grassy Knoll,” the project aims to stimulate the area by adding a place to study and eat to an area already used on nice days for sunbathing, studying and doing outdoor activities (soccer, frisbee, etc.) The pavilion is conveniently located near two parking lots and a bus route for the nearly 60% of students that stay on campus into the night (when safety becomes an issue). It is also situated among many academic buildings belonging to a variety of colleges. This makes it available to a variety of students and serves as a meeting place. The pavilion occupies the northeastern half of group sporting activities. In order to leave natural walking paths unobstructed, the main cores of the pavilion’s functions are lifted to a second story with These pillars provide the services to access the top
The pavilion’s heavy concrete appearance attempt to introduce new typologies to the campus as well as give validation to the adjacent Langford Architecture Center. site context map
student survey results
How do you commute?
walking vehicle 49% buses 35% biking 29%
What times are you on campus?
morning afternoon evening night
What type of pavilion do you wish to see?
building uses
parking areas and bus stops
dining study social
70%
92% 88% 69% 58% 67% 55%
35%
42 ARCH 305: Final Project, Art Gallery, Dallas Design District
ARCH 305, Final Project: Art Gallery, Dallas Design District
43
44 ARCH 305: Final Project, Art Gallery, Dallas Design District
Course Evaluations (Past Six Years) 2017
2014
Semester
Course/Credit Hours
Enrolled
Score
Semester
Course/Credit Hours
Enrolled
Score
Spring
Arch 305-9315 (2-9)
15
4.20
Spring
Arch 305-9315(2-9)
19
4.06
Spring
Arch 606-6016 (2-12)
10
4.82
Spring
Arch 606-6036 (2-12)
10
4.77
Summer
Arch 603-3006 (3-9)
13
4.85
Summer
Arch 606-3006 (3-9)
8
4.56
Fall
Arch 405-5035 (2-9)
16
4.85
Fall
Arch 405-5005 (2-9)
20
4.76
Fall
Arch 605-6036 (2-12)
12
4.90
Fall
Arch 405-5035 (2-9)
21
4.81
2016
2013
Semester
Course/Credit Hours
Enrolled
Score
Semester
Course/Credit Hours
Enrolled
Score
Spring
Arch 305-9315 (2-9)
15
4.50
Spring
Arch 305-9315 (2-9)
15
4.65
Spring
Arch 606-6016 (2-12)
10
4.82
Spring
Arch 606-6016 (2-12)
14
4.35
Summer
Arch 603-3006 (3-9)
4
4.72
Summer
Arch 603-3006 (3-9)
12
4.49
Fall
Arch 405-5015 (2-9)
18
4.84
Fall
Arch 305-9325 (2-9)
17
4.38
Fall
Arch 605-6046 (2-12)
12
4.68
Fall
Arch 405-5015 (2-9)
19
4.07
Semester
Course/Credit Hours
Enrolled
Score
Spring
Arch 305-5015(2-9)
15
4.68
Spring
Arch 312-901 (0-2)
15
4.77
Spring
Arch 606-3005 (2-6)
4
4.75
2015
2012
Semester
Course/Credit Hours
Enrolled
Score
Spring
Arch 305-9315(2-9)
13
4.55
Spring
Arch 606-6036 (2-12)
10
4.93
Summer
Arch 606-3006 (3-9)
4
4.89
Summer
Arch 603-3006 (3-9)
8
4.76
Fall
Arch 405-5024 (1-6)
16
4.55
Fall
Arch 405-5034 (1-6)
16
4.71