Michael Duddy - Academia.edu (original) (raw)
Papers by Michael Duddy
Journal of aesthetics and phenomenology, Jan 2, 2018
Princeton University Press eBooks, Dec 31, 2021
With the emergence of computational design, the production of architecture has come to be dominat... more With the emergence of computational design, the production of architecture has come to be dominated by the algorithm, yet the presence of algorithmic methods can be traced back to Vitruvius. As with the computational algorithm, his rules led to conditions that appeared unresolved, but unlike computational design, they allowed for resolution through the intervention of the architect. Through a close analysis of the condition of the inside corner, this paper investigates how the formulaic system of linear or gridded repetitions that underlie the rules of architectural geometry prior to the digital turn-a type of analog algorithm-lead to complex and seemingly inconsistent conditions when the system meets at the corner. Such consequences are manifested as accidents, visually unresolved conditions that are nevertheless consistent and conform to the logic of the system. However, in the pursuit of perfection, the architect intervenes with an aesthetic judgment from outside the system to resolve the condition. Accidents are considered manifestations of the consistency or "truth" of the system, while interventions are seen as inconsistencies enforced from outside the system as judgments of beauty.
Birkhäuser Basel eBooks, Dec 15, 2008
Abstract.Writers, artists, and mathematicians since Vitruvius have attributed the use of the visu... more Abstract.Writers, artists, and mathematicians since Vitruvius have attributed the use of the visual refinements as a means by which the Greek builders optically corrected the form of the Doric temple. This study proposes an interpretation in which the visual refinements of the Parthenon are considered from a non-stationary, or “roaming”, point of view. The mathematics of this type of visual space reveals a dynamic zone in which objects visually increase and decrease simultaneously, a behavior consistent with conditions addressed by the visual refinements of the Parthenon.
The second issue of TECHNE, an annual publication of student work from the Department of Architec... more The second issue of TECHNE, an annual publication of student work from the Department of Architecture at the New York City College of Technology. Edited by faculty members Ting Chin, Michael Duddy, and Jason Montgomery, this issue includes contributions from Danny Batista, Jason Sai Hung, Heidi Cherubin, Michelle Yang, Laura Calle, Carlos Jacome, Carolina Walters, Hito Rodriguez, Carlin Baez, Brendan Sigvardsson Cooney, Mimu Sakuma, Anton Sukaj, Marie Baretsky, Tatiana Zheludkova, Moises Reyes, Brendan Edwards, Desiree Andrade, Felipe Arellano, Shadeen Dixon, Tam Huiying, Melissa Benitez, Carlos Jacome, Kilton Shehu, Daniel Mego, Marie Baretsky, Jin Chen, Heraldi Sadmojo, Luiza De Souza, Kate Sanko, Bertol Dragani, Charles Happel, Rithol Clytus, Maria Genao, Bertoli Dragani, Jason Ng, Michelle Matthews, Anastasiia Shaiukova, Enny Filpo, Vladislav Valentinov, Raymond Jimenez, Catherine Brito, Andrea Garrido, Genaro Cobar, Batista Rodriguez, and Nicole Ordonez. Table of Contents: INTR...
Introduction: Etymologically the word architect is derived from the Greek word arkhitekton meanin... more Introduction: Etymologically the word architect is derived from the Greek word arkhitekton meaning “chief builder” (arkhi-, chief + tekton, builder). Originally, architects were primarily builders or artisans. Since that time architects have moved increasingly further away from the act of building. However, recent technological advances in such fields as digital fabrication, custom prototyping, and materials science are drawing architects back to the craft of making. This issue of TECHNE focuses on the relevance of building, making, and fabricating in architectural pedagogy and practice, and presents essays, conceptual proposals, and projects that address this topic. We consider why it is important to provide students with opportunities to engage in building and making and reflect on what students gain from these experiences. What are the lessons learned from student projects that have embraced a design:build approach? How can we provide more of these opportunities to students? This issue features the extraordinary work of our students and faculty on the Solar Decathlon. The project exemplifies the epitome of a hands-on experiential learning opportunity in designing to build. It is through projects like this that students are afforded the opportunity to learn soft skills, such as communicating, collaborating, scheduling, and managing, together with hard skills such as drawing construction details and using tools on a job site. Both students and faculty discover that, unlike in a traditional classroom, each learn more than they could have expected. We also discuss the impact new digital fabrication tools have on the way we conceive, practice, and, most importantly, teach architecture. With the onset of these tools, architecture is being conceived differently both in its conceptual approach and its multitude of possible job descriptions. These tools have enabled students and practitioners to engage more directly with the act of expeditiously making and have inspired projects that are seemingly less constrained by the confines of a traditional architecture practice. These explorations and inspirations expand the field of architecture, and what it makes, and exponentially increases the number of potential trajectories that we can embark upon. Are these tools and processes redefining the role of an architect? Should we use what we learn from these contemporary processes to inform traditional practices and pedagogies or are they something entirely new? Student contributions: Ashley Amador, Rosemarie Castillo, Darwin Diaz, Meilledjine Francois, Percia Gomez, Asli Oney, Ana Perez, Carolina Rianchos, Steven Zimmerman Table of contents:Introduction: Ting Chin, Michael Duddy, Jason Montgomery p. 1Precise | Concise: Sanjive Vaidya p. 3Iris Pavilion: Mentor: Professor Joseph Vidich Assistants: Michael DiCarlo & Anner More Students: Shadeen Dixon Allon Morgan Heraldi Sadmojo Mimu Sakuma Claudia Tupayachi p. 5ARCH4890 Computation & Fabrication: Professor Hart Marlow p.15 Terra Table: Henry Aguilar p. 33Solar Decathlon: Solar Decathlon Team p. 41Energy Modeling Report: Professor Jihun Kim p. 69Stratusquo: Anner More & Franklin Rojas p. 89Adaptive & Autonomous Tensegrity System: Anner More & Franklin Rojas Student Team: Mimu Sakuma Allon Morgan Heraldi Sadmojo Anastasiia Shaiukova p. 99 Opposite Reactions: Anastasiia Shaiukova p. 105Projecting Architecture in the Digital Era: Professor Severino Alfonso, Students: Espinoza Edinboro Leitch Choudhury p. 111 Design Build Experiences of a Practicing City Tech Faculty Member: Professor Mars Podvorica p. 12
INTRODUCTION: TING CHIN, MICHAEL DUDDY, AND JASON MONTGOMERY As the Department of Architectural T... more INTRODUCTION: TING CHIN, MICHAEL DUDDY, AND JASON MONTGOMERY As the Department of Architectural Technology at the New York City College of Technology embarks on its path to achieve accreditation by the National Architecture Accrediting Board (NAAB) for a Bachelor of Architecture, this issue of TECHNE- decidedly focused on architectural education. Over the last two years through countless discussions within our department and college, and with architecture faculty from other universities and currently practicing architects, we have been questioning the value, purpose, and means of an architectural education. As educators in architecture we are responsible for exposing students to a multifaceted profession that can yield many trajectories. With the boundless array of opportunities in the digital realm currently upon us, the number of possible career paths a student can embark on are limitless. Traditionally a design education spans from presenting students with the theoretical foundations of the profession to imparting the practical skills necessary to enter the workforce. With so many new technologies to teach, and a limited amount number of hours in the classroom, how can we most effectively utilize our time with students? Would it be more worthwhile to require internships and a practice-based education, focus on conceptual and theoretical thought processes, or to develop soft skills, such as collaboration, resourcefulness, and problem-solving? For this issue we queried notable practitioners and educators to share what they consider to be fundamental to a design education and how they thought we could better prepare our students to navigate the profession. Contributors spanned from architects working, or who have worked, in world-renowned firms to sole-proprietors, and from educators, simultaneously teaching at many different schools, who are inherently exposed to a variety of educational agendas, to members of our own faculty. Approaches to architectural education and practice ranged from beliefs firmly rooted in history to those that encouraged embarking on new directions. The array of responses demonstrates the many facets of architecture and suggests that we approach the teaching and learning of it by understanding its contextual significance in history while guiding our students to make a mark on its future. TABLE OF CONTENTS INTRODUCTION. TING CHIN, MICHAEL DUDDY, JASON MONTGOMERY. 1 SERVICE \u3e WORK. SANJIVE VAIDYA. 4 21ST CENTURY ARCHITECTURAL EDUCATION. ARIK WILSON. 5 PRACTISE PRACTICE: QUESTIONS OF DESIGN. CHRIS HILLYARD. 9 HOW TO BE HUMAN. JIEUN YANG. 16 THE PRACTICE OF ARCHITECTURE. WAYNE STRIKER. 21 THE UNQUANTIFIABLE VALUE OF STUDY ABROAD. ELISABETH MARTIN. 23 THE 21ST CENTURY INTERN. EDWARD SIEGEL. 27 THOUGHTS ON THE FUTURE OF ARCHITECTURAL EDUCATION. EIRINI TSACHRELIA. 32 THE YOUNG ARCHITECT I’D LIKE TO HAVE SITTING NEXT TO ME. STEPHEN T. CHRISMAN. 35 IN SEARCH OF AN ARCHITECTURAL ASSISTANT. PETER GREENBERG. 37 CURIOUS ALWAYS. TIM MCCARTHY. 41 DATA LITERACY AND PERFORMANCE SIMULATION. JIHUN KIM. 44 URBAN MICROCLIMATE ANALYSIS- EMERGING SCHOLARS. GABRIELA MARTINEZ, YUYING XIAN. 47 DURA. STA CLUB. 49 CONSTRAINTS. SEVERINO ALFONSO. 54 THE MITIGATOR- ARCH 4810. ASLI ONEY. 71 INTERVIEW WITH CLAUDIA HERNANDEZ. JAMAR DINALL. 79 PUBLIC LIBRARY- ARCH 2310. EVELYN RICHARDSON. 85 SCHOOL OF ARCHITECTURE- ARCH 2410. JAMAR DINALL. 89 SCHOOL OF ARCHITECTURE- ARCH2410. IVANA BATISTA. 93 RED HOOK MASTER PLAN- ARCH 4710. ADAM ELKHOULY, MARCELO LEDESMA, JAMES RIGLEY. 97 RED HOOK MASTER PLAN- ARCH 4710. ONICA LEITCH-EDINBORO. 101 BROOKLYN MIXED-USE HIGH RISE- ARCH 4710. SAADIQ ALLI. 103 BROOKLYN HIGH RISE- ARCH 4810. ALLON MORGAN. 107 MULTI-USE COMPLEX AND PARK- ARCH 4710. ALIMERV PROCTOR. 109 MOVEMENT TO SPACE- RED HOOK MASTER PLAN- ARCH 4710. JORGE TLATELPA, EMILY NORTHIA, CHRISTINE NICOLE JAYCO. 113 INTERVIEW WITH WENDELL EDWARDS. STEVEN ZIMMERMAN. 118 INTERVIEW WITH CESAR SALAZAR. DARWIN DIAZ. 123 INTERVIEW WITH TIM MALDONADO. GABRIELA MARTINEZ & YUYING XIAN. 125 STUDENT INTERVIEWS. TING LAU. 129 ALUMNI VOICES. CAITLIN MCMANUS \u2717. 135 MARSHA-ANN CADOUGAN \u2713. 13
The third issue of TECHNE, an annual publication of student work from the Department of Architect... more The third issue of TECHNE, an annual publication of student work from the Department of Architecture at the New York City College of Technology. Edited by faculty members Ting Chin, Michael Duddy, and Jason Montgomery, this issue includes contributions from Ramsey Dabby, Ramis Rawnak, Ken Grace, Carlos Villella, Shi Long Yang, Percia Gomez, Jill Bouratoglou, Lia Dikigoropoulou, Francisco Morales, Farhana Rahman, Jianfeng Yao, Ana Perez, Peter Zaharatos, Jenne Li, Janil Castillo, Glenny Desena, Elizabeth Parks, Eileen Gray, Mohamed Yakoob, Mario Estrada, Isaias Garcia, Erjan Kadrakunov, Farhana Rahmancenter, Alfonso Severino, Loukia Tsafoulia, Mimu Sakuma, Asli N. Oney, Tatiana Zh, Esteban Beita, Tim Maldonado, Sittha Siriprakaisak, Diana Basily, Enny Filpo, Brigitta H. Purnamasari, Alina De Jesus, Ori Dona, Hadiza Djibring, Horacio Moller, Yuhui Ouyang, Manu Shukurzoda, Kris Alcaide, Norma Chiicaiza, Popi Bequm, Diego Ortega, Jason Ng, Walkiria Cabrera, Eliza Barragan, Jennifer Valerio, Joshua Mendieta, Pablo Zuluaga Morelo, Hamal Hashem, Pak hui, Adis Saracevic, Christian Plaza, Mohammad Alsharif, Maksim Drapey, Sher Boota, Noemi Rovirosa, Richida Lankoande, Claudia Hernandez, Melissa Benitez, Alan Xicohtencatl, Lee-Anne Valdez, Areli Amado, Patryk Michaluk, Marcos Villa, Emani Ennover, Alodra Peralata, Victor Centeno, and Naryomi-Storm Porter. Table of Contents: INTRODUCTION TING CHIN, MICHAEL DUDDY, JASON MONTGOMERY p. 4-5 THOUGHTS ON “PROCESS” RAMSEY DABBY p. 6-7 NOTES ON THE CONCEPTUALIZING PROCESS IN ARCHITECTURE KEN GRACE p. 8-17 ADVANCED DESIGN METHODOLOGY JILL BOURATOGLOU, LIA DIKIGOROPOULOU p. 18-25 THE PROCESS OF MAKING ELIZABETH PARKS p. 26-29 PROC•ESS ALFONSO SEVERINO, LOUKIA TSAFOULIA p. 30-37 URBAN DESIGN STUDIO: THE DESIGN PROCESS TIM MALDONADO, ESTEBAN BEITA p. 38-47 MAKING CITIES MICHAEL DUDDY, JASON MONTGOMERY p. 48-67 ANALOG:DIGITAL TING CHIN, CLAUDIA HERNANDEZ p. 68-8
Journal of Aesthetics and Phenomenology, 2018
In the Critique of Pure Reason, Kant defines the architectonic as the “art of constructing system... more In the Critique of Pure Reason, Kant defines the architectonic as the “art of constructing systems.” For him, architectonics is the systematic unity of knowledge according to a principle he identifies as the ends of reason. In the discipline of architecture, the concept of the architectonic has varied understandings: the unity of form of the appearance of the building that is given; or the order of the unity of form that systematizes the appearance as it is grasped; or the principle of the order of the unity of form that is understood. This paper argues that the architectonic in architecture is described by a principle of order of the unity of form, and that this principle is tantamount to Kant’s principle of the ends of reason. This thesis is investigated by relating Kant’s concept of the architectonic to the concept of concinnitas proposed by the fifteenth-century architect and humanist, Leon Battista Alberti. Concinnitas is understood here as the conceptual complement to Kant’s p...
Nexus Network Journal
With the emergence of computational design, the production of architecture has come to be dominat... more With the emergence of computational design, the production of architecture has come to be dominated by the algorithm, yet the presence of algorithmic methods can be traced back to Vitruvius. As with the computational algorithm, his rules led to conditions that appeared unresolved, but unlike computational design, they allowed for resolution through the intervention of the architect. Through a close analysis of the condition of the inside corner, this paper investigates how the formulaic system of linear or gridded repetitions that underlie the rules of architectural geometry prior to the digital turn—a type of analog algorithm—lead to complex and seemingly inconsistent conditions when the system meets at the corner. Such consequences are manifested as accidents, visually unresolved conditions that are nevertheless consistent and conform to the logic of the system. However, in the pursuit of perfection, the architect intervenes with an aesthetic judgment from outside the system to resolve the condition. Accidents are considered manifestations of the consistency or “truth” of the system, while interventions are seen as inconsistencies enforced from outside the system as judgments of beauty.
Writers, artists, and mathematicians since Vitruvius have attributed the use of the visual refine... more Writers, artists, and mathematicians since Vitruvius have attributed the use of the visual refinements as a means by which the Greek builders optically corrected the form of the Doric temple. This study proposes an interpretation in which the visual refinements of the Parthenon are considered from a non-stationary, or "roaming", point of view. The mathematics of this type of visual space reveals a dynamic zone in which objects visually increase and decrease simultaneously, a behavior consistent with conditions addressed by the visual refinements of the Parthenon.
Journal of aesthetics and phenomenology, Jan 2, 2018
Princeton University Press eBooks, Dec 31, 2021
With the emergence of computational design, the production of architecture has come to be dominat... more With the emergence of computational design, the production of architecture has come to be dominated by the algorithm, yet the presence of algorithmic methods can be traced back to Vitruvius. As with the computational algorithm, his rules led to conditions that appeared unresolved, but unlike computational design, they allowed for resolution through the intervention of the architect. Through a close analysis of the condition of the inside corner, this paper investigates how the formulaic system of linear or gridded repetitions that underlie the rules of architectural geometry prior to the digital turn-a type of analog algorithm-lead to complex and seemingly inconsistent conditions when the system meets at the corner. Such consequences are manifested as accidents, visually unresolved conditions that are nevertheless consistent and conform to the logic of the system. However, in the pursuit of perfection, the architect intervenes with an aesthetic judgment from outside the system to resolve the condition. Accidents are considered manifestations of the consistency or "truth" of the system, while interventions are seen as inconsistencies enforced from outside the system as judgments of beauty.
Birkhäuser Basel eBooks, Dec 15, 2008
Abstract.Writers, artists, and mathematicians since Vitruvius have attributed the use of the visu... more Abstract.Writers, artists, and mathematicians since Vitruvius have attributed the use of the visual refinements as a means by which the Greek builders optically corrected the form of the Doric temple. This study proposes an interpretation in which the visual refinements of the Parthenon are considered from a non-stationary, or “roaming”, point of view. The mathematics of this type of visual space reveals a dynamic zone in which objects visually increase and decrease simultaneously, a behavior consistent with conditions addressed by the visual refinements of the Parthenon.
The second issue of TECHNE, an annual publication of student work from the Department of Architec... more The second issue of TECHNE, an annual publication of student work from the Department of Architecture at the New York City College of Technology. Edited by faculty members Ting Chin, Michael Duddy, and Jason Montgomery, this issue includes contributions from Danny Batista, Jason Sai Hung, Heidi Cherubin, Michelle Yang, Laura Calle, Carlos Jacome, Carolina Walters, Hito Rodriguez, Carlin Baez, Brendan Sigvardsson Cooney, Mimu Sakuma, Anton Sukaj, Marie Baretsky, Tatiana Zheludkova, Moises Reyes, Brendan Edwards, Desiree Andrade, Felipe Arellano, Shadeen Dixon, Tam Huiying, Melissa Benitez, Carlos Jacome, Kilton Shehu, Daniel Mego, Marie Baretsky, Jin Chen, Heraldi Sadmojo, Luiza De Souza, Kate Sanko, Bertol Dragani, Charles Happel, Rithol Clytus, Maria Genao, Bertoli Dragani, Jason Ng, Michelle Matthews, Anastasiia Shaiukova, Enny Filpo, Vladislav Valentinov, Raymond Jimenez, Catherine Brito, Andrea Garrido, Genaro Cobar, Batista Rodriguez, and Nicole Ordonez. Table of Contents: INTR...
Introduction: Etymologically the word architect is derived from the Greek word arkhitekton meanin... more Introduction: Etymologically the word architect is derived from the Greek word arkhitekton meaning “chief builder” (arkhi-, chief + tekton, builder). Originally, architects were primarily builders or artisans. Since that time architects have moved increasingly further away from the act of building. However, recent technological advances in such fields as digital fabrication, custom prototyping, and materials science are drawing architects back to the craft of making. This issue of TECHNE focuses on the relevance of building, making, and fabricating in architectural pedagogy and practice, and presents essays, conceptual proposals, and projects that address this topic. We consider why it is important to provide students with opportunities to engage in building and making and reflect on what students gain from these experiences. What are the lessons learned from student projects that have embraced a design:build approach? How can we provide more of these opportunities to students? This issue features the extraordinary work of our students and faculty on the Solar Decathlon. The project exemplifies the epitome of a hands-on experiential learning opportunity in designing to build. It is through projects like this that students are afforded the opportunity to learn soft skills, such as communicating, collaborating, scheduling, and managing, together with hard skills such as drawing construction details and using tools on a job site. Both students and faculty discover that, unlike in a traditional classroom, each learn more than they could have expected. We also discuss the impact new digital fabrication tools have on the way we conceive, practice, and, most importantly, teach architecture. With the onset of these tools, architecture is being conceived differently both in its conceptual approach and its multitude of possible job descriptions. These tools have enabled students and practitioners to engage more directly with the act of expeditiously making and have inspired projects that are seemingly less constrained by the confines of a traditional architecture practice. These explorations and inspirations expand the field of architecture, and what it makes, and exponentially increases the number of potential trajectories that we can embark upon. Are these tools and processes redefining the role of an architect? Should we use what we learn from these contemporary processes to inform traditional practices and pedagogies or are they something entirely new? Student contributions: Ashley Amador, Rosemarie Castillo, Darwin Diaz, Meilledjine Francois, Percia Gomez, Asli Oney, Ana Perez, Carolina Rianchos, Steven Zimmerman Table of contents:Introduction: Ting Chin, Michael Duddy, Jason Montgomery p. 1Precise | Concise: Sanjive Vaidya p. 3Iris Pavilion: Mentor: Professor Joseph Vidich Assistants: Michael DiCarlo & Anner More Students: Shadeen Dixon Allon Morgan Heraldi Sadmojo Mimu Sakuma Claudia Tupayachi p. 5ARCH4890 Computation & Fabrication: Professor Hart Marlow p.15 Terra Table: Henry Aguilar p. 33Solar Decathlon: Solar Decathlon Team p. 41Energy Modeling Report: Professor Jihun Kim p. 69Stratusquo: Anner More & Franklin Rojas p. 89Adaptive & Autonomous Tensegrity System: Anner More & Franklin Rojas Student Team: Mimu Sakuma Allon Morgan Heraldi Sadmojo Anastasiia Shaiukova p. 99 Opposite Reactions: Anastasiia Shaiukova p. 105Projecting Architecture in the Digital Era: Professor Severino Alfonso, Students: Espinoza Edinboro Leitch Choudhury p. 111 Design Build Experiences of a Practicing City Tech Faculty Member: Professor Mars Podvorica p. 12
INTRODUCTION: TING CHIN, MICHAEL DUDDY, AND JASON MONTGOMERY As the Department of Architectural T... more INTRODUCTION: TING CHIN, MICHAEL DUDDY, AND JASON MONTGOMERY As the Department of Architectural Technology at the New York City College of Technology embarks on its path to achieve accreditation by the National Architecture Accrediting Board (NAAB) for a Bachelor of Architecture, this issue of TECHNE- decidedly focused on architectural education. Over the last two years through countless discussions within our department and college, and with architecture faculty from other universities and currently practicing architects, we have been questioning the value, purpose, and means of an architectural education. As educators in architecture we are responsible for exposing students to a multifaceted profession that can yield many trajectories. With the boundless array of opportunities in the digital realm currently upon us, the number of possible career paths a student can embark on are limitless. Traditionally a design education spans from presenting students with the theoretical foundations of the profession to imparting the practical skills necessary to enter the workforce. With so many new technologies to teach, and a limited amount number of hours in the classroom, how can we most effectively utilize our time with students? Would it be more worthwhile to require internships and a practice-based education, focus on conceptual and theoretical thought processes, or to develop soft skills, such as collaboration, resourcefulness, and problem-solving? For this issue we queried notable practitioners and educators to share what they consider to be fundamental to a design education and how they thought we could better prepare our students to navigate the profession. Contributors spanned from architects working, or who have worked, in world-renowned firms to sole-proprietors, and from educators, simultaneously teaching at many different schools, who are inherently exposed to a variety of educational agendas, to members of our own faculty. Approaches to architectural education and practice ranged from beliefs firmly rooted in history to those that encouraged embarking on new directions. The array of responses demonstrates the many facets of architecture and suggests that we approach the teaching and learning of it by understanding its contextual significance in history while guiding our students to make a mark on its future. TABLE OF CONTENTS INTRODUCTION. TING CHIN, MICHAEL DUDDY, JASON MONTGOMERY. 1 SERVICE \u3e WORK. SANJIVE VAIDYA. 4 21ST CENTURY ARCHITECTURAL EDUCATION. ARIK WILSON. 5 PRACTISE PRACTICE: QUESTIONS OF DESIGN. CHRIS HILLYARD. 9 HOW TO BE HUMAN. JIEUN YANG. 16 THE PRACTICE OF ARCHITECTURE. WAYNE STRIKER. 21 THE UNQUANTIFIABLE VALUE OF STUDY ABROAD. ELISABETH MARTIN. 23 THE 21ST CENTURY INTERN. EDWARD SIEGEL. 27 THOUGHTS ON THE FUTURE OF ARCHITECTURAL EDUCATION. EIRINI TSACHRELIA. 32 THE YOUNG ARCHITECT I’D LIKE TO HAVE SITTING NEXT TO ME. STEPHEN T. CHRISMAN. 35 IN SEARCH OF AN ARCHITECTURAL ASSISTANT. PETER GREENBERG. 37 CURIOUS ALWAYS. TIM MCCARTHY. 41 DATA LITERACY AND PERFORMANCE SIMULATION. JIHUN KIM. 44 URBAN MICROCLIMATE ANALYSIS- EMERGING SCHOLARS. GABRIELA MARTINEZ, YUYING XIAN. 47 DURA. STA CLUB. 49 CONSTRAINTS. SEVERINO ALFONSO. 54 THE MITIGATOR- ARCH 4810. ASLI ONEY. 71 INTERVIEW WITH CLAUDIA HERNANDEZ. JAMAR DINALL. 79 PUBLIC LIBRARY- ARCH 2310. EVELYN RICHARDSON. 85 SCHOOL OF ARCHITECTURE- ARCH 2410. JAMAR DINALL. 89 SCHOOL OF ARCHITECTURE- ARCH2410. IVANA BATISTA. 93 RED HOOK MASTER PLAN- ARCH 4710. ADAM ELKHOULY, MARCELO LEDESMA, JAMES RIGLEY. 97 RED HOOK MASTER PLAN- ARCH 4710. ONICA LEITCH-EDINBORO. 101 BROOKLYN MIXED-USE HIGH RISE- ARCH 4710. SAADIQ ALLI. 103 BROOKLYN HIGH RISE- ARCH 4810. ALLON MORGAN. 107 MULTI-USE COMPLEX AND PARK- ARCH 4710. ALIMERV PROCTOR. 109 MOVEMENT TO SPACE- RED HOOK MASTER PLAN- ARCH 4710. JORGE TLATELPA, EMILY NORTHIA, CHRISTINE NICOLE JAYCO. 113 INTERVIEW WITH WENDELL EDWARDS. STEVEN ZIMMERMAN. 118 INTERVIEW WITH CESAR SALAZAR. DARWIN DIAZ. 123 INTERVIEW WITH TIM MALDONADO. GABRIELA MARTINEZ & YUYING XIAN. 125 STUDENT INTERVIEWS. TING LAU. 129 ALUMNI VOICES. CAITLIN MCMANUS \u2717. 135 MARSHA-ANN CADOUGAN \u2713. 13
The third issue of TECHNE, an annual publication of student work from the Department of Architect... more The third issue of TECHNE, an annual publication of student work from the Department of Architecture at the New York City College of Technology. Edited by faculty members Ting Chin, Michael Duddy, and Jason Montgomery, this issue includes contributions from Ramsey Dabby, Ramis Rawnak, Ken Grace, Carlos Villella, Shi Long Yang, Percia Gomez, Jill Bouratoglou, Lia Dikigoropoulou, Francisco Morales, Farhana Rahman, Jianfeng Yao, Ana Perez, Peter Zaharatos, Jenne Li, Janil Castillo, Glenny Desena, Elizabeth Parks, Eileen Gray, Mohamed Yakoob, Mario Estrada, Isaias Garcia, Erjan Kadrakunov, Farhana Rahmancenter, Alfonso Severino, Loukia Tsafoulia, Mimu Sakuma, Asli N. Oney, Tatiana Zh, Esteban Beita, Tim Maldonado, Sittha Siriprakaisak, Diana Basily, Enny Filpo, Brigitta H. Purnamasari, Alina De Jesus, Ori Dona, Hadiza Djibring, Horacio Moller, Yuhui Ouyang, Manu Shukurzoda, Kris Alcaide, Norma Chiicaiza, Popi Bequm, Diego Ortega, Jason Ng, Walkiria Cabrera, Eliza Barragan, Jennifer Valerio, Joshua Mendieta, Pablo Zuluaga Morelo, Hamal Hashem, Pak hui, Adis Saracevic, Christian Plaza, Mohammad Alsharif, Maksim Drapey, Sher Boota, Noemi Rovirosa, Richida Lankoande, Claudia Hernandez, Melissa Benitez, Alan Xicohtencatl, Lee-Anne Valdez, Areli Amado, Patryk Michaluk, Marcos Villa, Emani Ennover, Alodra Peralata, Victor Centeno, and Naryomi-Storm Porter. Table of Contents: INTRODUCTION TING CHIN, MICHAEL DUDDY, JASON MONTGOMERY p. 4-5 THOUGHTS ON “PROCESS” RAMSEY DABBY p. 6-7 NOTES ON THE CONCEPTUALIZING PROCESS IN ARCHITECTURE KEN GRACE p. 8-17 ADVANCED DESIGN METHODOLOGY JILL BOURATOGLOU, LIA DIKIGOROPOULOU p. 18-25 THE PROCESS OF MAKING ELIZABETH PARKS p. 26-29 PROC•ESS ALFONSO SEVERINO, LOUKIA TSAFOULIA p. 30-37 URBAN DESIGN STUDIO: THE DESIGN PROCESS TIM MALDONADO, ESTEBAN BEITA p. 38-47 MAKING CITIES MICHAEL DUDDY, JASON MONTGOMERY p. 48-67 ANALOG:DIGITAL TING CHIN, CLAUDIA HERNANDEZ p. 68-8
Journal of Aesthetics and Phenomenology, 2018
In the Critique of Pure Reason, Kant defines the architectonic as the “art of constructing system... more In the Critique of Pure Reason, Kant defines the architectonic as the “art of constructing systems.” For him, architectonics is the systematic unity of knowledge according to a principle he identifies as the ends of reason. In the discipline of architecture, the concept of the architectonic has varied understandings: the unity of form of the appearance of the building that is given; or the order of the unity of form that systematizes the appearance as it is grasped; or the principle of the order of the unity of form that is understood. This paper argues that the architectonic in architecture is described by a principle of order of the unity of form, and that this principle is tantamount to Kant’s principle of the ends of reason. This thesis is investigated by relating Kant’s concept of the architectonic to the concept of concinnitas proposed by the fifteenth-century architect and humanist, Leon Battista Alberti. Concinnitas is understood here as the conceptual complement to Kant’s p...
Nexus Network Journal
With the emergence of computational design, the production of architecture has come to be dominat... more With the emergence of computational design, the production of architecture has come to be dominated by the algorithm, yet the presence of algorithmic methods can be traced back to Vitruvius. As with the computational algorithm, his rules led to conditions that appeared unresolved, but unlike computational design, they allowed for resolution through the intervention of the architect. Through a close analysis of the condition of the inside corner, this paper investigates how the formulaic system of linear or gridded repetitions that underlie the rules of architectural geometry prior to the digital turn—a type of analog algorithm—lead to complex and seemingly inconsistent conditions when the system meets at the corner. Such consequences are manifested as accidents, visually unresolved conditions that are nevertheless consistent and conform to the logic of the system. However, in the pursuit of perfection, the architect intervenes with an aesthetic judgment from outside the system to resolve the condition. Accidents are considered manifestations of the consistency or “truth” of the system, while interventions are seen as inconsistencies enforced from outside the system as judgments of beauty.
Writers, artists, and mathematicians since Vitruvius have attributed the use of the visual refine... more Writers, artists, and mathematicians since Vitruvius have attributed the use of the visual refinements as a means by which the Greek builders optically corrected the form of the Doric temple. This study proposes an interpretation in which the visual refinements of the Parthenon are considered from a non-stationary, or "roaming", point of view. The mathematics of this type of visual space reveals a dynamic zone in which objects visually increase and decrease simultaneously, a behavior consistent with conditions addressed by the visual refinements of the Parthenon.