Search result: Catalogue data in Spring Semester 2023
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| Field of History and Theory of Architecture | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 063-0314-23L | History of Art and Architecture: Digital Matters  | W | 1 credit | 1V | N. Zschocke | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | What is the materiality of the digital and what significance do digital media have for the experience, use and production of real environments? The course discusses works of art and architecture that explore or redefine relationships between digital, physical and social spaces. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Knowledge of the recent history of art and architecture as well as media theory. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | What is the materiality of the digital and what significance do digital media have for the experience, use and production of real environments? The lecture class examines the material dimensions behind seemingly immaterial flows of data, but also the question in which different ways new information and communication technologies change reality. What do works of art and architecture teach us about interconnections between private and public spaces with personal devices, sensors and data - and what can we learn from them about the infrastructures of the digital? How do artists and architects work within the new hybrid environments defined by different (also sometimes hidden) actors? Discussed are works of art and architecture that were produced since the middle of the 20th century, and which explore or redefine the relationships between digital, physical and social spaces. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 063-0316-23L | History of Art and Architecture VI: Antiquity and Medieval | W | 2 credits | 2V | C. Rachele, M. Delbeke | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This lecture studies Antiquity and the Middle Ages through their reception since the Renaissance. We will investigate the role of history for architects then and now through analysis of how architecture has been defined in relationship to the antique and medieval past. Short readings and class participation required. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Deepen basic knowledge, improve ability to critically analyze architectural history texts, develop humanities-based reasoning and argument skills. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | In the Renaissance, the practice of architecture fundamentally transformed into the design-based discipline it is now largely assumed to be. Both then and especially in nineteenth- and twentieth-century architectural history, this change was understood in opposition to “good” ancient and “bad” medieval models. This course investigates Antiquity and the Middle Ages as variously fashioned in the mind of the architect and the architectural historian. How does our understanding of these periods inform our thinking about the use of history for the contemporary architect? This course is a combination lecture and discussion class. Occasional at-home reading and active in-class participation are required; the final assignment is a written research assignment (due during the exam period). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Scans of the readings will be made available on the course website. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 063-0804-23L | History and Theory of Architecture VIII: Seen from the South | W | 2 credits | 2V | C. Nuijsink, T. Avermaete | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course is a quest for non-Eurocentric paradigms and perspectives in urban theory developed in the South. By highlighting different urban logics and experiences, the course aims to broaden our understanding of the heterogeneity of urbanisms around the world. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Upon completion of the course, students will have: (1) gained an awareness of why curriculum decolonisation is crucial as part of our commitment to justice; (2) identified the existence of alternative canons of knowledge which have been previously marginalised or dismissed, yet whose inclusion and discussion are essential to expanding the canon; (3) acquired in-depth knowledge of multiple urban theories developed in the South; (4) learnt to contextualise non-Western histories and knowledge within the framework of imperialism, (neo)colonialism, and power structures; (5) strengthened their analytical skills by engaging in in-class discussions and weekly responses. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Our understanding of how urban designers and architects can design cities is still largely affected by Western urban conditions and perspectives. The European city, in particular, with its steady and controlled growth, has served for a long time as the background against which new urban design methods and instruments are developed. As scholars who advocate a decentring and reframing of the widest conceptualisations of the urban have argued, urban design history is still based upon the dichotomy of “First World” model cities that generate new theories versus problematic “Third World” cities in need of correction. However, if our urban theorisations remain anchored in this Euro-American experience, we will be incapable of analysing and understanding the heterogeneity of urbanisms around the world. This course sets out to overcome this asymmetrical ignorance by recalibrating the gaze. Course reading, lectures and in-class discussions centre around urban theories developed in cities in Latin-America, Africa and Asia to illustrate that urban design and urbanisation are not prerogatives of the Western world. The course will highlight alternative canons of knowledge which have been hitherto marginalised or dismissed because of (neo)colonial power structures, yet are crucial in understanding the design and production of cities. Through studying urban theories based on cities that develop according to other logics and generate different urban experiences, this course seeks to extend our knowledge of urban design, interrogate its assumptions, and enlarge our intellectual horizons to include a wider range of perspectives. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | This course is curated by senior staff of the Chair of the History and Theory of Urban Design (GTA), who will ensure a wide range of voices and perspectives are represented. The course will start with a series of input lectures by scholars whose work will bring fresh perspectives to the realm of urban theory. Each input lecture will be followed by a critical reflection and in-class discussion. During the semester, students will work on the final assignment: writing a short biography of one protagonist whose work is discussed in class. Two sessions in the course are entirely dedicated to working on this assignment, acting as peer-review sessions in which students critically review each other's work. 'History and Theory of Architecture VIII: Seen from the South' is considered the first in a series. The focus of the required reading and the invited guests will change each year. The Spring 2023 course will explore the concept of “public space” in non-Western contexts. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | During this course different texts will be discussed. Both required and further reading will be made available via the website of the course prior to the start of FS2023. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | This course is a 2 ECTS Kernfach for Masters students offered by the Institute for the History and Theory of Architecture (GTA). The course will be graded as follows: Active participation in the course: 30% Active participation in class is defined by weekly attendance, the ability to ask mature questions in response to the guest lectures, and the provision of constructive feedback to fellow students during workshop sessions. Responses to reading: 30% This course requires students to demonstrate active engagement with the urban theories offered on the course by submitting weekly responses to the required reading. In addition, each student will be asked to engage with further reading at least once during the semester, write a response to it, and contribute this additional knowledge to the class discussion. Final assignment: 40% The final group assignment consists of: 1. Writing a clear and concise biography of one of the protagonists discussed in class 2. The creation of a select bibliography of the protagonist's work using MLA citation format. 3. Locating a portrait image of the selected protagonist, and providing the photo credits. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 063-0802-23L | History and Theory of Architecture: New Brutalism | W | 2 credits | 2V | M. Delbeke, L. Stalder | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course offers an advanced introduction into the practices and debates of architectural history and theory. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Basic knowledge of the history and theory of the architecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Maarten Delbeke, Rococo This lecture series explores and interprets the rococo church architecture of what is now Southern Germany, by examining its religious and political context, by proposing a close reading of a number of case-studies, and by offering a thematic analysis of some of its key features. The course is intended at once as a thorough introduction and an open-ended process of discovery, where preliminary observations will be weighed and discussed collectively. Laurent Stalder: What is new about New Brutalism? LIVESTREAM/RECORDINGS: https://www.video.ethz.ch/lectures/d-arch/2022/spring/063-0802-22L Taking the English avant-garde as an example, the lecture examines the deep transformations in architecture during the postwar period. The focus lies on the question of performance in architecture, from constructive questions (e.g., prefabrication), structural challenges (e.g., theory of plasticity), physical properties (e.g., isolation), infrastructural changes (e.g., pipes and machines), to spatial challenges and their aesthetic consequences for people, architecture, and the environment. The goal of the lecture is to use the recent architectural history to shed light on different concepts still relevant for contemporary architecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Field of Historic Building Research and Conservation | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 063-0902-23L | Historical Constructions | W | 2 credits | 2V | S. Holzer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The lecture on historical constructions deals with historical structures, building technology and mechanics. Each year, a different set of examples is selected. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The participants learn how to approach historical constructions. At the end of the lecture series, they have a basic understanding about the detailing, the effects caused by historic building processes, and the mechanical behaviour of historical buildings. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The lecture series deals with wood and its ample applications in historic construction. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | None, however, some lectures will be based on journal papers and other materials made accessible to participants. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 063-0904-23L | Seminar Week FS23 Each enrolment requires an uninterrupted visit throughout the semester. Cancellation (incl. deletion of enrolment) is permitted until Friday 31.3.23, 24:00 h. | W | 4 credits | 2G | S. Holzer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Acquiring in-depth knowledge of construction history and building archeology by means of detailed study of selected historic monuments. The course will start with a multi-part classroom introduction, followed by field studies in small groups. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The participants will gain in-depth knowledge on the methodology of building archeology by means of the documentation and interpretation of real historic structures in on-site studies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | We study historic constructions in German-speaking Switzerland (individual small groups, objects within 2 hrs public transport reach from ETH Hoenggerberg). Each group will be assigned an individual tutor (PhD student) who will be present on-site, on individual appointment. We will survey, document and analyze a historic construction, with particular attention to production traces, constructive detail and laod-carrying system. We will start with introductory classroom lectures and on-site teaching during the first third of the semester. This will be followed by individual investigations on site. The progress will be pinpointed in three critiques: 1) on site, with individual tutor 2) at institute, with professor and institute members 3) final delivery, at institute, with professor and all institute members The detailed schedule of the case studies can be found here: http://www.holzer.arch.ethz.ch/en/education/case-studies.html Each enrolment obliges the student to visit all compulsory dates during the entire semester without interruption. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Detailed instructions on on-site investigations, as well as manuscripts on the background, will be provided. It is mandatory to read them in due time! | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Will be announced during the introductory lectures | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Elementary knowledge of architectural history and construction | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 063-0910-23L | Preservation: Elements of High-Tech Architecture | W | 2 credits | 2S | S. Langenberg, L. Stalder | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course focuses on a specific part of the architecture of the 1970s and 1980s, its architectural-theoretical analysis and its properties and challenges associated with the preservation of such objects. This course is a collaboration between the Institute for the History and Theory of Architecture (GTA) and the Institute for Preservation and Construction History (IDB). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | As part of the core course, challenges as well as opportunities associated with the preservation of buildings from the High-Tech movement are discussed and examined. Focusing on Swiss objects, this course examines High-Tech Architecture through the analysis of "things" or "elements" and the legal, material and technical networks associated with them. Because underpinning the transformation of architecture over the last fifty years was not just a generic shift in our worldview, but also the introduction of discrete technological objects which functioned as vehicles for the ideological, cultural, and societal changes that we associate with the postmodern turn. In this regard, the role of High-Tech Architecture and its technical elements should be discussed. For this purpose, in a first step, a part of the literature on the ontological, epistemological and social politics of things and matter in general will be reviewed. The reading includes key works from the history of architecture, semiotics, actor-network theory, new materialism and postmodern theory. In a second step, specific High-Tech construction details are examined on the object itself. They are photographed and documented by the students. This is supplemented by short archival research to evaluate planning documents and photos of the construction process. Furthermore, conservation strategies are to be discussed that consider today's social, technological and ecological parameters. Students successfully completing the course will not only have acquired in-depth knowledge of high-tech architecture and its Swiss heritage but will also be able to read buildings from an object-oriented perspective. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Aufgabe der Denkmalpflege ist die Inventarisierung und Erhaltung von Schutzobjekten. Dabei sieht sie sich mit verschiedensten konstruktiven als auch sozialen Herausforderungen und Fragestellungen konfrontiert, wie beispielsweise Alterung und Verfall, Wunsch nach Ausbau, Verdichtung oder Nutzungsänderung, veränderten klimatischen Bedingungen und Anforderungen, Aneignung und Ablehnung von Objekten und Beständen, etc. Im Frühjahrssemester 2023 widmen wir uns im Rahmen des Wahlfachs unter dem Titel «Elements of High-Tech» einem bestimmten Teilbestand der Architektur der 1970er und 1980er Jahre. Ausgehend von England und Frankreich finden sich auch in der Schweiz verschiedene Beispiele der High-Tech Architektur. Diese ausdrucksvollen Bauten zeichnen sich durch experimentelle Konstruktionen, innovative Sonderlösungen sowie den Einsatz industriell vorgefertigter Bauteile aus. Aufgrund des im Vergleich mit der Gesamt-Lebensdauer eines Gebäudes schnellen Veraltens technischer Innovationen und dem daraus folgenden Ersatz, stellt sich die Frage nach einer ganzheitlichen und angemessenen Erhaltung der High-Tech Bauten. In diesem Kurs wird diese Fragestellung in enger Zusammenarbeit mit dem Institut für Geschichte und Theorie der Architektur erörtert und diskutiert. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Field of Landscape Architecture and Urban Studies | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0448-01L | Transformation of Urban Landscapes Only for masters students, otherwise a special permit of the lecturer is necessary. | W | 3 credits | 2G | J. Van Wezemael, A. Gonzalez Martinez | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The lecture course addresses the transformation of urban landscapes towards sustainable inward development. The course reconnects two complexity approaches in «spatial planning» and «urban sciences» as a basic framework to look at a number of spatial systems considering economic, political, and cultural factors. Focus lies on participation and interaction of students in groups. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Understand cities as complex adaptive systems - Understand planning in a complex context and planning competitions as decision-making - Seeing cities through big data - Understand (urban) governance as self-organization - Learn basic practical approaches such as Design-Thinking methods for solving problems of inward development | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Starting point and red thread of the lecture course is the transformation of urban landscapes as we can see for example across the Swiss Mittelland - but in fact also globally. The lecture course presents a theoretical foundation to see cities as complex systems. On this basis it addresses practical questions as well as the complex interplay of economic, political and spatial systems. While cities and their planning were always complex, the new era of globalization exposed and brought to the fore this complexity. The reason behind this is the networking of hitherto rather isolated places and systems across scales on the basis of information and communication technologies (ICTs). «Parts» of the world still look pretty much the same but we have networked them and made them strongly interdependent. This networking fuels processes of self-organization. In this view, regions emerge from a multitude of relational networks of varying geographical reach and they display intrinsic timescales at which problems develop. In such a context, an increasing number of planning problems remain unaffected by either «command-and-control» approaches or instruments of spatial development that are one-sidedly infrastructure- or land-use orientated. In fact, they urge for novel, more open and more bottom-up assembling modes of governance and a «smart» focus on how space is actually used. Thus, in order to be effective, spatial planning and governance must be reconceptualised based on a complexity understanding of cities and regions, considering self-organizing and participatory approaches and the increasingly available wealth of data. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | A reader with original papers will be provided via the Moodle platform. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Only for masters students, otherwise a special permit of the lecturer is necessary. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 061-0110-00L | History and Theory of Landscape Architecture II | W | 2 credits | 2V | A. Bucher | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Landscape as a multiperspective phenomenon combines different scientific disciplines, epistemological viewpoints and different practices. Which dimensions are currently relevant for their understanding and design? The course discusses currently relevant theories and comprehensions of landscape in their respective contexts of thought as well as on the basis of case studies and exemplary projects. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The course provides an overview of currently relevant understandings and theories of landscape. Students learn about different theoretical perspectives and case studies and how to relate them to their own work. The goal is to develop a sustainable basis for thinking and acting for a context-sensitive design practice that is embedded in larger contexts/problem situations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Landscape as a multi-perspective subject has problematized the dichotomy of nature and culture/art/technology as well as existing disciplinary determinations. Landscape means many things at the same time and is basically in a state of change. The course discusses different assumptions and viewpoints that has shaped the understanding of landscape (and nature), as well as its planning and design, in recent decades. It starts from landscape as an expanded field in which not only specifically scientific, but also overarching aesthetic, ecological, global, indigenous, decolonial, feminist, participatory, hybrid and other conceptions of landscape and nature have become established. Along these different theoretical conceptions and landscape discourses and in view of significant case studies and landscape practices, an understanding of nature and landscape adapted to the problem situation shall be discussed. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | A definitive reading list will be provided at the beginning of the course | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | 1st priority: MScLA 2nd priority: MScARCH Student limit: 18 It is also highly recommended to visit the lecture series D-ARCH, LV-063-0502-00 (no credits). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 061-0116-00L | New Civic Landscapes and Public Health Does not take place this semester. | W | 2 credits | 2V | not available | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Public space is widely seen as a determining factor in people’s health and well-being, particularly in densifying urban environments. How can we define a healthy city, and how do landscape architects contribute to it? | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Through the study of historical references, and the analysis of contemporary urban spaces and regulatory frameworks, this course will develop awareness, knowledge and practical tools to integrate health and well-being factors into the urban design. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | While the majority of people living in large cities say they would rather live elsewhere, health and well-being are becoming key criteria in residence and carrier choices. Not only the urban environment is globally perceived as polluted and stressful, its spatial framework is often experienced as unfit to provide the ingredients of a healthy ilife, for individuals and societies, such as physical activity, social interaction, and regular contact with natural elements. This course aims to enrich our vision of health in the city, with concepts and tools useful for designing civic spaces at all scales – neighbourhood, city, and larger metropolis. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Course material will be provided. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | The course material includes a reading list. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | 1st priority: MScLA 2nd priority: MScARCH Student limit: 18 Students will work in teams of 2 and present their results and progress each time in a seminar format. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 061-0118-00L | Landscape Acoustics | W | 3 credits | 3G | N. M. Schütz | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Landscape Acoustics describes an integrated design practice linking acoustic qualities to spatial concepts and material elements of landscape architecture. Introduction to the physical, theoretical, social and ecological foundations of landscape acoustics. Application examples and practical introductions to the current techniques and methods of soundscape analysis and environmental sound design. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | This course covers basic theoretical and technical notions of sound as related to outdoor environments combining physical, perceptual, social and ecological knowledge. The course aims to raise awareness of acoustics as a multifaceted landscape perception and design constituent. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Landscape Acoustics describes an integrated design practice linking acoustic qualities to spatial concepts and material elements of landscape architecture. It attaches equal importance to the production, propagation and perception of sound, considering a meaningful auditory relationship between people and their environment. This course covers basic theoretical and technical notions of sound as related to outdoor environments. It introduces a holistic sonic landscape understanding combining physical, perceptual, social and ecological approaches. Through case studies from different epochs and cultures, the course aims to raise awareness of acoustics as a multifaceted landscape perception and design constituent. Practice workshops and applied exercises – with introductions to field recording and the use of the AudioVisual Lab – invite students to explore different tools and methods for environmental sound analysis and design and become actors on acoustic landscape quality. The course includes weekly theory and design inputs and a two-day hands-on workshop. Short listening and soundwalking exercises in the beginning of the semester encourage students to dive into sonic landscape experience and adopt the theoretical course contents in an intuitive way. These observations are then processed into a site-specific semester thesis with written, graphic and sound content. The final oral presentations take place on the day of the last course date. A handout with detailed information will be presented during the first course meeting. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Handouts and a reading list will be provided. During the semester, students will have access to audio recording equipment and to the AudioVisual Lab workstations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | The course material includes a reading list. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The course includes weekly theory and design inputs and a two-day hands-on workshop. Course structure - overview: 24.02.2022, 12h00-13h30: Introduction 03.03.2022, 12h00-13h30: Theory Input 10.03.2022,12h00-13h30 : Theory Input 11.-12.03.2022: Practice workshop: field recording & lab work 17.03.2022, 12h00-13h30 : Design Input 31.03.2022,12h00-13h30: Design Input 05.05.2022, 12h00-13h30: Feedback and support for semester work finalization 12.05.2022 : Final presentations The number of participants is limited to 18 students (due to the limited number of sound recording devices and the number of workstations in the AudioVisual Lab). Depending on the number of participants, students will work in groups of two or three. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 061-0124-23L | Landscapes and Gardens as Cultural Heritage. Research, Preserve, Develop | W | 3 credits | 2V | D. Richter | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The lecture provides knowledge on how landscapes and gardens can be preserved as cultural heritage and responsibly taken into account in design and planning. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students acquire knowledge of the subject area, goals, terms, institutions and legal bases of historic garden preservation. They learn about current problems and methods for researching, preserving and developing of historically significant open spaces and cultural landscapes. The aim is to develop an understanding of the consideration of valuable landscape architecture structures and inventories in the design and planning process. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Testimonies of landscape architecture such as parks, gardens, squares and avenues are subject to constant change. Since they consist primarily of plants, they are particularly fragile compared to buildings. Similar to a parchment from which the text is repeatedly scraped and overwritten, garden art can be multi-layered carriers of meaning. Aesthetic paradigms, social conditions, values, the understanding of space and time or the preference for certain plant species are inscribed in them. The lecture introduces the subject area, the goals, terms, institutions and legal bases of historic garden preservation. Taking significant examples into account, current problems are discussed and methods for researching, preserving and developing of historically significant open spaces and cultural landscapes are taught. After developing a theoretical basis, the students explore a park, garden or square in the practical part of the course. They learn to read the different layers of a site, uncover its history and present its value in terms of future development. The findings of this search for traces are documented in text, drawings and photographs and summarised in a survey. The course offers a platform for interdisciplinary exchange between students of the MAS in Preservation and Construction History and students of the MSc in Landscape Architecture and MSc in Architecture. Guest contributions open up a framework for in-depth discourse. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Teaching materials are provided in the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | The teaching materials include a bibliography. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Excursion (mandatory): Saturday, 22 April 2023, full day | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 063-0704-23L | Cartographies of Living Systems: A Critical Approach | W | 2 credits | 2G | T. Galí-Izard | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course will be an introduction to essential aspects of designing with living systems. The lectures will cover a curated list of constructed landscapes that embody a high level of complexity in their composition, systems, and evolution. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | In class and through additional drawing exercises, the students will explore the components of the sites in great detail: their plant communities, infrastructure, management regimes, climatic and geologic contexts, and the larger systems and territories in which they are embedded. Students will be introduced to meaningful landscape projects, and will learn a methodology for understanding the field of landscape architecture and its potential in relationship to the dynamic performance of living things. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | In the lectures, the students will learn about a selection of significant built landscapes that span a range of sizes, ages, and places of origin. The projects will be taught through an analytical framework that prioritizes key landscape elements that are often overlooked in traditional representations of projects. The students will contribute to the course by translating this complexity through a drawing exercise. Altogether, the work of the studio will be a critical and comparative study of significant landscape architecture projects, past and present. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Course material will be provided. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | The course material includes a reading list. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Field of Technology in Architecture | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0588-01L | Re-/Source the Built Environment | W | 3 credits | 2S | G. Habert | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course focuses on material choice and energy strategies to limit the environmental impact of construction sector. During the course, specific topics will be presented (construction technologies, environmental policies, social consequences of material use, etc.). The course aims to present sustainable options to tackle the global challenge we are facing and show that "it is not too late". | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | After the lecture series, the students are aware of the main challenges for the production and use of building materials. They know the different technologies/propositions available, and environmental consequence of a choice. They understand in which conditions/context one resource/technology will be more appropriate than another | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | A general presentation of the global context allows to identify the objectives that as engineer, material scientist or architect needs to achieve to create a sustainable built environment. The course is then conducted as a serie of guest lectures focusing on one specific aspect to tackle this global challenge and show that "it is not too late". The lecture series is divided as follows: - General presentation - Notion of resource depletion, resilience, criticality, decoupling, etc. - Guest lectures covering different resources and proposing different option to build or maintain a sustainable built environment. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | For each lecture slides will be provided. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The lecture series will be conducted in English and is aimed at students of master's programs, particularly the departments ARCH, BAUG, ITET, MAVT, MTEC and USYS. No lecture will be given during Seminar week. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0531-00L | Digital Transformation for Circular Construction All students who register go onto a waiting list until 13.02.2023 and 25 of them will be selected by the lecturer. To register: 1. Enroll before 09.02.2023. 2. Send a short letter of motivation (max. 300 words) and a 1-page CV to limbach@ibi.baug.ethz.ch by 09.02.2023. 3. If you are in D-ARCH: also register for the Focus Work (FS23) by CAB with Prof. Momoyo Kajima (max 12 places) and send your portfolio to limbach@ibi.baug.ethz.ch by 09.02.2023. MIBS students are not required to submit a portfolio. Please only register for the course if you really intend to participate on all course dates (see course catalogue); otherwise, you will deprive someone else of a place. | W | 8 credits | 7.5P | C. De Wolf, I. Armeni | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course is about digital innovation towards a circular economy in the built environment. How can we bring together two worlds that are often too distinct: low-impact construction and digital innovation? Bringing digital tools already used in other sectors into the construction sector, students will learn about circular construction (e.g., reuse of materials) through hands-on learning. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | By the end of this course, students will be able to use digital technologies enabling circular design and construction, with a view to environmental implications. They will be able to assess the challenges and opportunities of low-carbon, circular construction and evaluate possible solutions using digital technologies to enable a circular built environment (more specifically, with reused building materials). To achieve this, they need to be able to do the following: 1. Apply circular principles to a real case study disassembling and reassembling a building. 2. Compare different digital technologies applied in circular construction (e.g., material passports, LiDAR scanning, drone imagery, photogrammetry, tracking, tracing, blockchain technology, materials, computational design, digital fabrication, AI, computer vision, extended reality, LCA tools etc.) 3. Communicate the importance and urgency of circular construction. 4. Assess the environmental impact implications of their design and technology decisions through a preliminary Life Cycle Assessment (LCA). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | • Students will receive an introduction to circular principles by experts from the building industry through visits on demolition sites where building materials are recovered. Flexibility, responsibility, and spontaneity is expected from the students to adapt to the contingencies from demolition and construction sites with reused materials. • They will explore how to use digital technologies such as LiDAR scanning, photogrammetry, scan-to-BIM, computer vision, computational design, digital fabrication, blockchain technology to design and build a structure on the ETH campus, using the materials recovered from the Huber pavilions and other reclaimed building materials. This course is meant as an overview/introduction of many digital technologies that could be useful for circularity and gives the tools to students to further study the technologies they are most interested in on their own. • They will learn how to communicate the urgency of circular construction to their clients, government, and the public. Creativity in essay writing, construction, and filmmaking is expected from the students. • They will learn how to evaluate the environmental impact savings of circular construction through simplified life cycle assessment methods. This course will give the tools to students to learn more on LCA if they wish to deepen their knowledge further. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Çetin, S., De Wolf, C., Bocken, N. (2022) "Circular Digital Built Environment: An Emerging Framework." Sustainability – Circular Economy in the Digital Age special issue, 13, 6348, DOI: 10.3390/su13116348 De Wolf, C. (2022) "4 promising digital technologies for circular construction." World Economic Forum, September 13, Link Raghu, D., Marengo, M., Markopoulou, A., Neri, I., Chronis, A., and De Wolf, C. (2022) "Enabling Component Reuse from Existing Buildings. Using Google Street View and Machine Learning to Enhance Building Databases." The Association of Computer-Aided Architectural Design Research in Asia (CAADRIA), Sydney, AU, April 5-9. Gorden, M., Batallé, A., De Wolf, C., Sollazo, A., Dubor, A., Wang, T. (2022) “Automating Building Element Detection for Deconstruction Planning and Material Reuse: A Case Study” Automation in Construction. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Interest in Digitalisation and Construction. Flexibility: This is a hands-on course, where students explore digital technologies and opportunities/challenges of reuse. Flexibility (e.g. adapting to unforeseen circumstances), responsibility (e.g. arriving on time for safety briefing), and spontaneity (e.g. finding innovative solutions) is expected from the students to adapt to the contingencies from demolition and construction sites with reused materials. Please only register for the course if you are willing to send us a letter of motivation and really intend to participate; otherwise, you will deprive someone else of a place. All students who register go onto a waiting list until 13.02.2023 and 25 of them will be selected by the lecturer. To register: 1. Enroll before 09.02.2023. 2. Send a short letter of motivation (max. 300 words) and a 1-page CV to limbach@ibi.baug.ethz.ch by 09.02.2023. 3. If you are in D-ARCH: also register for the Focus Work (FS23) by CAB with Prof. Momoyo Kajima (max 12 places) and send your portfolio to limbach@ibi.baug.ethz.ch by 09.02.2023. Please only register for the course if you really intend to participate on all course dates (see course catalogue); otherwise, you will deprive someone else of a place. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
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| 063-0602-23L | Building Process: Economy ITA Pool information event on the offered courses: 8.2.23, 10-11am, ONLINE Link will follow. | W | 2 credits | 2G | S. Menz, H. Reichel | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The demonstration of economic considerations within the design and construction process of buildings is the main focus of the diploma elective subject. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | To grasp the coherences of costs, income and income return. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The specialization Bauprozess: Economics is located at the interface between economics here considered as "economics", as well as an area of the social sciences and the built space. With increasing scale, the students are made aware of the economic constraints and opportunities that influence our urbanity, from urban development and development to the individual building. In order to vividly illustrate the consequences of these economic and general social conditions, the focus is first drawn up at each scale level and explained the basic principle on the basis of an extreme manifestation, mostly from a metropolis in our world, or on the basis of a historical example. Afterwards, we return to the familiar scale of the city of Zurich and its agglomeration in order to examine the same mechanisms here. In each teaching module the relation to and the relevance for the profession of architects is discussed, which - following the claim of our professorship and the master lecture building process - are regarded as generalists with special knowledge also in economic areas, without being completely absorbed in these areas; without stopping to be an architect. Selection of lessons: 1. The economy of the city Based on the question of which reasons motivated the individual to concentrate selectively and move away from his agricultural livelihoods, the city is regarded as a new state of evolution that is structurally expressed in the silhouettes of our metropolises. Gradual attempts are being made to unmask the forces behind the visible economic activity, such as commuting times, pay gaps, land costs, rents, scarcity and returns. Using the example of the metropolitan region of Zurich, it is shown why urban development and construction activity have manifested themselves in a certain way in a specific region at a certain time. 2. Returns The different forms of returns as mediators between investment and income are worked out on the basis of a concrete project development and their influence on the project is shown or relativised. The concept of yield illustrates the relevance of the timeline in the planning and construction of a building. The economic consideration of a property and its division into construction and land costs, as well as the emergence of the latter from the expected returns, are discussed as well as the influence of movements in the interest markets on the project, as well as the conditions under which we architects , 3. costs Land, building and construction costs, as perhaps the most direct economic equivalent of architecture, are systematized using common methods and classified on the timeline of the planning and construction process. Cost types, determination, planning and control are addressed, and the most relevant factors influencing the construction costs are analyzed. 4. Project development This lecture is due to the increasing complexity, professionalization and, as a result, heteronomy of the planning and construction process. The attractiveness of investment in real assets - and here in the front line of real estate - that has been heightened by the financial crisis of 2008 and its aftermath has led to a long before adoption of valuation and management methods, as well as forms of organization from the financial sector to real estate project development , The changing role of the architect from generalist to specialist in many project constellations is critically explained and questioned. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | The presentation slides of the lectures are available on the MAP under the link https://map.arch.ethz.ch (book symbol at the top right). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | ITA Pool information event on the offered courses: 9.2.22, 10-11h, ONLINE https://ethz.zoom.us/j/61932735301 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 063-0606-23L | Computational Structural Design II This course replaces the former course "Structural Design VI". | W | 3 credits | 3G | P. Block, I. S. Bodea, L. Enrique Monzo | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course teaches structurally-informed computational design and digital fabrication methods for compression-only shell structures. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | After successfully completing the course, the students will be able to: 1. design, form find and analyse compression-only shell structures using Thrust Network Analysis and RhinoVAULT 3 (RV3). 2. develop their computational design and algorithmic thinking. 3. code basic Python scripts using Google Colab Notebooks. 4. use the COMPAS framework for processing computational geometry and materializing mesh data structures. 5. understand the basic principles of digital-design-to-fabrication pipeline and setup. 6. understand and develop skills in subtractive fabrication methods (Wire-Cutting). 7. conceptualize and design efficient structural forms informed by fabrication constraints. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | This course teaches structurally-informed computational design, materialisation, and subtractive fabrication methods for compression-only shell structures. The course is an introduction to coding using the Python programming language within the context of computational structural design. The students will first learn about Thrust Network Analysis (TNA), a form-finding method for compression-only shell structures. Using compas-RV3 (RhinoVAULT 3), an interactive implementation of TNA for Rhinoceros software, the students will learn how to design and analyse their own funicular shell structures. After being introduced to the basics of Python programming using Jupyter Notebook, the students will learn how to use the COMPAS framework for processing computational geometry to develop various materialisation strategies. Students will also learn about the mesh datastructure, and how to use various features of COMPAS to understand, extract and process topological information stored in the datastructure. Finally, using the form-found geometry using compas-RV3 and the computational skills learned in class, the students will learn the basic principles of digital-design-to fabrication setup and workflow, and develop a subtractive fabrication pipeline for CNC Wirecutting of discretised block geometries of the compression-only structure. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 063-0612-23L | Building Process III ITA Pool information event on the offered courses: 8.2.23, 10-11am, ONLINE, link will follow | W | 2 credits | 2S | S. Menz, I. Heide | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Analysing, reconstructing and discussing development, planning and accomplishment of elected examples of architecture. The particular aspects of the building process are set in relation to the final projects, resulting in a deeper and wider understanding for dependencies and reciprocal actions. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Consolidation of the building process issue, with focus on its independencies and reciprocal actions. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | https://map.arch.ethz.ch | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Introduction: 25.2.22 Attendance obligatory! Active participation in the course is a prerequisite. ITA Pool information event on the offered courses: 9.2.22, 10-11h, ONLINE https://ethz.zoom.us/j/61932735301 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 063-0640-23L | Advanced Computational Design ITA Pool information event on the offered courses: 8.2.23, 10-11 am, ONLINE link will follow | W | 3 credits | 3G | B. Dillenburger | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In this course we will discuss how strategies of Artificial Intelligence such as Machine Learning or Evolutionary Strategies can be used in the design process. Principal concepts of computational geometry for architecture will be connected with methods to automatically generate, evaluate and search for design solutions. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students will understand programming basics, and will learn how to control geometry using code. They will learn to translate a design concept into an algorithmic approach - or vice versa - and will obtain an awareness of potentials and limitations of AI in the design phase. Students will deepen their knowledge in customizing existing CAD software such as Rhino using scripting. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | In this course we will discuss how concepts of Artificial Intelligence can be used in the design process. In tutorials and exercises, we will explore the use strategies such as Machine Learning or Evolutionary Strategies to turn the computer from a drawing instrument into an active partner in design, extending both the imagination and the intuition of the designer. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Successful completion of the course "Structural Design VI" (063-0606-00L), "Design III" (052-0541/43/45) or "Das Digitale in der Architektur" (063-0610-00L) are recommended ITA Pool information event on the offered courses: 9.2.22, 10-11h, ONLINE https://ethz.zoom.us/j/61932735301 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 063-0716-23L | CAAD III: Positions within Architecture | W | 2 credits | 2V | L. Hovestadt | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Information technologies for architects. Third, deepening part. Information technologies are today constituent part both for the architectural work and our built environment. Hardware and software are pervasive, inexpensive and easy to use. Conventional planning and building processes are accelerated and improved in the good case. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | In this course we ask the qualitative question about new attitudes and meanings on the new plateau. CAAD III treats deepened in a seminaristic manner a selected application on this new plateau. CAAD III begins with introductory lectures and closes off with individual elaborations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Information technologies for architects. Third, deepening part. Information technologies are today constituent part both for the architectural work and our built environment. Hardware and software are pervasive, inexpensive and easy to use. Conventional planning and building processes are accelerated and improved in the good case. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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