12 units
Instructors: Damiani (C), Ficca D., Calisti, Kachniasz, Croce, Diler, Suhrbier

This is the first course in the design studio sequence. As such, it establishes the foundation of exploration into the design process and provides the fundamental abilities required to represent the students' inductive and deductive ideas as it pertains to spatial thinking. The semester is divided into two halves: The first half of the semester is devoted to teaching fundamental skills which involve collaboration, experimentation, working at full size, testing, ecological research and basic architectural fundamentals such as drawing and making as they pertain to small scale design projects. These projects focus on teaching fundamentals such as point, line, plane and volume as well as fundamental drawing skills such as line types, plan, section, elevation, volumetric and analytical drawing. The design process then shifts to projects, which introduce the student to spatial thinking. Students are asked to explore the fundamental issues of space through geometry, spatial definition, spatial transparency, overlap and articulation. These projects are explored in both the studio setting as well as through a woodshop project. By the end of the semester students are given an elementary program, which is to adapt the students? spatial strategy to a specific landscape environment. By developing a relationship between the spatial enclosure, landscape, and the natural environment, the student is to show a basic understanding in spatial thinking through graphic, mock-up, physical and digital modeling. 

12 units
Instructors: Gutschow (C), O'Toole, Calisti, Kachniasz, Croce, Suhrbier

The spring semester, Methods and Transformations in Space of the first year architecture program extends from experiences in the fall semester Methods and Transformations in Form. Architecture as a spatial practice is introduced. Design projects evolve from previous studies of structure surface and volume in plant and landscape paradigms. Systems and sequences previously explored in nature are developed in cultural contexts through a progressive series of projects. Mapping human behavior and studying architectural precedents create spatial temporal experiences and narratives. Architectural and interdisciplinary analyses launch each project as a vehicle for generative design strategies. Fluid connections between drawing (freehand and drafted) and modeling (physical, computer, and wood shop) are continued. The semester is divided into three primary design projects: WOODSHOP: The studios explicit relationship to the woodshop is expanded in this course. ROOM (Private) INTERIOR: This project introduces a group research project of architectural precedents as its analytical catalyst. The study of an interior space focuses the transition from form to that of space. PLACE (Public) BUILDING: This project uses, interdisciplinary, cultural research as its analytical formal catalyst. The study of a public infill building establishes architecture within an urban context and requires ability to create spatial sequences of public / private programmatic function. The process includes freehand drawing, model building, shade and shadow, digital modeling, and drafting. 

18 units
Instructors: Gutschow (C), Lubetz, Bard, Arscott, Liadis

This studio is an introduction to architectural design stressing concept generation and the development of a rich design process to create evocative spatial experiences through architecture. Building on the explorations of form and space in the 1st year, we investigate in greater depth the role that program, context, and the physical ?elements of architecture? play in creating meaningful architecture. We seek to understand design principles underlying the buildings of the past and present, from the broadly theoretical and conceptual, to the real implications of tectonics and sustainability, and apply these ideas with intent and significance. We will focus on developing challenging architectural ideas, profound building details, and effective ways of communicating them in order to explore architecture?s potential for creating poetic expressions, appropriate shelter, or exalted experiences, as well as its ability to embody ideas and impart meaning to the world around us. 

18 units
Instructors: Ficca (C), Gwin, Arscott, Lucchino, Price, King

Building on the fall studio, the spring semester is concerned with more in-depth understanding and development of designs for small-scale buildings, now informed by greater knowledge related to materials, fabrication, and the act of construction. Following the New Materiality evident in architecture today, and acknowledging the importance of materials and assembly techniques for sustainable design, we seek to explore the aesthetic and experiential meaning of materials (WHY?), and the technical knowledge related to the use of materials and the processes of construction (HOW?). The creative opportunities and design implications of using varied materials, structural systems, fabrication and assembly techniques--both analogue and digital--are elaborated, especially as they determine the artistic, conceptual, poetic, creative, spatial, and experiential aspects of architecture. The studio projects, lectures, and the required building study will focus on the application and integration of knowledge acquired in a parallel Materials & Assembly course 48-215. 

18 units
Instructors: Mondor (C), Brooks, Gallagher, Minnerly, Plecity

Design Studio III: Building and Site is a required course taught in the third year. The subjects of the Third Year Fall Semester are the reciprocal orders of buildings and landscapes and the development of the building site. The work builds on knowledge gained in prerequisite and co-requisite courses including 48-312 Site Engineering. This course asks students to continue their investigations into the formal and spatial composition and enquiries of previous semesters with a focus on the following concepts: Occupancy: Social and cultural phenomena, dimension/measurement and cycles of time relating to human and non-human occupancy Site assessment: site inventory at many scales Grading and surface manipulation: compatibility of grading with related technical considerations for water management, ground structures, surfacing, plants, and maintenance Road alignment: design of roads and parking to support construction, service and the anticipated occupancies, design of roads to connect to other roads with appropriate sight lines, stack spaces, and turning requirements, layout and sizing of parking spaces for vehicles Stormwater: volume and direction of runoff water on both the undisturbed and developed areas, storm water surface system, Plants: selection of plants and plant communities with consideration for regional, local, and site-specific factors. 

18 units
Instructors: Lee (C), Brooks, Damiani, Davis, Golli

The basis for the CMU studio course sequence is the expectation that the student retains and applies knowledge gained each semester to the current studio. The spring semester of the third year of architectural studies at Carnegie Mellon University is concerned with the detailed development and refinement of an architectural design as informed by the technical knowledge of structural systems, enclosure systems and the process of construction. The student is expected to articulate concepts and develop designs with more precision and in greater detail than done in previous studios and courses. In addition to criteria related to the development of design skills appropriate to one's sixth semester of the studio sequence, the following criteria are an explicit part of the evaluation of the student work: Aesthetics: The degree to which the design responds to formal issues as articulated in prior design studios. Structural System: The degree to which the proposed building is presented as a statically stable structure which defines the spatial order and satisfies the architectural intentions made explicit in the project. Enclosure System: The degree to which the proposed enclosure system satisfies the design requirements and responds to the physical phenomena of the environment into which it is placed. Material Selection: The degree to which the selected building materials and their implementation are appropriate to the occupancy, articulate the architectural order, and satisfy the physical design requirements. Constructability: The degree to which the proposed building is developed in response to an understanding of the processes of construction. Presentation: The clarity, craft and completeness of the presentation. 

18 units
Instructors: Danes (C), Ficca, Folan, Hayes, McNutt

The Occupancy Studio raises a designer's involvement with human needs, functional and space programming, building planning and schematic design with its focus on the relationship of the building user (owner/client, occupant or visitor) to the built environment. At the crux is how an architect develops a methodology to understand the individual or aggregated occupant and assemble decoded, distilled and articulated criteria for the design of space. Studios may emphasize intellectual or theoretical approaches to user-based design, in-depth study of client needs resulting in a detailed program, or participatory design with a real or surrogate client such as a community group. Each semester offers a range of such ideas. Studio faculty varies building typology, conceptual approach, programming studies or development and historical precedent. Studios share information and project knowledge with each other. This healthy mix enlivens design process and class participation. An important aspect of the Occupancy studio and the following Systems Integration studio is understanding the application of codes and zoning requirements, which students research themselves after attending lectures on the basics of life safety, egress and the intrinsic order of code applications. Students are encouraged to work both in teams and as individuals. 

18 units
Instructors: Loftness (C), Folan, Hayes, Moshier, Quick

In today's climate of complex clients and large-scale architecture, design students research and discuss broad political, economic, infrastructure, management and operational systems. Following this theme and in the students' quest of building integration, they examine the complex interrelationships between performance criteria, building subsystems and their integration, specification, and evaluation. This studio is concerned with the detailed design development relating to the spatial, visual, acoustic and thermal performance of complex buildings as well as the long-term integrity of the integrated systems. Students achieve design integration of at least two building systems and their interdisciplinary objectives - structure, enclosure, interior, mechanical, communications and information, and the safety systems--addressing issues of constructability and technical innovation while combined with suitability to the user, studied in the previous semester of Occupancy. 

18 units
Instructors: El Samahy (C), Graziano, Kline, Picker

The Urban Lab studio at Carnegie Mellon seeks to educate architects to be leaders for vision-based change at the scales of neighborhood, city and region. It is intended to both introduce students to urban design and inform their understanding of building design in relation to existing neighborhoods. Our approach to urban design engages the city as an integrated design problem that is best solved through a participatory design process. Each year, teams of students and faculty seek to catalyze the revitalization of Pittsburgh urban neighborhoods by working with Mayors and elected officials, public agencies, private investors, and citizens of communities to collectively envision physical change within their neighborhoods and communities. Without being direct providers of technical assistance for communities, the Urban Laboratory has used the educational qualities of the urban design studio to build long-term university-community partnerships and ultimately build the capacities of communities to be their own drivers of change. Equally important to introducing the participatory process in urban design, the Urban Lab also emphasizes the importance of collaborative, multi-disciplinary design and decision-making. Students expand architectural design skills and gain new skills in urban design, planning and community leadership. In short, the Urban Lab represents the culmination of the architectural educational experience, by expanding existing skill sets, dramatically increasing the scale of intervention, and introducing a real client and the community. 

18 units
Instructors: Garcia (C), Lubetz, Clifford