This edition of the class will be structured around four key debates: 1) the city and the urban, 2) spatial forms of the political, 3) world systems and urban economies, and 4) environmentalism. We will analyze these topics both cross-historically and cross-geographically, consistently moving between historical and contemporary urban formations.

The class will explore these four questions by examining the various artifacts and mechanisms that make up the urban environment (infrastructures, buildings, plans) and the spatial structures they generate. Throughout, we will consider cities as part of broader processes of territorial structuring, investigating how cities depend on these processes for their functioning while also contributing to their shaping.

The class debates will be complemented by an individual, semester-long design-research project, which will be discussed through presentations and dedicated workshops.
 

Spatializes large technological systems of energy, analyzes existing and speculative energy visions, and imagines energy futures in relation to concerns of ecology, politics, and aesthetics. Identifies different scales of thinking about the territory of energy from that of environmental systems, to cities, regions, and global landscapes. Readings and students' research projects draw on critical geography, history of technology, environmental history to synthesize energy attributes within the design disciplines.

Preparatory research development leading to a well-conceived proposition for the MArch design thesis. Students formulate a cohesive thesis argument and critical project using supportive research and case studies through a variety of representational media, critical traditions, and architectural/artistic conventions. Group study in seminar and studio format, with periodic reviews supplemented by conference with faculty and a designated committee member for each individual thesis.

When designing for the child, architects must attempt to put themselves in the mind of their younger selves with invention, imagination, investigation, and exploration serving as primary drivers. The classroom becomes an experiential space where children are encouraged to discover and understand their relationship to the world around them. The focus of this intensive studio is the design of educational spaces for children culminating in a public K-2 dual-language primary school in Boston.

Students will delve deep into the pedagogy and process of dual-language learning through architectural form, daylight, and environment. Dual-language schools are grounded in an approach to teaching young children their home language as well as English, in parallel. In addition, they provide essential resources, serving as de-facto community centers to families within immigrant communities. This is especially important today, as populations of refugees and migrants seek asylum in cities like Boston.  

As practicing architects, we synthesize detailed information and multiple ideas in the design of buildings. The studio will promote programmatic and formal invention through an iterative design process that is grounded in deep engagement with how people use and experience architecture. How do we create architecture that bridges the relationship between the child and their community?

Builds on Core I skills and expands the constraints of the architectural problem to include issues of urban site logistics, cultural and programmatic material (inhabitation and human factors), and long span structures. Two related projects introduce a range of disciplinary issues, such as working with precedents, site, sectional and spatial proposition of the building, and the performance of the outer envelope. Emphasizes the clarity of intentions and the development of appropriate architectural and representational solutions.

Fosters a holistic understanding of the architectural-building cycle, enabling students to build upon the history of design and construction to make informed decisions towards developing innovative building systems. Includes an overview of materials, processing methods, and their formation into building systems across cultures. Looks at developing innovative architectural systems focusing on the building envelope. Seeks to adapt processes from the aerospace and automotive industries to investigate buildings as prefabricated design and engineering assemblies. Synthesizes knowledge in building design and construction systems, environmental and structural design, and geometric and computational approaches.

Provides instruction in designing and building a functional piece of furniture from an original design. Develops woodworking techniques from use of traditional hand tools to digital fabrication. Gives students the opportunity to practice design without using a building program or code. Surveys the history of furniture making. 

UG: 4.118, G: 4.117

Dedicated to bridging the gap between the virtual and physical world, the subject embraces modes of computation that hold resonance with materials and methods that beg to be computed. Students engage in bi-weekly exercises to solve complex design problems. Each exercise is dedicated to a different computation approach (recursion, parametric, genetic algorithms, particle-spring systems, etc.) that is married to a physical challenge, thereby learning the advantages and disadvantages to each approach while verifying the results in physical and digitally fabricated prototypes. Through the tools of computation and fabrication, it empowers students to design as architects, engineers and craftspeople. 

Additional work required of student taking for graduate credit. 

UG: 4.110 | G: 4.111

MAS.S60 is open to graduates and undergraduate students.

**TIME CHANGE: Lecture is now 3-5pm on Tuesdays**

Inspired by Charles and Ray Eames' canonical Powers of Ten, explores the relationship between science and engineering through the lens of design. Examines how transformations in science and technology have influenced design thinking and vice versa. Provides interdisciplinary skills and methods to represent, model, design and fabricate objects, machines, and systems using new computational and fabrication tools. Aims to develop methodologies for design research of interdisciplinary problems.

Additional work required of students taking the graduate version.

UG: 4.043, G: 4.044

Overview of core principles and techniques for the design of interaction, behavior, and intelligence across objects and spaces. In a studio environment, students develop low and high-fidelity interactive prototypes that can be deployed and experienced by real users. Lectures cover the history and principles of human-computer interaction, behavior prototyping, physical and graphical user interfaces, machine intelligence, neural networks, and large language models. Provides a foundation in technical skills, such as physical prototyping, coding, and electronics, as well as how to collect data, train, and deploy their own neural network models. Students complete a series of small interaction exercises and a portfolio-level final project. 

Students taking graduate version complete additional assignments.