Degree Project, Fall 2011

  • Work by Cameron Bence. Degree Project, Fall 2011.
    Work by Cameron Bence. Degree Project, Fall 2011.
  • Work by Sha Hua. Degree Project, Fall 2011.
    Work by Sha Hua. Degree Project, Fall 2011.
  • Work by Nathaniel Elberfeld. Degree Project, Fall 2011.
    Work by Nathaniel Elberfeld. Degree Project, Fall 2011.
  • Work by Anne Landau. Degree Project, Fall 2011.
    Work by Anne Landau. Degree Project, Fall 2011.
  • Work by Heather McArthur. Degree Project, Fall 2011.
    Work by Heather McArthur. Degree Project, Fall 2011.
  • Work by Max Bemberg. Degree Project, Fall 2011.
    Work by Max Bemberg. Degree Project, Fall 2011.

Degree Project, Fall 2011

Elena Cánovas, Visiting Professor
Kathryn Dean, JoAnne Stolaroff Cotsen Professor
Philip Holden, Senior Lecturer
Christof Jantzen, I-CARES Professor of Practice
Adrián Luchini, Raymond E. Maritz Professor
Heather Woofter, Associate Professor

In the Degree Project studio, students have the opportunity to express their own ambitions, frame their own methods of design exploration, and develop an experiential and tectonic basis for manifesting their intentions—to create not only an advanced work of architecture, but also the emotional and intellectual space in which to work as an architect.

Work in this studio is based on the product of the preceding Design Thinking degree project preparation course—an individually initiated programmatic, intentional, and situational project outline.

Each student develops an independent critical position on the making of architecture in the world; advances an aspiring conceptual design; elaborates and synthesizes all aspects of the project—formal, spatial, experiential, organizational, structural, and technical; and creates a clear, full, and persuasive presentation focused on telling a critical project story. Projects include the development of program spaces and relationships, development of structural and environmental systems, building envelope systems, life-safety issues, sustainability strategies, and technical construction sections and assemblies.

Each student must aspire to a high level of critical thinking, developing a project that is exploratory, projective, or unexpected in some important way in the realm of architecture beyond the exigencies of the project outline. A student's ability to work independently is
encouraged and tested.