Dr. Steven J. Hoffman Office Hours: MW 11:00-12:00, M 3-4...
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1 Dr. Steven J. Hoffman Office Hours: MW 11:00-12:00, M 3-4 Department of History and by appointment 311T Social Science Building email: [email protected] Office Telephone: 651-2808 web: cstl-cla.semo.edu/hoffman Home Telephone: 335-2820 : www.facebook.com/hoffman.steven course webpage: cstl-cla.semo.edu/hoffman/hp585 HP585-01 History of American Architecture Fall 2010 MWF 9:00-9:50 SS201 Course Description This course is a study of American architectural history as material evidence of the country's social, cultural, economic and technological development. (3 credit hours) Purposes and Objectives of the Course A. To introduce students to the history of various architectural styles and to be able to identify the significant characteristics of each style. B. To create awareness of the relationship between architectural development and the social, cultural, economic and technological forces of American life. C. To enable students to relate the history of architecture and architectural styles to the broad patterns of national, regional and local growth. Expectations of Students Students are expected to read all assignments, regularly attend class, participate in class discussions and/or activities, complete a written research paper, make two oral presentations and successfully complete all exams. Class participation and discussion of the readings form an important part of the course. Students are expected to participate actively in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor. Basis for Student Evaluation Students will be evaluated on class participation, a group project, three semester examinations, a cumulative final examination, a research paper, and two oral presentatio ns. Group Project Students will divide into teams and conduct an architectural photo reconnaissance. Each team will present a poster panel of four or five architectural
Transcript of Dr. Steven J. Hoffman Office Hours: MW 11:00-12:00, M 3-4...
1
Dr. Steven J. Hoffman Office Hours: MW 11:00-12:00, M 3-4 Department of History and by appointment 311T Social Science Building email: [email protected] Office Telephone: 651-2808 web: cstl-cla.semo.edu/hoffman
Home Telephone: 335-2820 : www.facebook.com/hoffman.steven
course webpage: cstl-cla.semo.edu/hoffman/hp585
HP585-01 History of American Architecture
Fall 2010
MWF 9:00-9:50 SS201
Course Description
This course is a study of American architectural history as material evidence of the country's social, cultural, economic and technological development. (3 credit hours) Purposes and Objectives of the Course
A. To introduce students to the history of various architectural styles and to be able to identify the significant characteristics of each style.
B. To create awareness of the relationship between architectural development and the social, cultural, economic and technological forces of American life.
C. To enable students to relate the history of architecture and architectural styles to the broad patterns of national, regional and local growth.
Expectations of Students
Students are expected to read all assignments, regularly attend class, participate in class discussions and/or activities, complete a written research paper, make two oral presentations and successfully complete all exams. Class participation and discussion of the readings form an important part of the course. Students are expected to participate actively in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor.
Basis for Student Evaluation
Students will be evaluated on class participation, a group project, three semester examinations, a cumulative final examination, a research paper, and two oral presentations.
Group Project
Students will divide into teams and conduct an architectural photo reconnaissance. Each team will present a poster panel of four or five architectural
2
styles highlighting at least ten architectural features found in Cape Girardeau. Styles and features should be arranged (at least roughly) in some kind of chronological or developmental order, and should be organized to communicate a specific theme or idea about the historical patterns of development in Cape and/or environs. Presentations will take the form of a "poster session" which will be held during the last week of classes on Wednesday, December 8, 2010.
Research Paper
Each student will complete an 8-10 page research paper dealing with one or more of the styles or architects discussed in this course. Your paper MUST be on a recognized "high style" or prominent architect, and must include references from the appropriate secondary literature. Topics must be approved in advance. Papers are due Friday, December 3, 2010.
Note: Encyclopedias, online and otherwise, are not strong sources for college papers. Likewise, you may use online architectural sources, such as greatbuildingsonline, for some of your information, but these types of sites are also considered fairly weak sources—so be sure you don’t rely on them too much for your paper. The text of your paper is to be 8-10 pages. If you illustrate your paper—which is encouraged—it will of course make the paper longer. A page of illustration is not equal to a page of text (just in case you were wondering) and will not count toward achieving the required page length.
Oral Presentations
Each student will complete two brief oral presentations over the course of the semester, one on a specific building from the canon of “great buildings” and one on a specific architect. Students will choose from lists provided by the instructor. Presentations must use PowerPoint to present visual material pertaining to the subject, and should be 2 to 5 minutes in length. Dates of presentations will be determined by the instructor.
Note on Plagiarism: Not surprisingly, your paper (and all written assignments) must be your own work. This does not mean that you may not study together, share ideas and learn from one another. It simply means that you can not pass off the work of others as your own. Plagiarism and cheating are serious offenses and are discussed more fully in the University Bulletin. If you have any questions about what constitutes plagiarism or need clarification about any of the issues involved, please make an appointment to see me. This course abides by the university's policies regarding academic honesty. Penalties for academic dishonesty range from failing the assignment and/or failing the course to expulsion from the University.
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The components of your grade will be weighted as follows:
Undergraduates:
Class Participation: 10% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 20% Oral Presentations: 10%
Graduate Students:
Class Participation: 15% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 15% Oral Presentations: 10%
Note: Assignments turned in late will be penalized 10%. In addition to participating in class discussion, students must complete all assignments to receive a grade for participation. Course Policies and Procedures This course abides by the university's policies regarding attendance, academic honesty, civility and harassment, and support for students with disabilities, and has additional requirements regarding the use of technology: Attendance
• It is essential that you be in class. Class participation and discussion of the readings form an important part of the course. Students are expected to actively participate in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor. If you are not in class, you can’t participate. In addition, we will have several guest speakers; experiences that cannot be duplicated if missed. The official statement about attendance, derived from the Undergraduate Bulletin, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
Academic Honesty • The Undergraduate Bulletin defines academic dishonesty as “…those acts which
would deceive, cheat, or defraud so as to promote one’s scholastic record…”, and states that “[v]iolations of academic honesty represent a serious breech of discipline and may be considered grounds for disciplinary action, including dismissal from the university”. Students are expected to understand and abide by the rules governing academic honesty.
• The official statement about academic honesty, including plagiarism, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
• Additional information may be accessed at: http://www6.semo.edu/judaffairs/. • Penalties for academic dishonesty range from failing the assignment and/or failing
the course to expulsion from the University.
4
Civility and Harassment • A major determinant of a successful educational experience is a shared sense of
respect among and between the students and their instructor. We all share responsibility for creating and maintaining a climate of mutual respect and an environment free from harassment.
• Adhering to generally accepted standards of behavior will help facilitate a positive experience for all.
o Please turn off all electronic devices during class. When your cell phone rings, for example, it distracts others and may throw a great discussion off course.
o If you need to leave the room, try to wait for a moment that is least distracting.
o When we have class discussions, don’t attack people but, instead, constructively and reflectively respond to the ideas being expressed. One of the important reasons for engaging in discussion is that by advancing our ideas in a public forum, our ideas get better. Through dialogue we have the opportunity to learn new things and, potentially, change old beliefs. In order to accomplish this, we need to work together to maintain a climate of mutual respect.
• More specific information about the Student Code of Conduct which governs student behavior can be found by clicking on the “Statement of Student Rights and Code of Student Conduct” link found at http://www6.semo.edu/judaffairs/.
• Judicial Affairs is responsible for addressing disciplinary matters related to breaches of accepted civility and harassment standards. Information about this process is available at: http://www6.semo.edu/judaffairs/.
Disabilities • Southeast Missouri State University is committed to making every possible
educational accommodation for students with disabilities. Many services and accommodations which aid a student’s educational experience are available for students with various types of disabilities. Students may obtain official information about disabilities from Learning Assistance and Disability Support Services, located at: http://www.semo.edu/cs/services/lec.htm.
Technology • Students are required to utilize PowerPoint or some other equivalent computer
program capable of displaying images electronically for use in their two class presentations. In addition, supplementary course study aids are available online at the course web site. Students will have the opportunity, but will not be required, to submit their papers electronically in the class DropBox. Students who anticipate difficulty in mastering the technological components of the course are responsible for seeking assistance from the instructor in a timely manner.
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Textbooks Textbook (available from Textbook Services)
Gelernter, Mark. A History of American Architecture: Buildings in their Cultural and Technological Context. Hanover, NH and London, England: University Press of New England, 2001.
Additional Reading (available from Southeast Bookstore) Required
Upton, Dell and Vlach, John Michael, eds. Common Places: Readings in Vernacular Architecture. Athens, GA: The University of Georgia Press, 1986.
Recommended
Blumenson, John J-G. Identifying American Architecture: A Pictorial Guide to Styles and Terms, 1600-1945. 2nd ed. New York: W.W. Norton & Company, Inc., 1981.
McAlester, Virginia and Lee. A Field Guide to American Houses. New York: Alfred A. Knopf, 1984.
Burden, Ernest. Illustrated Dictionary of Architecture. 2nd Edition. New York: McGraw Hill, 2002.
Course Calendar:
Aug. 23 (M) Course Introductions
Aug. 25
(W) Before the Europeans
Assignment: Gelernter, Forward, pp. xviii-xxii and Chapter 1, pp. 1-34.
Aug. 27 (F) English Colonial Architecture
First European Arrivals: English Colonial: New England I
Assignment: Gelernter, Chapter 2, pp. 35-42 and pp. 54-64.
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Aug. 30 (M) English Colonial: New England II
Assignment: Norman Morrison Isham and Albert F. Brown, "Early Rhode Island Houses," and Robert Blair St. George, "'Set Thine House in Order": The Domestication of the Yeomanry in Seventeenth-Century New England," in Upton & Vlach, pp. 149-157 and 336-366.
Sept. 1 (W) English Colonial: The South
Assignment: Fraser D. Neiman, "Domestic Architecture at the Clifts Plantation: The Social Context of Early Virginia Building," in Upton & Vlach, pp. 292-314; and, Dell Upton, "Vernacular Domestic Architecture in Eighteenth-Century Virginia," in Upton & Vlach, pp. 315-335.
Sept. 3 (F) Readings in Vernacular Architecture I
Assignment: "Introduction," and Fred B. Kniffen, "Folk Housing: Key to Diffusion," in Upton & Vlach, pp. xiii-26.
Sept. 6 (M) Labor Day -- No Class
Sept. 8 (W) Readings in Vernacular Architecture II
Assignment: Henry Glassie, "Eighteenth-Century Cultural Process in Delaware Valley Folk Building," and Thomas Hubka, "Just Folks Designing: Vernacular Designers and the Generation of Form," in Upton & Vlach, pp. 394-425 and 426-432.
Sept. 10 (F) Georgian Architecture I
Assignment: Gelernter, Chapter 3, pp. 65-85.
Sept. 13 (M) Georgian Architecture II
Assignment: Gelernter, Chapter 3, pp. 85-96.
Sept. 15 (W) Readings in Vernacular Architecture III
Assignment: Edward A. Chappell, "Acculturation in the Shenandoah Valley: Rhenish Houses of the Massanutten Settlement," in Upton & Vlach, pp. 27-57; and, Alan Gowans, "The Mansions of Alloways Creek," in Upton & Vlach, pp. 367-393.
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Sept. 17 (F) Searching for a National Style
Federal Architecture
Assignment: Gelernter, Chapter 4, pp. 97-115.
Sept. 20 (M) Neoclassical Architecture
Assignment: Gelernter, Chapter 4, pp. 115-128.
Sept. 22 (W) Greek Revival
Assignment: Gelernter, Chapter 5, pp. 130-139.
Sept. 24 (F) FIRST EXAM
Sept. 27 (M) Mid-century revivalism
Romantic Revivals I: Gothic Revival, Romanesque Revival, Italianate, Italian Villa, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Sept. 29 (W) Romantic Revivals II: Renaissance Revival, Egyptian, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Oct. 1 (F) Romantic Revivals III
Oct. 4 (M) Late-19th to early 20th century
Victorian America I: Ruskin, High Victorian Gothic, Stick Style, Queen Anne, Eastlake, Shingle, Colonial Revival, French Second Empire, Chateauesque, etc.
Assignment: Gelernter, Chapter 6, pp. 166-189.
Oct. 6 (W) Victorian America II
Assignment: Catherine W. Bishir, "Jacob W. Holt: An American Builder, " in Upton & Vlach, pp. 447-481.
Oct. 8 (F) Victorian America III
Assignment: TBA
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Oct. 11 (M) Victorian America IV
Assignment: TBA
Oct. 13 (W) Regionalism and Ethnicity in Architecture Readings in Vernacular Architecture IV
Assignment: Fred B. Kniffen and Henry Glassie, "Building in Wood in the Eastern United States: A Time-Place Perspective," in Upton & Vlach, pp. 159-181; and, John Michael Vlach, "The Shotgun House: An African Architectural Legacy," in Upton & Vlach, pp. 58-78.
Oct. 15 (F) Fall Break -- No Class
Oct. 18 (M) Spanish Colonial
Assignment: Gelernter, Chapter 2, pp. 42-48.
Oct. 20 (W) French Colonial
Assignment: Gelernter, Chapter 2, pp. 48-50.
Oct. 22 (F) Women and architecture
Assignment: TBA
Oct. 25 (M) Preservation in Action—Internship Reports
Assignment: TBA
Oct. 27 (W) Dutch Colonial
Assignment: Gelernter, Chapter 2, pp. 50-54.
Oct. 29 (F) Missouri German Vernacular
Assignment: TBA
Nov. 1 (M) Preservation in Action—Internship Reports
Assignment: TBA
Nov. 3 (W) SECOND EXAM
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Nov. 5 (F) H.H. Richardson
Nov. 8 (M) Moving toward Modernism, and beyond
Frank Lloyd Wright
Nov. 10 (W) Chicago School: First Skyscrapers
Assignment: Gelernter, Chapter 7, pp. 190-229.
Nov. 12 (F) American Renaissance
Nov. 15 (M) Toward the Modern: Art Deco & Streamline Moderne
Assignment: Gelernter, Chapter 8, pp. 230-259.
Nov. 17 (W) International Style and Modern I
Assignment: Gelernter, Chapter 9, pp. 260-292.
Nov. 19 (F) Modern II
Nov. 22 (M) Late Modern/Post-Modern
Assignment: Gelernter, Chapter 10, 293-318.
Nov. 24 (W) Thanksgiving Holiday -- No Class
Nov. 26 (F) Thanksgiving Holiday -- No Class
Nov. 29 (M) Post-Modern
Dec. 1 (W) Post World War II Housing Styles
Assignment: TBA
Dec. 3 (F) Post World War II Housing Styles
Assignment: TBA
DUE: Research paper due in class
Dec. 6 (M) Commercial Architecture on Main Street
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Dec. 8 (W) Group Project Presentations
Dec. 10 (F) Third Exam
Dec. 15 (W) FINAL EXAM (Comprehensive Style Exam)
Note: Exam Time is 8 am
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Dr. Steven J. Hoffman Office Hours: MW 11:00-12:00, M 3-4 Department of History and by appointment 311T Social Science Building email: [email protected] Office Telephone: 651-2808 web: cstl-cla.semo.edu/hoffman
Home Telephone: 335-2820 : www.facebook.com/hoffman.steven
course webpage: cstl-cla.semo.edu/hoffman/hp585
HP585-01 History of American Architecture
Fall 2010
MWF 9:00-9:50 SS201
Course Description
This course is a study of American architectural history as material evidence of the country's social, cultural, economic and technological development. (3 credit hours) Purposes and Objectives of the Course
A. To introduce students to the history of various architectural styles and to be able to identify the significant characteristics of each style.
B. To create awareness of the relationship between architectural development and the social, cultural, economic and technological forces of American life.
C. To enable students to relate the history of architecture and architectural styles to the broad patterns of national, regional and local growth.
Expectations of Students
Students are expected to read all assignments, regularly attend class, participate in class discussions and/or activities, complete a written research paper, make two oral presentations and successfully complete all exams. Class participation and discussion of the readings form an important part of the course. Students are expected to participate actively in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor.
Basis for Student Evaluation
Students will be evaluated on class participation, a group project, three semester examinations, a cumulative final examination, a research paper, and two oral presentations.
Group Project
Students will divide into teams and conduct an architectural photo reconnaissance. Each team will present a poster panel of four or five architectural
2
styles highlighting at least ten architectural features found in Cape Girardeau. Styles and features should be arranged (at least roughly) in some kind of chronological or developmental order, and should be organized to communicate a specific theme or idea about the historical patterns of development in Cape and/or environs. Presentations will take the form of a "poster session" which will be held during the last week of classes on Wednesday, December 8, 2010.
Research Paper
Each student will complete an 8-10 page research paper dealing with one or more of the styles or architects discussed in this course. Your paper MUST be on a recognized "high style" or prominent architect, and must include references from the appropriate secondary literature. Topics must be approved in advance. Papers are due Friday, December 3, 2010.
Note: Encyclopedias, online and otherwise, are not strong sources for college papers. Likewise, you may use online architectural sources, such as greatbuildingsonline, for some of your information, but these types of sites are also considered fairly weak sources—so be sure you don’t rely on them too much for your paper. The text of your paper is to be 8-10 pages. If you illustrate your paper—which is encouraged—it will of course make the paper longer. A page of illustration is not equal to a page of text (just in case you were wondering) and will not count toward achieving the required page length.
Oral Presentations
Each student will complete two brief oral presentations over the course of the semester, one on a specific building from the canon of “great buildings” and one on a specific architect. Students will choose from lists provided by the instructor. Presentations must use PowerPoint to present visual material pertaining to the subject, and should be 2 to 5 minutes in length. Dates of presentations will be determined by the instructor.
Note on Plagiarism: Not surprisingly, your paper (and all written assignments) must be your own work. This does not mean that you may not study together, share ideas and learn from one another. It simply means that you can not pass off the work of others as your own. Plagiarism and cheating are serious offenses and are discussed more fully in the University Bulletin. If you have any questions about what constitutes plagiarism or need clarification about any of the issues involved, please make an appointment to see me. This course abides by the university's policies regarding academic honesty. Penalties for academic dishonesty range from failing the assignment and/or failing the course to expulsion from the University.
3
The components of your grade will be weighted as follows:
Undergraduates:
Class Participation: 10% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 20% Oral Presentations: 10%
Graduate Students:
Class Participation: 15% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 15% Oral Presentations: 10%
Note: Assignments turned in late will be penalized 10%. In addition to participating in class discussion, students must complete all assignments to receive a grade for participation. Course Policies and Procedures This course abides by the university's policies regarding attendance, academic honesty, civility and harassment, and support for students with disabilities, and has additional requirements regarding the use of technology: Attendance
• It is essential that you be in class. Class participation and discussion of the readings form an important part of the course. Students are expected to actively participate in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor. If you are not in class, you can’t participate. In addition, we will have several guest speakers; experiences that cannot be duplicated if missed. The official statement about attendance, derived from the Undergraduate Bulletin, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
Academic Honesty • The Undergraduate Bulletin defines academic dishonesty as “…those acts which
would deceive, cheat, or defraud so as to promote one’s scholastic record…”, and states that “[v]iolations of academic honesty represent a serious breech of discipline and may be considered grounds for disciplinary action, including dismissal from the university”. Students are expected to understand and abide by the rules governing academic honesty.
• The official statement about academic honesty, including plagiarism, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
• Additional information may be accessed at: http://www6.semo.edu/judaffairs/. • Penalties for academic dishonesty range from failing the assignment and/or failing
the course to expulsion from the University.
4
Civility and Harassment • A major determinant of a successful educational experience is a shared sense of
respect among and between the students and their instructor. We all share responsibility for creating and maintaining a climate of mutual respect and an environment free from harassment.
• Adhering to generally accepted standards of behavior will help facilitate a positive experience for all.
o Please turn off all electronic devices during class. When your cell phone rings, for example, it distracts others and may throw a great discussion off course.
o If you need to leave the room, try to wait for a moment that is least distracting.
o When we have class discussions, don’t attack people but, instead, constructively and reflectively respond to the ideas being expressed. One of the important reasons for engaging in discussion is that by advancing our ideas in a public forum, our ideas get better. Through dialogue we have the opportunity to learn new things and, potentially, change old beliefs. In order to accomplish this, we need to work together to maintain a climate of mutual respect.
• More specific information about the Student Code of Conduct which governs student behavior can be found by clicking on the “Statement of Student Rights and Code of Student Conduct” link found at http://www6.semo.edu/judaffairs/.
• Judicial Affairs is responsible for addressing disciplinary matters related to breaches of accepted civility and harassment standards. Information about this process is available at: http://www6.semo.edu/judaffairs/.
Disabilities • Southeast Missouri State University is committed to making every possible
educational accommodation for students with disabilities. Many services and accommodations which aid a student’s educational experience are available for students with various types of disabilities. Students may obtain official information about disabilities from Learning Assistance and Disability Support Services, located at: http://www.semo.edu/cs/services/lec.htm.
Technology • Students are required to utilize PowerPoint or some other equivalent computer
program capable of displaying images electronically for use in their two class presentations. In addition, supplementary course study aids are available online at the course web site. Students will have the opportunity, but will not be required, to submit their papers electronically in the class DropBox. Students who anticipate difficulty in mastering the technological components of the course are responsible for seeking assistance from the instructor in a timely manner.
5
Textbooks Textbook (available from Textbook Services)
Gelernter, Mark. A History of American Architecture: Buildings in their Cultural and Technological Context. Hanover, NH and London, England: University Press of New England, 2001.
Additional Reading (available from Southeast Bookstore) Required
Upton, Dell and Vlach, John Michael, eds. Common Places: Readings in Vernacular Architecture. Athens, GA: The University of Georgia Press, 1986.
Recommended
Blumenson, John J-G. Identifying American Architecture: A Pictorial Guide to Styles and Terms, 1600-1945. 2nd ed. New York: W.W. Norton & Company, Inc., 1981.
McAlester, Virginia and Lee. A Field Guide to American Houses. New York: Alfred A. Knopf, 1984.
Burden, Ernest. Illustrated Dictionary of Architecture. 2nd Edition. New York: McGraw Hill, 2002.
Course Calendar:
Aug. 23 (M) Course Introductions
Aug. 25
(W) Before the Europeans
Assignment: Gelernter, Forward, pp. xviii-xxii and Chapter 1, pp. 1-34.
Aug. 27 (F) English Colonial Architecture
First European Arrivals: English Colonial: New England I
Assignment: Gelernter, Chapter 2, pp. 35-42 and pp. 54-64.
6
Aug. 30 (M) English Colonial: New England II
Assignment: Norman Morrison Isham and Albert F. Brown, "Early Rhode Island Houses," and Robert Blair St. George, "'Set Thine House in Order": The Domestication of the Yeomanry in Seventeenth-Century New England," in Upton & Vlach, pp. 149-157 and 336-366.
Sept. 1 (W) English Colonial: The South
Assignment: Fraser D. Neiman, "Domestic Architecture at the Clifts Plantation: The Social Context of Early Virginia Building," in Upton & Vlach, pp. 292-314; and, Dell Upton, "Vernacular Domestic Architecture in Eighteenth-Century Virginia," in Upton & Vlach, pp. 315-335.
Sept. 3 (F) Readings in Vernacular Architecture I
Assignment: "Introduction," and Fred B. Kniffen, "Folk Housing: Key to Diffusion," in Upton & Vlach, pp. xiii-26.
Sept. 6 (M) Labor Day -- No Class
Sept. 8 (W) Readings in Vernacular Architecture II
Assignment: Henry Glassie, "Eighteenth-Century Cultural Process in Delaware Valley Folk Building," and Thomas Hubka, "Just Folks Designing: Vernacular Designers and the Generation of Form," in Upton & Vlach, pp. 394-425 and 426-432.
Sept. 10 (F) Georgian Architecture I
Assignment: Gelernter, Chapter 3, pp. 65-85.
Sept. 13 (M) Georgian Architecture II
Assignment: Gelernter, Chapter 3, pp. 85-96.
Sept. 15 (W) Readings in Vernacular Architecture III
Assignment: Edward A. Chappell, "Acculturation in the Shenandoah Valley: Rhenish Houses of the Massanutten Settlement," in Upton & Vlach, pp. 27-57; and, Alan Gowans, "The Mansions of Alloways Creek," in Upton & Vlach, pp. 367-393.
7
Sept. 17 (F) Searching for a National Style
Federal Architecture
Assignment: Gelernter, Chapter 4, pp. 97-115.
Sept. 20 (M) Neoclassical Architecture
Assignment: Gelernter, Chapter 4, pp. 115-128.
Sept. 22 (W) Greek Revival
Assignment: Gelernter, Chapter 5, pp. 130-139.
Sept. 24 (F) FIRST EXAM
Sept. 27 (M) Mid-century revivalism
Romantic Revivals I: Gothic Revival, Romanesque Revival, Italianate, Italian Villa, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Sept. 29 (W) Romantic Revivals II: Renaissance Revival, Egyptian, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Oct. 1 (F) Romantic Revivals III
Oct. 4 (M) Late-19th to early 20th century
Victorian America I: Ruskin, High Victorian Gothic, Stick Style, Queen Anne, Eastlake, Shingle, Colonial Revival, French Second Empire, Chateauesque, etc.
Assignment: Gelernter, Chapter 6, pp. 166-189.
Oct. 6 (W) Victorian America II
Assignment: Catherine W. Bishir, "Jacob W. Holt: An American Builder, " in Upton & Vlach, pp. 447-481.
Oct. 8 (F) Victorian America III
Assignment: TBA
8
Oct. 11 (M) Victorian America IV
Assignment: TBA
Oct. 13 (W) Regionalism and Ethnicity in Architecture Readings in Vernacular Architecture IV
Assignment: Fred B. Kniffen and Henry Glassie, "Building in Wood in the Eastern United States: A Time-Place Perspective," in Upton & Vlach, pp. 159-181; and, John Michael Vlach, "The Shotgun House: An African Architectural Legacy," in Upton & Vlach, pp. 58-78.
Oct. 15 (F) Fall Break -- No Class
Oct. 18 (M) Spanish Colonial
Assignment: Gelernter, Chapter 2, pp. 42-48.
Oct. 20 (W) French Colonial
Assignment: Gelernter, Chapter 2, pp. 48-50.
Oct. 22 (F) Women and architecture
Assignment: TBA
Oct. 25 (M) Preservation in Action—Internship Reports
Assignment: TBA
Oct. 27 (W) Dutch Colonial
Assignment: Gelernter, Chapter 2, pp. 50-54.
Oct. 29 (F) Missouri German Vernacular
Assignment: TBA
Nov. 1 (M) Preservation in Action—Internship Reports
Assignment: TBA
Nov. 3 (W) SECOND EXAM
9
Nov. 5 (F) H.H. Richardson
Nov. 8 (M) Moving toward Modernism, and beyond
Frank Lloyd Wright
Nov. 10 (W) Chicago School: First Skyscrapers
Assignment: Gelernter, Chapter 7, pp. 190-229.
Nov. 12 (F) American Renaissance
Nov. 15 (M) Toward the Modern: Art Deco & Streamline Moderne
Assignment: Gelernter, Chapter 8, pp. 230-259.
Nov. 17 (W) International Style and Modern I
Assignment: Gelernter, Chapter 9, pp. 260-292.
Nov. 19 (F) Modern II
Nov. 22 (M) Late Modern/Post-Modern
Assignment: Gelernter, Chapter 10, 293-318.
Nov. 24 (W) Thanksgiving Holiday -- No Class
Nov. 26 (F) Thanksgiving Holiday -- No Class
Nov. 29 (M) Post-Modern
Dec. 1 (W) Post World War II Housing Styles
Assignment: TBA
Dec. 3 (F) Post World War II Housing Styles
Assignment: TBA
DUE: Research paper due in class
Dec. 6 (M) Commercial Architecture on Main Street
10
Dec. 8 (W) Group Project Presentations
Dec. 10 (F) Third Exam
Dec. 15 (W) FINAL EXAM (Comprehensive Style Exam)
Note: Exam Time is 8 am
1
Dr. Steven J. Hoffman Office Hours: MW 11:00-12:00, M 3-4 Department of History and by appointment 311T Social Science Building email: [email protected] Office Telephone: 651-2808 web: cstl-cla.semo.edu/hoffman
Home Telephone: 335-2820 : www.facebook.com/hoffman.steven
course webpage: cstl-cla.semo.edu/hoffman/hp585
HP585-01 History of American Architecture
Fall 2010
MWF 9:00-9:50 SS201
Course Description
This course is a study of American architectural history as material evidence of the country's social, cultural, economic and technological development. (3 credit hours) Purposes and Objectives of the Course
A. To introduce students to the history of various architectural styles and to be able to identify the significant characteristics of each style.
B. To create awareness of the relationship between architectural development and the social, cultural, economic and technological forces of American life.
C. To enable students to relate the history of architecture and architectural styles to the broad patterns of national, regional and local growth.
Expectations of Students
Students are expected to read all assignments, regularly attend class, participate in class discussions and/or activities, complete a written research paper, make two oral presentations and successfully complete all exams. Class participation and discussion of the readings form an important part of the course. Students are expected to participate actively in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor.
Basis for Student Evaluation
Students will be evaluated on class participation, a group project, three semester examinations, a cumulative final examination, a research paper, and two oral presentations.
Group Project
Students will divide into teams and conduct an architectural photo reconnaissance. Each team will present a poster panel of four or five architectural
2
styles highlighting at least ten architectural features found in Cape Girardeau. Styles and features should be arranged (at least roughly) in some kind of chronological or developmental order, and should be organized to communicate a specific theme or idea about the historical patterns of development in Cape and/or environs. Presentations will take the form of a "poster session" which will be held during the last week of classes on Wednesday, December 8, 2010.
Research Paper
Each student will complete an 8-10 page research paper dealing with one or more of the styles or architects discussed in this course. Your paper MUST be on a recognized "high style" or prominent architect, and must include references from the appropriate secondary literature. Topics must be approved in advance. Papers are due Friday, December 3, 2010.
Note: Encyclopedias, online and otherwise, are not strong sources for college papers. Likewise, you may use online architectural sources, such as greatbuildingsonline, for some of your information, but these types of sites are also considered fairly weak sources—so be sure you don’t rely on them too much for your paper. The text of your paper is to be 8-10 pages. If you illustrate your paper—which is encouraged—it will of course make the paper longer. A page of illustration is not equal to a page of text (just in case you were wondering) and will not count toward achieving the required page length.
Oral Presentations
Each student will complete two brief oral presentations over the course of the semester, one on a specific building from the canon of “great buildings” and one on a specific architect. Students will choose from lists provided by the instructor. Presentations must use PowerPoint to present visual material pertaining to the subject, and should be 2 to 5 minutes in length. Dates of presentations will be determined by the instructor.
Note on Plagiarism: Not surprisingly, your paper (and all written assignments) must be your own work. This does not mean that you may not study together, share ideas and learn from one another. It simply means that you can not pass off the work of others as your own. Plagiarism and cheating are serious offenses and are discussed more fully in the University Bulletin. If you have any questions about what constitutes plagiarism or need clarification about any of the issues involved, please make an appointment to see me. This course abides by the university's policies regarding academic honesty. Penalties for academic dishonesty range from failing the assignment and/or failing the course to expulsion from the University.
3
The components of your grade will be weighted as follows:
Undergraduates:
Class Participation: 10% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 20% Oral Presentations: 10%
Graduate Students:
Class Participation: 15% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 15% Oral Presentations: 10%
Note: Assignments turned in late will be penalized 10%. In addition to participating in class discussion, students must complete all assignments to receive a grade for participation. Course Policies and Procedures This course abides by the university's policies regarding attendance, academic honesty, civility and harassment, and support for students with disabilities, and has additional requirements regarding the use of technology: Attendance
• It is essential that you be in class. Class participation and discussion of the readings form an important part of the course. Students are expected to actively participate in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor. If you are not in class, you can’t participate. In addition, we will have several guest speakers; experiences that cannot be duplicated if missed. The official statement about attendance, derived from the Undergraduate Bulletin, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
Academic Honesty • The Undergraduate Bulletin defines academic dishonesty as “…those acts which
would deceive, cheat, or defraud so as to promote one’s scholastic record…”, and states that “[v]iolations of academic honesty represent a serious breech of discipline and may be considered grounds for disciplinary action, including dismissal from the university”. Students are expected to understand and abide by the rules governing academic honesty.
• The official statement about academic honesty, including plagiarism, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
• Additional information may be accessed at: http://www6.semo.edu/judaffairs/. • Penalties for academic dishonesty range from failing the assignment and/or failing
the course to expulsion from the University.
4
Civility and Harassment • A major determinant of a successful educational experience is a shared sense of
respect among and between the students and their instructor. We all share responsibility for creating and maintaining a climate of mutual respect and an environment free from harassment.
• Adhering to generally accepted standards of behavior will help facilitate a positive experience for all.
o Please turn off all electronic devices during class. When your cell phone rings, for example, it distracts others and may throw a great discussion off course.
o If you need to leave the room, try to wait for a moment that is least distracting.
o When we have class discussions, don’t attack people but, instead, constructively and reflectively respond to the ideas being expressed. One of the important reasons for engaging in discussion is that by advancing our ideas in a public forum, our ideas get better. Through dialogue we have the opportunity to learn new things and, potentially, change old beliefs. In order to accomplish this, we need to work together to maintain a climate of mutual respect.
• More specific information about the Student Code of Conduct which governs student behavior can be found by clicking on the “Statement of Student Rights and Code of Student Conduct” link found at http://www6.semo.edu/judaffairs/.
• Judicial Affairs is responsible for addressing disciplinary matters related to breaches of accepted civility and harassment standards. Information about this process is available at: http://www6.semo.edu/judaffairs/.
Disabilities • Southeast Missouri State University is committed to making every possible
educational accommodation for students with disabilities. Many services and accommodations which aid a student’s educational experience are available for students with various types of disabilities. Students may obtain official information about disabilities from Learning Assistance and Disability Support Services, located at: http://www.semo.edu/cs/services/lec.htm.
Technology • Students are required to utilize PowerPoint or some other equivalent computer
program capable of displaying images electronically for use in their two class presentations. In addition, supplementary course study aids are available online at the course web site. Students will have the opportunity, but will not be required, to submit their papers electronically in the class DropBox. Students who anticipate difficulty in mastering the technological components of the course are responsible for seeking assistance from the instructor in a timely manner.
5
Textbooks Textbook (available from Textbook Services)
Gelernter, Mark. A History of American Architecture: Buildings in their Cultural and Technological Context. Hanover, NH and London, England: University Press of New England, 2001.
Additional Reading (available from Southeast Bookstore) Required
Upton, Dell and Vlach, John Michael, eds. Common Places: Readings in Vernacular Architecture. Athens, GA: The University of Georgia Press, 1986.
Recommended
Blumenson, John J-G. Identifying American Architecture: A Pictorial Guide to Styles and Terms, 1600-1945. 2nd ed. New York: W.W. Norton & Company, Inc., 1981.
McAlester, Virginia and Lee. A Field Guide to American Houses. New York: Alfred A. Knopf, 1984.
Burden, Ernest. Illustrated Dictionary of Architecture. 2nd Edition. New York: McGraw Hill, 2002.
Course Calendar:
Aug. 23 (M) Course Introductions
Aug. 25
(W) Before the Europeans
Assignment: Gelernter, Forward, pp. xviii-xxii and Chapter 1, pp. 1-34.
Aug. 27 (F) English Colonial Architecture
First European Arrivals: English Colonial: New England I
Assignment: Gelernter, Chapter 2, pp. 35-42 and pp. 54-64.
6
Aug. 30 (M) English Colonial: New England II
Assignment: Norman Morrison Isham and Albert F. Brown, "Early Rhode Island Houses," and Robert Blair St. George, "'Set Thine House in Order": The Domestication of the Yeomanry in Seventeenth-Century New England," in Upton & Vlach, pp. 149-157 and 336-366.
Sept. 1 (W) English Colonial: The South
Assignment: Fraser D. Neiman, "Domestic Architecture at the Clifts Plantation: The Social Context of Early Virginia Building," in Upton & Vlach, pp. 292-314; and, Dell Upton, "Vernacular Domestic Architecture in Eighteenth-Century Virginia," in Upton & Vlach, pp. 315-335.
Sept. 3 (F) Readings in Vernacular Architecture I
Assignment: "Introduction," and Fred B. Kniffen, "Folk Housing: Key to Diffusion," in Upton & Vlach, pp. xiii-26.
Sept. 6 (M) Labor Day -- No Class
Sept. 8 (W) Readings in Vernacular Architecture II
Assignment: Henry Glassie, "Eighteenth-Century Cultural Process in Delaware Valley Folk Building," and Thomas Hubka, "Just Folks Designing: Vernacular Designers and the Generation of Form," in Upton & Vlach, pp. 394-425 and 426-432.
Sept. 10 (F) Georgian Architecture I
Assignment: Gelernter, Chapter 3, pp. 65-85.
Sept. 13 (M) Georgian Architecture II
Assignment: Gelernter, Chapter 3, pp. 85-96.
Sept. 15 (W) Readings in Vernacular Architecture III
Assignment: Edward A. Chappell, "Acculturation in the Shenandoah Valley: Rhenish Houses of the Massanutten Settlement," in Upton & Vlach, pp. 27-57; and, Alan Gowans, "The Mansions of Alloways Creek," in Upton & Vlach, pp. 367-393.
7
Sept. 17 (F) Searching for a National Style
Federal Architecture
Assignment: Gelernter, Chapter 4, pp. 97-115.
Sept. 20 (M) Neoclassical Architecture
Assignment: Gelernter, Chapter 4, pp. 115-128.
Sept. 22 (W) Greek Revival
Assignment: Gelernter, Chapter 5, pp. 130-139.
Sept. 24 (F) FIRST EXAM
Sept. 27 (M) Mid-century revivalism
Romantic Revivals I: Gothic Revival, Romanesque Revival, Italianate, Italian Villa, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Sept. 29 (W) Romantic Revivals II: Renaissance Revival, Egyptian, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Oct. 1 (F) Romantic Revivals III
Oct. 4 (M) Late-19th to early 20th century
Victorian America I: Ruskin, High Victorian Gothic, Stick Style, Queen Anne, Eastlake, Shingle, Colonial Revival, French Second Empire, Chateauesque, etc.
Assignment: Gelernter, Chapter 6, pp. 166-189.
Oct. 6 (W) Victorian America II
Assignment: Catherine W. Bishir, "Jacob W. Holt: An American Builder, " in Upton & Vlach, pp. 447-481.
Oct. 8 (F) Victorian America III
Assignment: TBA
8
Oct. 11 (M) Victorian America IV
Assignment: TBA
Oct. 13 (W) Regionalism and Ethnicity in Architecture Readings in Vernacular Architecture IV
Assignment: Fred B. Kniffen and Henry Glassie, "Building in Wood in the Eastern United States: A Time-Place Perspective," in Upton & Vlach, pp. 159-181; and, John Michael Vlach, "The Shotgun House: An African Architectural Legacy," in Upton & Vlach, pp. 58-78.
Oct. 15 (F) Fall Break -- No Class
Oct. 18 (M) Spanish Colonial
Assignment: Gelernter, Chapter 2, pp. 42-48.
Oct. 20 (W) French Colonial
Assignment: Gelernter, Chapter 2, pp. 48-50.
Oct. 22 (F) Women and architecture
Assignment: TBA
Oct. 25 (M) Preservation in Action—Internship Reports
Assignment: TBA
Oct. 27 (W) Dutch Colonial
Assignment: Gelernter, Chapter 2, pp. 50-54.
Oct. 29 (F) Missouri German Vernacular
Assignment: TBA
Nov. 1 (M) Preservation in Action—Internship Reports
Assignment: TBA
Nov. 3 (W) SECOND EXAM
9
Nov. 5 (F) H.H. Richardson
Nov. 8 (M) Moving toward Modernism, and beyond
Frank Lloyd Wright
Nov. 10 (W) Chicago School: First Skyscrapers
Assignment: Gelernter, Chapter 7, pp. 190-229.
Nov. 12 (F) American Renaissance
Nov. 15 (M) Toward the Modern: Art Deco & Streamline Moderne
Assignment: Gelernter, Chapter 8, pp. 230-259.
Nov. 17 (W) International Style and Modern I
Assignment: Gelernter, Chapter 9, pp. 260-292.
Nov. 19 (F) Modern II
Nov. 22 (M) Late Modern/Post-Modern
Assignment: Gelernter, Chapter 10, 293-318.
Nov. 24 (W) Thanksgiving Holiday -- No Class
Nov. 26 (F) Thanksgiving Holiday -- No Class
Nov. 29 (M) Post-Modern
Dec. 1 (W) Post World War II Housing Styles
Assignment: TBA
Dec. 3 (F) Post World War II Housing Styles
Assignment: TBA
DUE: Research paper due in class
Dec. 6 (M) Commercial Architecture on Main Street
10
Dec. 8 (W) Group Project Presentations
Dec. 10 (F) Third Exam
Dec. 15 (W) FINAL EXAM (Comprehensive Style Exam)
Note: Exam Time is 8 am
1
Dr. Steven J. Hoffman Office Hours: MW 11:00-12:00, M 3-4 Department of History and by appointment 311T Social Science Building email: [email protected] Office Telephone: 651-2808 web: cstl-cla.semo.edu/hoffman
Home Telephone: 335-2820 : www.facebook.com/hoffman.steven
course webpage: cstl-cla.semo.edu/hoffman/hp585
HP585-01 History of American Architecture
Fall 2010
MWF 9:00-9:50 SS201
Course Description
This course is a study of American architectural history as material evidence of the country's social, cultural, economic and technological development. (3 credit hours) Purposes and Objectives of the Course
A. To introduce students to the history of various architectural styles and to be able to identify the significant characteristics of each style.
B. To create awareness of the relationship between architectural development and the social, cultural, economic and technological forces of American life.
C. To enable students to relate the history of architecture and architectural styles to the broad patterns of national, regional and local growth.
Expectations of Students
Students are expected to read all assignments, regularly attend class, participate in class discussions and/or activities, complete a written research paper, make two oral presentations and successfully complete all exams. Class participation and discussion of the readings form an important part of the course. Students are expected to participate actively in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor.
Basis for Student Evaluation
Students will be evaluated on class participation, a group project, three semester examinations, a cumulative final examination, a research paper, and two oral presentations.
Group Project
Students will divide into teams and conduct an architectural photo reconnaissance. Each team will present a poster panel of four or five architectural
2
styles highlighting at least ten architectural features found in Cape Girardeau. Styles and features should be arranged (at least roughly) in some kind of chronological or developmental order, and should be organized to communicate a specific theme or idea about the historical patterns of development in Cape and/or environs. Presentations will take the form of a "poster session" which will be held during the last week of classes on Wednesday, December 8, 2010.
Research Paper
Each student will complete an 8-10 page research paper dealing with one or more of the styles or architects discussed in this course. Your paper MUST be on a recognized "high style" or prominent architect, and must include references from the appropriate secondary literature. Topics must be approved in advance. Papers are due Friday, December 3, 2010.
Note: Encyclopedias, online and otherwise, are not strong sources for college papers. Likewise, you may use online architectural sources, such as greatbuildingsonline, for some of your information, but these types of sites are also considered fairly weak sources—so be sure you don’t rely on them too much for your paper. The text of your paper is to be 8-10 pages. If you illustrate your paper—which is encouraged—it will of course make the paper longer. A page of illustration is not equal to a page of text (just in case you were wondering) and will not count toward achieving the required page length.
Oral Presentations
Each student will complete two brief oral presentations over the course of the semester, one on a specific building from the canon of “great buildings” and one on a specific architect. Students will choose from lists provided by the instructor. Presentations must use PowerPoint to present visual material pertaining to the subject, and should be 2 to 5 minutes in length. Dates of presentations will be determined by the instructor.
Note on Plagiarism: Not surprisingly, your paper (and all written assignments) must be your own work. This does not mean that you may not study together, share ideas and learn from one another. It simply means that you can not pass off the work of others as your own. Plagiarism and cheating are serious offenses and are discussed more fully in the University Bulletin. If you have any questions about what constitutes plagiarism or need clarification about any of the issues involved, please make an appointment to see me. This course abides by the university's policies regarding academic honesty. Penalties for academic dishonesty range from failing the assignment and/or failing the course to expulsion from the University.
3
The components of your grade will be weighted as follows:
Undergraduates:
Class Participation: 10% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 20% Oral Presentations: 10%
Graduate Students:
Class Participation: 15% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 15% Oral Presentations: 10%
Note: Assignments turned in late will be penalized 10%. In addition to participating in class discussion, students must complete all assignments to receive a grade for participation. Course Policies and Procedures This course abides by the university's policies regarding attendance, academic honesty, civility and harassment, and support for students with disabilities, and has additional requirements regarding the use of technology: Attendance
• It is essential that you be in class. Class participation and discussion of the readings form an important part of the course. Students are expected to actively participate in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor. If you are not in class, you can’t participate. In addition, we will have several guest speakers; experiences that cannot be duplicated if missed. The official statement about attendance, derived from the Undergraduate Bulletin, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
Academic Honesty • The Undergraduate Bulletin defines academic dishonesty as “…those acts which
would deceive, cheat, or defraud so as to promote one’s scholastic record…”, and states that “[v]iolations of academic honesty represent a serious breech of discipline and may be considered grounds for disciplinary action, including dismissal from the university”. Students are expected to understand and abide by the rules governing academic honesty.
• The official statement about academic honesty, including plagiarism, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
• Additional information may be accessed at: http://www6.semo.edu/judaffairs/. • Penalties for academic dishonesty range from failing the assignment and/or failing
the course to expulsion from the University.
4
Civility and Harassment • A major determinant of a successful educational experience is a shared sense of
respect among and between the students and their instructor. We all share responsibility for creating and maintaining a climate of mutual respect and an environment free from harassment.
• Adhering to generally accepted standards of behavior will help facilitate a positive experience for all.
o Please turn off all electronic devices during class. When your cell phone rings, for example, it distracts others and may throw a great discussion off course.
o If you need to leave the room, try to wait for a moment that is least distracting.
o When we have class discussions, don’t attack people but, instead, constructively and reflectively respond to the ideas being expressed. One of the important reasons for engaging in discussion is that by advancing our ideas in a public forum, our ideas get better. Through dialogue we have the opportunity to learn new things and, potentially, change old beliefs. In order to accomplish this, we need to work together to maintain a climate of mutual respect.
• More specific information about the Student Code of Conduct which governs student behavior can be found by clicking on the “Statement of Student Rights and Code of Student Conduct” link found at http://www6.semo.edu/judaffairs/.
• Judicial Affairs is responsible for addressing disciplinary matters related to breaches of accepted civility and harassment standards. Information about this process is available at: http://www6.semo.edu/judaffairs/.
Disabilities • Southeast Missouri State University is committed to making every possible
educational accommodation for students with disabilities. Many services and accommodations which aid a student’s educational experience are available for students with various types of disabilities. Students may obtain official information about disabilities from Learning Assistance and Disability Support Services, located at: http://www.semo.edu/cs/services/lec.htm.
Technology • Students are required to utilize PowerPoint or some other equivalent computer
program capable of displaying images electronically for use in their two class presentations. In addition, supplementary course study aids are available online at the course web site. Students will have the opportunity, but will not be required, to submit their papers electronically in the class DropBox. Students who anticipate difficulty in mastering the technological components of the course are responsible for seeking assistance from the instructor in a timely manner.
5
Textbooks Textbook (available from Textbook Services)
Gelernter, Mark. A History of American Architecture: Buildings in their Cultural and Technological Context. Hanover, NH and London, England: University Press of New England, 2001.
Additional Reading (available from Southeast Bookstore) Required
Upton, Dell and Vlach, John Michael, eds. Common Places: Readings in Vernacular Architecture. Athens, GA: The University of Georgia Press, 1986.
Recommended
Blumenson, John J-G. Identifying American Architecture: A Pictorial Guide to Styles and Terms, 1600-1945. 2nd ed. New York: W.W. Norton & Company, Inc., 1981.
McAlester, Virginia and Lee. A Field Guide to American Houses. New York: Alfred A. Knopf, 1984.
Burden, Ernest. Illustrated Dictionary of Architecture. 2nd Edition. New York: McGraw Hill, 2002.
Course Calendar:
Aug. 23 (M) Course Introductions
Aug. 25
(W) Before the Europeans
Assignment: Gelernter, Forward, pp. xviii-xxii and Chapter 1, pp. 1-34.
Aug. 27 (F) English Colonial Architecture
First European Arrivals: English Colonial: New England I
Assignment: Gelernter, Chapter 2, pp. 35-42 and pp. 54-64.
6
Aug. 30 (M) English Colonial: New England II
Assignment: Norman Morrison Isham and Albert F. Brown, "Early Rhode Island Houses," and Robert Blair St. George, "'Set Thine House in Order": The Domestication of the Yeomanry in Seventeenth-Century New England," in Upton & Vlach, pp. 149-157 and 336-366.
Sept. 1 (W) English Colonial: The South
Assignment: Fraser D. Neiman, "Domestic Architecture at the Clifts Plantation: The Social Context of Early Virginia Building," in Upton & Vlach, pp. 292-314; and, Dell Upton, "Vernacular Domestic Architecture in Eighteenth-Century Virginia," in Upton & Vlach, pp. 315-335.
Sept. 3 (F) Readings in Vernacular Architecture I
Assignment: "Introduction," and Fred B. Kniffen, "Folk Housing: Key to Diffusion," in Upton & Vlach, pp. xiii-26.
Sept. 6 (M) Labor Day -- No Class
Sept. 8 (W) Readings in Vernacular Architecture II
Assignment: Henry Glassie, "Eighteenth-Century Cultural Process in Delaware Valley Folk Building," and Thomas Hubka, "Just Folks Designing: Vernacular Designers and the Generation of Form," in Upton & Vlach, pp. 394-425 and 426-432.
Sept. 10 (F) Georgian Architecture I
Assignment: Gelernter, Chapter 3, pp. 65-85.
Sept. 13 (M) Georgian Architecture II
Assignment: Gelernter, Chapter 3, pp. 85-96.
Sept. 15 (W) Readings in Vernacular Architecture III
Assignment: Edward A. Chappell, "Acculturation in the Shenandoah Valley: Rhenish Houses of the Massanutten Settlement," in Upton & Vlach, pp. 27-57; and, Alan Gowans, "The Mansions of Alloways Creek," in Upton & Vlach, pp. 367-393.
7
Sept. 17 (F) Searching for a National Style
Federal Architecture
Assignment: Gelernter, Chapter 4, pp. 97-115.
Sept. 20 (M) Neoclassical Architecture
Assignment: Gelernter, Chapter 4, pp. 115-128.
Sept. 22 (W) Greek Revival
Assignment: Gelernter, Chapter 5, pp. 130-139.
Sept. 24 (F) FIRST EXAM
Sept. 27 (M) Mid-century revivalism
Romantic Revivals I: Gothic Revival, Romanesque Revival, Italianate, Italian Villa, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Sept. 29 (W) Romantic Revivals II: Renaissance Revival, Egyptian, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Oct. 1 (F) Romantic Revivals III
Oct. 4 (M) Late-19th to early 20th century
Victorian America I: Ruskin, High Victorian Gothic, Stick Style, Queen Anne, Eastlake, Shingle, Colonial Revival, French Second Empire, Chateauesque, etc.
Assignment: Gelernter, Chapter 6, pp. 166-189.
Oct. 6 (W) Victorian America II
Assignment: Catherine W. Bishir, "Jacob W. Holt: An American Builder, " in Upton & Vlach, pp. 447-481.
Oct. 8 (F) Victorian America III
Assignment: TBA
8
Oct. 11 (M) Victorian America IV
Assignment: TBA
Oct. 13 (W) Regionalism and Ethnicity in Architecture Readings in Vernacular Architecture IV
Assignment: Fred B. Kniffen and Henry Glassie, "Building in Wood in the Eastern United States: A Time-Place Perspective," in Upton & Vlach, pp. 159-181; and, John Michael Vlach, "The Shotgun House: An African Architectural Legacy," in Upton & Vlach, pp. 58-78.
Oct. 15 (F) Fall Break -- No Class
Oct. 18 (M) Spanish Colonial
Assignment: Gelernter, Chapter 2, pp. 42-48.
Oct. 20 (W) French Colonial
Assignment: Gelernter, Chapter 2, pp. 48-50.
Oct. 22 (F) Women and architecture
Assignment: TBA
Oct. 25 (M) Preservation in Action—Internship Reports
Assignment: TBA
Oct. 27 (W) Dutch Colonial
Assignment: Gelernter, Chapter 2, pp. 50-54.
Oct. 29 (F) Missouri German Vernacular
Assignment: TBA
Nov. 1 (M) Preservation in Action—Internship Reports
Assignment: TBA
Nov. 3 (W) SECOND EXAM
9
Nov. 5 (F) H.H. Richardson
Nov. 8 (M) Moving toward Modernism, and beyond
Frank Lloyd Wright
Nov. 10 (W) Chicago School: First Skyscrapers
Assignment: Gelernter, Chapter 7, pp. 190-229.
Nov. 12 (F) American Renaissance
Nov. 15 (M) Toward the Modern: Art Deco & Streamline Moderne
Assignment: Gelernter, Chapter 8, pp. 230-259.
Nov. 17 (W) International Style and Modern I
Assignment: Gelernter, Chapter 9, pp. 260-292.
Nov. 19 (F) Modern II
Nov. 22 (M) Late Modern/Post-Modern
Assignment: Gelernter, Chapter 10, 293-318.
Nov. 24 (W) Thanksgiving Holiday -- No Class
Nov. 26 (F) Thanksgiving Holiday -- No Class
Nov. 29 (M) Post-Modern
Dec. 1 (W) Post World War II Housing Styles
Assignment: TBA
Dec. 3 (F) Post World War II Housing Styles
Assignment: TBA
DUE: Research paper due in class
Dec. 6 (M) Commercial Architecture on Main Street
10
Dec. 8 (W) Group Project Presentations
Dec. 10 (F) Third Exam
Dec. 15 (W) FINAL EXAM (Comprehensive Style Exam)
Note: Exam Time is 8 am
1
Dr. Steven J. Hoffman Office Hours: MW 11:00-12:00, M 3-4 Department of History and by appointment 311T Social Science Building email: [email protected] Office Telephone: 651-2808 web: cstl-cla.semo.edu/hoffman
Home Telephone: 335-2820 : www.facebook.com/hoffman.steven
course webpage: cstl-cla.semo.edu/hoffman/hp585
HP585-01 History of American Architecture
Fall 2010
MWF 9:00-9:50 SS201
Course Description
This course is a study of American architectural history as material evidence of the country's social, cultural, economic and technological development. (3 credit hours) Purposes and Objectives of the Course
A. To introduce students to the history of various architectural styles and to be able to identify the significant characteristics of each style.
B. To create awareness of the relationship between architectural development and the social, cultural, economic and technological forces of American life.
C. To enable students to relate the history of architecture and architectural styles to the broad patterns of national, regional and local growth.
Expectations of Students
Students are expected to read all assignments, regularly attend class, participate in class discussions and/or activities, complete a written research paper, make two oral presentations and successfully complete all exams. Class participation and discussion of the readings form an important part of the course. Students are expected to participate actively in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor.
Basis for Student Evaluation
Students will be evaluated on class participation, a group project, three semester examinations, a cumulative final examination, a research paper, and two oral presentations.
Group Project
Students will divide into teams and conduct an architectural photo reconnaissance. Each team will present a poster panel of four or five architectural
2
styles highlighting at least ten architectural features found in Cape Girardeau. Styles and features should be arranged (at least roughly) in some kind of chronological or developmental order, and should be organized to communicate a specific theme or idea about the historical patterns of development in Cape and/or environs. Presentations will take the form of a "poster session" which will be held during the last week of classes on Wednesday, December 8, 2010.
Research Paper
Each student will complete an 8-10 page research paper dealing with one or more of the styles or architects discussed in this course. Your paper MUST be on a recognized "high style" or prominent architect, and must include references from the appropriate secondary literature. Topics must be approved in advance. Papers are due Friday, December 3, 2010.
Note: Encyclopedias, online and otherwise, are not strong sources for college papers. Likewise, you may use online architectural sources, such as greatbuildingsonline, for some of your information, but these types of sites are also considered fairly weak sources—so be sure you don’t rely on them too much for your paper. The text of your paper is to be 8-10 pages. If you illustrate your paper—which is encouraged—it will of course make the paper longer. A page of illustration is not equal to a page of text (just in case you were wondering) and will not count toward achieving the required page length.
Oral Presentations
Each student will complete two brief oral presentations over the course of the semester, one on a specific building from the canon of “great buildings” and one on a specific architect. Students will choose from lists provided by the instructor. Presentations must use PowerPoint to present visual material pertaining to the subject, and should be 2 to 5 minutes in length. Dates of presentations will be determined by the instructor.
Note on Plagiarism: Not surprisingly, your paper (and all written assignments) must be your own work. This does not mean that you may not study together, share ideas and learn from one another. It simply means that you can not pass off the work of others as your own. Plagiarism and cheating are serious offenses and are discussed more fully in the University Bulletin. If you have any questions about what constitutes plagiarism or need clarification about any of the issues involved, please make an appointment to see me. This course abides by the university's policies regarding academic honesty. Penalties for academic dishonesty range from failing the assignment and/or failing the course to expulsion from the University.
3
The components of your grade will be weighted as follows:
Undergraduates:
Class Participation: 10% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 20% Oral Presentations: 10%
Graduate Students:
Class Participation: 15% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 15% Oral Presentations: 10%
Note: Assignments turned in late will be penalized 10%. In addition to participating in class discussion, students must complete all assignments to receive a grade for participation. Course Policies and Procedures This course abides by the university's policies regarding attendance, academic honesty, civility and harassment, and support for students with disabilities, and has additional requirements regarding the use of technology: Attendance
• It is essential that you be in class. Class participation and discussion of the readings form an important part of the course. Students are expected to actively participate in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor. If you are not in class, you can’t participate. In addition, we will have several guest speakers; experiences that cannot be duplicated if missed. The official statement about attendance, derived from the Undergraduate Bulletin, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
Academic Honesty • The Undergraduate Bulletin defines academic dishonesty as “…those acts which
would deceive, cheat, or defraud so as to promote one’s scholastic record…”, and states that “[v]iolations of academic honesty represent a serious breech of discipline and may be considered grounds for disciplinary action, including dismissal from the university”. Students are expected to understand and abide by the rules governing academic honesty.
• The official statement about academic honesty, including plagiarism, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
• Additional information may be accessed at: http://www6.semo.edu/judaffairs/. • Penalties for academic dishonesty range from failing the assignment and/or failing
the course to expulsion from the University.
4
Civility and Harassment • A major determinant of a successful educational experience is a shared sense of
respect among and between the students and their instructor. We all share responsibility for creating and maintaining a climate of mutual respect and an environment free from harassment.
• Adhering to generally accepted standards of behavior will help facilitate a positive experience for all.
o Please turn off all electronic devices during class. When your cell phone rings, for example, it distracts others and may throw a great discussion off course.
o If you need to leave the room, try to wait for a moment that is least distracting.
o When we have class discussions, don’t attack people but, instead, constructively and reflectively respond to the ideas being expressed. One of the important reasons for engaging in discussion is that by advancing our ideas in a public forum, our ideas get better. Through dialogue we have the opportunity to learn new things and, potentially, change old beliefs. In order to accomplish this, we need to work together to maintain a climate of mutual respect.
• More specific information about the Student Code of Conduct which governs student behavior can be found by clicking on the “Statement of Student Rights and Code of Student Conduct” link found at http://www6.semo.edu/judaffairs/.
• Judicial Affairs is responsible for addressing disciplinary matters related to breaches of accepted civility and harassment standards. Information about this process is available at: http://www6.semo.edu/judaffairs/.
Disabilities • Southeast Missouri State University is committed to making every possible
educational accommodation for students with disabilities. Many services and accommodations which aid a student’s educational experience are available for students with various types of disabilities. Students may obtain official information about disabilities from Learning Assistance and Disability Support Services, located at: http://www.semo.edu/cs/services/lec.htm.
Technology • Students are required to utilize PowerPoint or some other equivalent computer
program capable of displaying images electronically for use in their two class presentations. In addition, supplementary course study aids are available online at the course web site. Students will have the opportunity, but will not be required, to submit their papers electronically in the class DropBox. Students who anticipate difficulty in mastering the technological components of the course are responsible for seeking assistance from the instructor in a timely manner.
5
Textbooks Textbook (available from Textbook Services)
Gelernter, Mark. A History of American Architecture: Buildings in their Cultural and Technological Context. Hanover, NH and London, England: University Press of New England, 2001.
Additional Reading (available from Southeast Bookstore) Required
Upton, Dell and Vlach, John Michael, eds. Common Places: Readings in Vernacular Architecture. Athens, GA: The University of Georgia Press, 1986.
Recommended
Blumenson, John J-G. Identifying American Architecture: A Pictorial Guide to Styles and Terms, 1600-1945. 2nd ed. New York: W.W. Norton & Company, Inc., 1981.
McAlester, Virginia and Lee. A Field Guide to American Houses. New York: Alfred A. Knopf, 1984.
Burden, Ernest. Illustrated Dictionary of Architecture. 2nd Edition. New York: McGraw Hill, 2002.
Course Calendar:
Aug. 23 (M) Course Introductions
Aug. 25
(W) Before the Europeans
Assignment: Gelernter, Forward, pp. xviii-xxii and Chapter 1, pp. 1-34.
Aug. 27 (F) English Colonial Architecture
First European Arrivals: English Colonial: New England I
Assignment: Gelernter, Chapter 2, pp. 35-42 and pp. 54-64.
6
Aug. 30 (M) English Colonial: New England II
Assignment: Norman Morrison Isham and Albert F. Brown, "Early Rhode Island Houses," and Robert Blair St. George, "'Set Thine House in Order": The Domestication of the Yeomanry in Seventeenth-Century New England," in Upton & Vlach, pp. 149-157 and 336-366.
Sept. 1 (W) English Colonial: The South
Assignment: Fraser D. Neiman, "Domestic Architecture at the Clifts Plantation: The Social Context of Early Virginia Building," in Upton & Vlach, pp. 292-314; and, Dell Upton, "Vernacular Domestic Architecture in Eighteenth-Century Virginia," in Upton & Vlach, pp. 315-335.
Sept. 3 (F) Readings in Vernacular Architecture I
Assignment: "Introduction," and Fred B. Kniffen, "Folk Housing: Key to Diffusion," in Upton & Vlach, pp. xiii-26.
Sept. 6 (M) Labor Day -- No Class
Sept. 8 (W) Readings in Vernacular Architecture II
Assignment: Henry Glassie, "Eighteenth-Century Cultural Process in Delaware Valley Folk Building," and Thomas Hubka, "Just Folks Designing: Vernacular Designers and the Generation of Form," in Upton & Vlach, pp. 394-425 and 426-432.
Sept. 10 (F) Georgian Architecture I
Assignment: Gelernter, Chapter 3, pp. 65-85.
Sept. 13 (M) Georgian Architecture II
Assignment: Gelernter, Chapter 3, pp. 85-96.
Sept. 15 (W) Readings in Vernacular Architecture III
Assignment: Edward A. Chappell, "Acculturation in the Shenandoah Valley: Rhenish Houses of the Massanutten Settlement," in Upton & Vlach, pp. 27-57; and, Alan Gowans, "The Mansions of Alloways Creek," in Upton & Vlach, pp. 367-393.
7
Sept. 17 (F) Searching for a National Style
Federal Architecture
Assignment: Gelernter, Chapter 4, pp. 97-115.
Sept. 20 (M) Neoclassical Architecture
Assignment: Gelernter, Chapter 4, pp. 115-128.
Sept. 22 (W) Greek Revival
Assignment: Gelernter, Chapter 5, pp. 130-139.
Sept. 24 (F) FIRST EXAM
Sept. 27 (M) Mid-century revivalism
Romantic Revivals I: Gothic Revival, Romanesque Revival, Italianate, Italian Villa, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Sept. 29 (W) Romantic Revivals II: Renaissance Revival, Egyptian, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Oct. 1 (F) Romantic Revivals III
Oct. 4 (M) Late-19th to early 20th century
Victorian America I: Ruskin, High Victorian Gothic, Stick Style, Queen Anne, Eastlake, Shingle, Colonial Revival, French Second Empire, Chateauesque, etc.
Assignment: Gelernter, Chapter 6, pp. 166-189.
Oct. 6 (W) Victorian America II
Assignment: Catherine W. Bishir, "Jacob W. Holt: An American Builder, " in Upton & Vlach, pp. 447-481.
Oct. 8 (F) Victorian America III
Assignment: TBA
8
Oct. 11 (M) Victorian America IV
Assignment: TBA
Oct. 13 (W) Regionalism and Ethnicity in Architecture Readings in Vernacular Architecture IV
Assignment: Fred B. Kniffen and Henry Glassie, "Building in Wood in the Eastern United States: A Time-Place Perspective," in Upton & Vlach, pp. 159-181; and, John Michael Vlach, "The Shotgun House: An African Architectural Legacy," in Upton & Vlach, pp. 58-78.
Oct. 15 (F) Fall Break -- No Class
Oct. 18 (M) Spanish Colonial
Assignment: Gelernter, Chapter 2, pp. 42-48.
Oct. 20 (W) French Colonial
Assignment: Gelernter, Chapter 2, pp. 48-50.
Oct. 22 (F) Women and architecture
Assignment: TBA
Oct. 25 (M) Preservation in Action—Internship Reports
Assignment: TBA
Oct. 27 (W) Dutch Colonial
Assignment: Gelernter, Chapter 2, pp. 50-54.
Oct. 29 (F) Missouri German Vernacular
Assignment: TBA
Nov. 1 (M) Preservation in Action—Internship Reports
Assignment: TBA
Nov. 3 (W) SECOND EXAM
9
Nov. 5 (F) H.H. Richardson
Nov. 8 (M) Moving toward Modernism, and beyond
Frank Lloyd Wright
Nov. 10 (W) Chicago School: First Skyscrapers
Assignment: Gelernter, Chapter 7, pp. 190-229.
Nov. 12 (F) American Renaissance
Nov. 15 (M) Toward the Modern: Art Deco & Streamline Moderne
Assignment: Gelernter, Chapter 8, pp. 230-259.
Nov. 17 (W) International Style and Modern I
Assignment: Gelernter, Chapter 9, pp. 260-292.
Nov. 19 (F) Modern II
Nov. 22 (M) Late Modern/Post-Modern
Assignment: Gelernter, Chapter 10, 293-318.
Nov. 24 (W) Thanksgiving Holiday -- No Class
Nov. 26 (F) Thanksgiving Holiday -- No Class
Nov. 29 (M) Post-Modern
Dec. 1 (W) Post World War II Housing Styles
Assignment: TBA
Dec. 3 (F) Post World War II Housing Styles
Assignment: TBA
DUE: Research paper due in class
Dec. 6 (M) Commercial Architecture on Main Street
10
Dec. 8 (W) Group Project Presentations
Dec. 10 (F) Third Exam
Dec. 15 (W) FINAL EXAM (Comprehensive Style Exam)
Note: Exam Time is 8 am
1
Dr. Steven J. Hoffman Office Hours: MW 11:00-12:00, M 3-4 Department of History and by appointment 311T Social Science Building email: [email protected] Office Telephone: 651-2808 web: cstl-cla.semo.edu/hoffman
Home Telephone: 335-2820 : www.facebook.com/hoffman.steven
course webpage: cstl-cla.semo.edu/hoffman/hp585
HP585-01 History of American Architecture
Fall 2010
MWF 9:00-9:50 SS201
Course Description
This course is a study of American architectural history as material evidence of the country's social, cultural, economic and technological development. (3 credit hours) Purposes and Objectives of the Course
A. To introduce students to the history of various architectural styles and to be able to identify the significant characteristics of each style.
B. To create awareness of the relationship between architectural development and the social, cultural, economic and technological forces of American life.
C. To enable students to relate the history of architecture and architectural styles to the broad patterns of national, regional and local growth.
Expectations of Students
Students are expected to read all assignments, regularly attend class, participate in class discussions and/or activities, complete a written research paper, make two oral presentations and successfully complete all exams. Class participation and discussion of the readings form an important part of the course. Students are expected to participate actively in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor.
Basis for Student Evaluation
Students will be evaluated on class participation, a group project, three semester examinations, a cumulative final examination, a research paper, and two oral presentations.
Group Project
Students will divide into teams and conduct an architectural photo reconnaissance. Each team will present a poster panel of four or five architectural
2
styles highlighting at least ten architectural features found in Cape Girardeau. Styles and features should be arranged (at least roughly) in some kind of chronological or developmental order, and should be organized to communicate a specific theme or idea about the historical patterns of development in Cape and/or environs. Presentations will take the form of a "poster session" which will be held during the last week of classes on Wednesday, December 8, 2010.
Research Paper
Each student will complete an 8-10 page research paper dealing with one or more of the styles or architects discussed in this course. Your paper MUST be on a recognized "high style" or prominent architect, and must include references from the appropriate secondary literature. Topics must be approved in advance. Papers are due Friday, December 3, 2010.
Note: Encyclopedias, online and otherwise, are not strong sources for college papers. Likewise, you may use online architectural sources, such as greatbuildingsonline, for some of your information, but these types of sites are also considered fairly weak sources—so be sure you don’t rely on them too much for your paper. The text of your paper is to be 8-10 pages. If you illustrate your paper—which is encouraged—it will of course make the paper longer. A page of illustration is not equal to a page of text (just in case you were wondering) and will not count toward achieving the required page length.
Oral Presentations
Each student will complete two brief oral presentations over the course of the semester, one on a specific building from the canon of “great buildings” and one on a specific architect. Students will choose from lists provided by the instructor. Presentations must use PowerPoint to present visual material pertaining to the subject, and should be 2 to 5 minutes in length. Dates of presentations will be determined by the instructor.
Note on Plagiarism: Not surprisingly, your paper (and all written assignments) must be your own work. This does not mean that you may not study together, share ideas and learn from one another. It simply means that you can not pass off the work of others as your own. Plagiarism and cheating are serious offenses and are discussed more fully in the University Bulletin. If you have any questions about what constitutes plagiarism or need clarification about any of the issues involved, please make an appointment to see me. This course abides by the university's policies regarding academic honesty. Penalties for academic dishonesty range from failing the assignment and/or failing the course to expulsion from the University.
3
The components of your grade will be weighted as follows:
Undergraduates:
Class Participation: 10% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 20% Oral Presentations: 10%
Graduate Students:
Class Participation: 15% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 15% Oral Presentations: 10%
Note: Assignments turned in late will be penalized 10%. In addition to participating in class discussion, students must complete all assignments to receive a grade for participation. Course Policies and Procedures This course abides by the university's policies regarding attendance, academic honesty, civility and harassment, and support for students with disabilities, and has additional requirements regarding the use of technology: Attendance
• It is essential that you be in class. Class participation and discussion of the readings form an important part of the course. Students are expected to actively participate in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor. If you are not in class, you can’t participate. In addition, we will have several guest speakers; experiences that cannot be duplicated if missed. The official statement about attendance, derived from the Undergraduate Bulletin, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
Academic Honesty • The Undergraduate Bulletin defines academic dishonesty as “…those acts which
would deceive, cheat, or defraud so as to promote one’s scholastic record…”, and states that “[v]iolations of academic honesty represent a serious breech of discipline and may be considered grounds for disciplinary action, including dismissal from the university”. Students are expected to understand and abide by the rules governing academic honesty.
• The official statement about academic honesty, including plagiarism, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
• Additional information may be accessed at: http://www6.semo.edu/judaffairs/. • Penalties for academic dishonesty range from failing the assignment and/or failing
the course to expulsion from the University.
4
Civility and Harassment • A major determinant of a successful educational experience is a shared sense of
respect among and between the students and their instructor. We all share responsibility for creating and maintaining a climate of mutual respect and an environment free from harassment.
• Adhering to generally accepted standards of behavior will help facilitate a positive experience for all.
o Please turn off all electronic devices during class. When your cell phone rings, for example, it distracts others and may throw a great discussion off course.
o If you need to leave the room, try to wait for a moment that is least distracting.
o When we have class discussions, don’t attack people but, instead, constructively and reflectively respond to the ideas being expressed. One of the important reasons for engaging in discussion is that by advancing our ideas in a public forum, our ideas get better. Through dialogue we have the opportunity to learn new things and, potentially, change old beliefs. In order to accomplish this, we need to work together to maintain a climate of mutual respect.
• More specific information about the Student Code of Conduct which governs student behavior can be found by clicking on the “Statement of Student Rights and Code of Student Conduct” link found at http://www6.semo.edu/judaffairs/.
• Judicial Affairs is responsible for addressing disciplinary matters related to breaches of accepted civility and harassment standards. Information about this process is available at: http://www6.semo.edu/judaffairs/.
Disabilities • Southeast Missouri State University is committed to making every possible
educational accommodation for students with disabilities. Many services and accommodations which aid a student’s educational experience are available for students with various types of disabilities. Students may obtain official information about disabilities from Learning Assistance and Disability Support Services, located at: http://www.semo.edu/cs/services/lec.htm.
Technology • Students are required to utilize PowerPoint or some other equivalent computer
program capable of displaying images electronically for use in their two class presentations. In addition, supplementary course study aids are available online at the course web site. Students will have the opportunity, but will not be required, to submit their papers electronically in the class DropBox. Students who anticipate difficulty in mastering the technological components of the course are responsible for seeking assistance from the instructor in a timely manner.
5
Textbooks Textbook (available from Textbook Services)
Gelernter, Mark. A History of American Architecture: Buildings in their Cultural and Technological Context. Hanover, NH and London, England: University Press of New England, 2001.
Additional Reading (available from Southeast Bookstore) Required
Upton, Dell and Vlach, John Michael, eds. Common Places: Readings in Vernacular Architecture. Athens, GA: The University of Georgia Press, 1986.
Recommended
Blumenson, John J-G. Identifying American Architecture: A Pictorial Guide to Styles and Terms, 1600-1945. 2nd ed. New York: W.W. Norton & Company, Inc., 1981.
McAlester, Virginia and Lee. A Field Guide to American Houses. New York: Alfred A. Knopf, 1984.
Burden, Ernest. Illustrated Dictionary of Architecture. 2nd Edition. New York: McGraw Hill, 2002.
Course Calendar:
Aug. 23 (M) Course Introductions
Aug. 25
(W) Before the Europeans
Assignment: Gelernter, Forward, pp. xviii-xxii and Chapter 1, pp. 1-34.
Aug. 27 (F) English Colonial Architecture
First European Arrivals: English Colonial: New England I
Assignment: Gelernter, Chapter 2, pp. 35-42 and pp. 54-64.
6
Aug. 30 (M) English Colonial: New England II
Assignment: Norman Morrison Isham and Albert F. Brown, "Early Rhode Island Houses," and Robert Blair St. George, "'Set Thine House in Order": The Domestication of the Yeomanry in Seventeenth-Century New England," in Upton & Vlach, pp. 149-157 and 336-366.
Sept. 1 (W) English Colonial: The South
Assignment: Fraser D. Neiman, "Domestic Architecture at the Clifts Plantation: The Social Context of Early Virginia Building," in Upton & Vlach, pp. 292-314; and, Dell Upton, "Vernacular Domestic Architecture in Eighteenth-Century Virginia," in Upton & Vlach, pp. 315-335.
Sept. 3 (F) Readings in Vernacular Architecture I
Assignment: "Introduction," and Fred B. Kniffen, "Folk Housing: Key to Diffusion," in Upton & Vlach, pp. xiii-26.
Sept. 6 (M) Labor Day -- No Class
Sept. 8 (W) Readings in Vernacular Architecture II
Assignment: Henry Glassie, "Eighteenth-Century Cultural Process in Delaware Valley Folk Building," and Thomas Hubka, "Just Folks Designing: Vernacular Designers and the Generation of Form," in Upton & Vlach, pp. 394-425 and 426-432.
Sept. 10 (F) Georgian Architecture I
Assignment: Gelernter, Chapter 3, pp. 65-85.
Sept. 13 (M) Georgian Architecture II
Assignment: Gelernter, Chapter 3, pp. 85-96.
Sept. 15 (W) Readings in Vernacular Architecture III
Assignment: Edward A. Chappell, "Acculturation in the Shenandoah Valley: Rhenish Houses of the Massanutten Settlement," in Upton & Vlach, pp. 27-57; and, Alan Gowans, "The Mansions of Alloways Creek," in Upton & Vlach, pp. 367-393.
7
Sept. 17 (F) Searching for a National Style
Federal Architecture
Assignment: Gelernter, Chapter 4, pp. 97-115.
Sept. 20 (M) Neoclassical Architecture
Assignment: Gelernter, Chapter 4, pp. 115-128.
Sept. 22 (W) Greek Revival
Assignment: Gelernter, Chapter 5, pp. 130-139.
Sept. 24 (F) FIRST EXAM
Sept. 27 (M) Mid-century revivalism
Romantic Revivals I: Gothic Revival, Romanesque Revival, Italianate, Italian Villa, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Sept. 29 (W) Romantic Revivals II: Renaissance Revival, Egyptian, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Oct. 1 (F) Romantic Revivals III
Oct. 4 (M) Late-19th to early 20th century
Victorian America I: Ruskin, High Victorian Gothic, Stick Style, Queen Anne, Eastlake, Shingle, Colonial Revival, French Second Empire, Chateauesque, etc.
Assignment: Gelernter, Chapter 6, pp. 166-189.
Oct. 6 (W) Victorian America II
Assignment: Catherine W. Bishir, "Jacob W. Holt: An American Builder, " in Upton & Vlach, pp. 447-481.
Oct. 8 (F) Victorian America III
Assignment: TBA
8
Oct. 11 (M) Victorian America IV
Assignment: TBA
Oct. 13 (W) Regionalism and Ethnicity in Architecture Readings in Vernacular Architecture IV
Assignment: Fred B. Kniffen and Henry Glassie, "Building in Wood in the Eastern United States: A Time-Place Perspective," in Upton & Vlach, pp. 159-181; and, John Michael Vlach, "The Shotgun House: An African Architectural Legacy," in Upton & Vlach, pp. 58-78.
Oct. 15 (F) Fall Break -- No Class
Oct. 18 (M) Spanish Colonial
Assignment: Gelernter, Chapter 2, pp. 42-48.
Oct. 20 (W) French Colonial
Assignment: Gelernter, Chapter 2, pp. 48-50.
Oct. 22 (F) Women and architecture
Assignment: TBA
Oct. 25 (M) Preservation in Action—Internship Reports
Assignment: TBA
Oct. 27 (W) Dutch Colonial
Assignment: Gelernter, Chapter 2, pp. 50-54.
Oct. 29 (F) Missouri German Vernacular
Assignment: TBA
Nov. 1 (M) Preservation in Action—Internship Reports
Assignment: TBA
Nov. 3 (W) SECOND EXAM
9
Nov. 5 (F) H.H. Richardson
Nov. 8 (M) Moving toward Modernism, and beyond
Frank Lloyd Wright
Nov. 10 (W) Chicago School: First Skyscrapers
Assignment: Gelernter, Chapter 7, pp. 190-229.
Nov. 12 (F) American Renaissance
Nov. 15 (M) Toward the Modern: Art Deco & Streamline Moderne
Assignment: Gelernter, Chapter 8, pp. 230-259.
Nov. 17 (W) International Style and Modern I
Assignment: Gelernter, Chapter 9, pp. 260-292.
Nov. 19 (F) Modern II
Nov. 22 (M) Late Modern/Post-Modern
Assignment: Gelernter, Chapter 10, 293-318.
Nov. 24 (W) Thanksgiving Holiday -- No Class
Nov. 26 (F) Thanksgiving Holiday -- No Class
Nov. 29 (M) Post-Modern
Dec. 1 (W) Post World War II Housing Styles
Assignment: TBA
Dec. 3 (F) Post World War II Housing Styles
Assignment: TBA
DUE: Research paper due in class
Dec. 6 (M) Commercial Architecture on Main Street
10
Dec. 8 (W) Group Project Presentations
Dec. 10 (F) Third Exam
Dec. 15 (W) FINAL EXAM (Comprehensive Style Exam)
Note: Exam Time is 8 am
1
Dr. Steven J. Hoffman Office Hours: MW 11:00-12:00, M 3-4 Department of History and by appointment 311T Social Science Building email: [email protected] Office Telephone: 651-2808 web: cstl-cla.semo.edu/hoffman
Home Telephone: 335-2820 : www.facebook.com/hoffman.steven
course webpage: cstl-cla.semo.edu/hoffman/hp585
HP585-01 History of American Architecture
Fall 2010
MWF 9:00-9:50 SS201
Course Description
This course is a study of American architectural history as material evidence of the country's social, cultural, economic and technological development. (3 credit hours) Purposes and Objectives of the Course
A. To introduce students to the history of various architectural styles and to be able to identify the significant characteristics of each style.
B. To create awareness of the relationship between architectural development and the social, cultural, economic and technological forces of American life.
C. To enable students to relate the history of architecture and architectural styles to the broad patterns of national, regional and local growth.
Expectations of Students
Students are expected to read all assignments, regularly attend class, participate in class discussions and/or activities, complete a written research paper, make two oral presentations and successfully complete all exams. Class participation and discussion of the readings form an important part of the course. Students are expected to participate actively in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor.
Basis for Student Evaluation
Students will be evaluated on class participation, a group project, three semester examinations, a cumulative final examination, a research paper, and two oral presentations.
Group Project
Students will divide into teams and conduct an architectural photo reconnaissance. Each team will present a poster panel of four or five architectural
2
styles highlighting at least ten architectural features found in Cape Girardeau. Styles and features should be arranged (at least roughly) in some kind of chronological or developmental order, and should be organized to communicate a specific theme or idea about the historical patterns of development in Cape and/or environs. Presentations will take the form of a "poster session" which will be held during the last week of classes on Wednesday, December 8, 2010.
Research Paper
Each student will complete an 8-10 page research paper dealing with one or more of the styles or architects discussed in this course. Your paper MUST be on a recognized "high style" or prominent architect, and must include references from the appropriate secondary literature. Topics must be approved in advance. Papers are due Friday, December 3, 2010.
Note: Encyclopedias, online and otherwise, are not strong sources for college papers. Likewise, you may use online architectural sources, such as greatbuildingsonline, for some of your information, but these types of sites are also considered fairly weak sources—so be sure you don’t rely on them too much for your paper. The text of your paper is to be 8-10 pages. If you illustrate your paper—which is encouraged—it will of course make the paper longer. A page of illustration is not equal to a page of text (just in case you were wondering) and will not count toward achieving the required page length.
Oral Presentations
Each student will complete two brief oral presentations over the course of the semester, one on a specific building from the canon of “great buildings” and one on a specific architect. Students will choose from lists provided by the instructor. Presentations must use PowerPoint to present visual material pertaining to the subject, and should be 2 to 5 minutes in length. Dates of presentations will be determined by the instructor.
Note on Plagiarism: Not surprisingly, your paper (and all written assignments) must be your own work. This does not mean that you may not study together, share ideas and learn from one another. It simply means that you can not pass off the work of others as your own. Plagiarism and cheating are serious offenses and are discussed more fully in the University Bulletin. If you have any questions about what constitutes plagiarism or need clarification about any of the issues involved, please make an appointment to see me. This course abides by the university's policies regarding academic honesty. Penalties for academic dishonesty range from failing the assignment and/or failing the course to expulsion from the University.
3
The components of your grade will be weighted as follows:
Undergraduates:
Class Participation: 10% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 20% Oral Presentations: 10%
Graduate Students:
Class Participation: 15% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 15% Oral Presentations: 10%
Note: Assignments turned in late will be penalized 10%. In addition to participating in class discussion, students must complete all assignments to receive a grade for participation. Course Policies and Procedures This course abides by the university's policies regarding attendance, academic honesty, civility and harassment, and support for students with disabilities, and has additional requirements regarding the use of technology: Attendance
• It is essential that you be in class. Class participation and discussion of the readings form an important part of the course. Students are expected to actively participate in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor. If you are not in class, you can’t participate. In addition, we will have several guest speakers; experiences that cannot be duplicated if missed. The official statement about attendance, derived from the Undergraduate Bulletin, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
Academic Honesty • The Undergraduate Bulletin defines academic dishonesty as “…those acts which
would deceive, cheat, or defraud so as to promote one’s scholastic record…”, and states that “[v]iolations of academic honesty represent a serious breech of discipline and may be considered grounds for disciplinary action, including dismissal from the university”. Students are expected to understand and abide by the rules governing academic honesty.
• The official statement about academic honesty, including plagiarism, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
• Additional information may be accessed at: http://www6.semo.edu/judaffairs/. • Penalties for academic dishonesty range from failing the assignment and/or failing
the course to expulsion from the University.
4
Civility and Harassment • A major determinant of a successful educational experience is a shared sense of
respect among and between the students and their instructor. We all share responsibility for creating and maintaining a climate of mutual respect and an environment free from harassment.
• Adhering to generally accepted standards of behavior will help facilitate a positive experience for all.
o Please turn off all electronic devices during class. When your cell phone rings, for example, it distracts others and may throw a great discussion off course.
o If you need to leave the room, try to wait for a moment that is least distracting.
o When we have class discussions, don’t attack people but, instead, constructively and reflectively respond to the ideas being expressed. One of the important reasons for engaging in discussion is that by advancing our ideas in a public forum, our ideas get better. Through dialogue we have the opportunity to learn new things and, potentially, change old beliefs. In order to accomplish this, we need to work together to maintain a climate of mutual respect.
• More specific information about the Student Code of Conduct which governs student behavior can be found by clicking on the “Statement of Student Rights and Code of Student Conduct” link found at http://www6.semo.edu/judaffairs/.
• Judicial Affairs is responsible for addressing disciplinary matters related to breaches of accepted civility and harassment standards. Information about this process is available at: http://www6.semo.edu/judaffairs/.
Disabilities • Southeast Missouri State University is committed to making every possible
educational accommodation for students with disabilities. Many services and accommodations which aid a student’s educational experience are available for students with various types of disabilities. Students may obtain official information about disabilities from Learning Assistance and Disability Support Services, located at: http://www.semo.edu/cs/services/lec.htm.
Technology • Students are required to utilize PowerPoint or some other equivalent computer
program capable of displaying images electronically for use in their two class presentations. In addition, supplementary course study aids are available online at the course web site. Students will have the opportunity, but will not be required, to submit their papers electronically in the class DropBox. Students who anticipate difficulty in mastering the technological components of the course are responsible for seeking assistance from the instructor in a timely manner.
5
Textbooks Textbook (available from Textbook Services)
Gelernter, Mark. A History of American Architecture: Buildings in their Cultural and Technological Context. Hanover, NH and London, England: University Press of New England, 2001.
Additional Reading (available from Southeast Bookstore) Required
Upton, Dell and Vlach, John Michael, eds. Common Places: Readings in Vernacular Architecture. Athens, GA: The University of Georgia Press, 1986.
Recommended
Blumenson, John J-G. Identifying American Architecture: A Pictorial Guide to Styles and Terms, 1600-1945. 2nd ed. New York: W.W. Norton & Company, Inc., 1981.
McAlester, Virginia and Lee. A Field Guide to American Houses. New York: Alfred A. Knopf, 1984.
Burden, Ernest. Illustrated Dictionary of Architecture. 2nd Edition. New York: McGraw Hill, 2002.
Course Calendar:
Aug. 23 (M) Course Introductions
Aug. 25
(W) Before the Europeans
Assignment: Gelernter, Forward, pp. xviii-xxii and Chapter 1, pp. 1-34.
Aug. 27 (F) English Colonial Architecture
First European Arrivals: English Colonial: New England I
Assignment: Gelernter, Chapter 2, pp. 35-42 and pp. 54-64.
6
Aug. 30 (M) English Colonial: New England II
Assignment: Norman Morrison Isham and Albert F. Brown, "Early Rhode Island Houses," and Robert Blair St. George, "'Set Thine House in Order": The Domestication of the Yeomanry in Seventeenth-Century New England," in Upton & Vlach, pp. 149-157 and 336-366.
Sept. 1 (W) English Colonial: The South
Assignment: Fraser D. Neiman, "Domestic Architecture at the Clifts Plantation: The Social Context of Early Virginia Building," in Upton & Vlach, pp. 292-314; and, Dell Upton, "Vernacular Domestic Architecture in Eighteenth-Century Virginia," in Upton & Vlach, pp. 315-335.
Sept. 3 (F) Readings in Vernacular Architecture I
Assignment: "Introduction," and Fred B. Kniffen, "Folk Housing: Key to Diffusion," in Upton & Vlach, pp. xiii-26.
Sept. 6 (M) Labor Day -- No Class
Sept. 8 (W) Readings in Vernacular Architecture II
Assignment: Henry Glassie, "Eighteenth-Century Cultural Process in Delaware Valley Folk Building," and Thomas Hubka, "Just Folks Designing: Vernacular Designers and the Generation of Form," in Upton & Vlach, pp. 394-425 and 426-432.
Sept. 10 (F) Georgian Architecture I
Assignment: Gelernter, Chapter 3, pp. 65-85.
Sept. 13 (M) Georgian Architecture II
Assignment: Gelernter, Chapter 3, pp. 85-96.
Sept. 15 (W) Readings in Vernacular Architecture III
Assignment: Edward A. Chappell, "Acculturation in the Shenandoah Valley: Rhenish Houses of the Massanutten Settlement," in Upton & Vlach, pp. 27-57; and, Alan Gowans, "The Mansions of Alloways Creek," in Upton & Vlach, pp. 367-393.
7
Sept. 17 (F) Searching for a National Style
Federal Architecture
Assignment: Gelernter, Chapter 4, pp. 97-115.
Sept. 20 (M) Neoclassical Architecture
Assignment: Gelernter, Chapter 4, pp. 115-128.
Sept. 22 (W) Greek Revival
Assignment: Gelernter, Chapter 5, pp. 130-139.
Sept. 24 (F) FIRST EXAM
Sept. 27 (M) Mid-century revivalism
Romantic Revivals I: Gothic Revival, Romanesque Revival, Italianate, Italian Villa, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Sept. 29 (W) Romantic Revivals II: Renaissance Revival, Egyptian, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Oct. 1 (F) Romantic Revivals III
Oct. 4 (M) Late-19th to early 20th century
Victorian America I: Ruskin, High Victorian Gothic, Stick Style, Queen Anne, Eastlake, Shingle, Colonial Revival, French Second Empire, Chateauesque, etc.
Assignment: Gelernter, Chapter 6, pp. 166-189.
Oct. 6 (W) Victorian America II
Assignment: Catherine W. Bishir, "Jacob W. Holt: An American Builder, " in Upton & Vlach, pp. 447-481.
Oct. 8 (F) Victorian America III
Assignment: TBA
8
Oct. 11 (M) Victorian America IV
Assignment: TBA
Oct. 13 (W) Regionalism and Ethnicity in Architecture Readings in Vernacular Architecture IV
Assignment: Fred B. Kniffen and Henry Glassie, "Building in Wood in the Eastern United States: A Time-Place Perspective," in Upton & Vlach, pp. 159-181; and, John Michael Vlach, "The Shotgun House: An African Architectural Legacy," in Upton & Vlach, pp. 58-78.
Oct. 15 (F) Fall Break -- No Class
Oct. 18 (M) Spanish Colonial
Assignment: Gelernter, Chapter 2, pp. 42-48.
Oct. 20 (W) French Colonial
Assignment: Gelernter, Chapter 2, pp. 48-50.
Oct. 22 (F) Women and architecture
Assignment: TBA
Oct. 25 (M) Preservation in Action—Internship Reports
Assignment: TBA
Oct. 27 (W) Dutch Colonial
Assignment: Gelernter, Chapter 2, pp. 50-54.
Oct. 29 (F) Missouri German Vernacular
Assignment: TBA
Nov. 1 (M) Preservation in Action—Internship Reports
Assignment: TBA
Nov. 3 (W) SECOND EXAM
9
Nov. 5 (F) H.H. Richardson
Nov. 8 (M) Moving toward Modernism, and beyond
Frank Lloyd Wright
Nov. 10 (W) Chicago School: First Skyscrapers
Assignment: Gelernter, Chapter 7, pp. 190-229.
Nov. 12 (F) American Renaissance
Nov. 15 (M) Toward the Modern: Art Deco & Streamline Moderne
Assignment: Gelernter, Chapter 8, pp. 230-259.
Nov. 17 (W) International Style and Modern I
Assignment: Gelernter, Chapter 9, pp. 260-292.
Nov. 19 (F) Modern II
Nov. 22 (M) Late Modern/Post-Modern
Assignment: Gelernter, Chapter 10, 293-318.
Nov. 24 (W) Thanksgiving Holiday -- No Class
Nov. 26 (F) Thanksgiving Holiday -- No Class
Nov. 29 (M) Post-Modern
Dec. 1 (W) Post World War II Housing Styles
Assignment: TBA
Dec. 3 (F) Post World War II Housing Styles
Assignment: TBA
DUE: Research paper due in class
Dec. 6 (M) Commercial Architecture on Main Street
10
Dec. 8 (W) Group Project Presentations
Dec. 10 (F) Third Exam
Dec. 15 (W) FINAL EXAM (Comprehensive Style Exam)
Note: Exam Time is 8 am
1
Dr. Steven J. Hoffman Office Hours: MW 11:00-12:00, M 3-4 Department of History and by appointment 311T Social Science Building email: [email protected] Office Telephone: 651-2808 web: cstl-cla.semo.edu/hoffman
Home Telephone: 335-2820 : www.facebook.com/hoffman.steven
course webpage: cstl-cla.semo.edu/hoffman/hp585
HP585-01 History of American Architecture
Fall 2010
MWF 9:00-9:50 SS201
Course Description
This course is a study of American architectural history as material evidence of the country's social, cultural, economic and technological development. (3 credit hours) Purposes and Objectives of the Course
A. To introduce students to the history of various architectural styles and to be able to identify the significant characteristics of each style.
B. To create awareness of the relationship between architectural development and the social, cultural, economic and technological forces of American life.
C. To enable students to relate the history of architecture and architectural styles to the broad patterns of national, regional and local growth.
Expectations of Students
Students are expected to read all assignments, regularly attend class, participate in class discussions and/or activities, complete a written research paper, make two oral presentations and successfully complete all exams. Class participation and discussion of the readings form an important part of the course. Students are expected to participate actively in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor.
Basis for Student Evaluation
Students will be evaluated on class participation, a group project, three semester examinations, a cumulative final examination, a research paper, and two oral presentations.
Group Project
Students will divide into teams and conduct an architectural photo reconnaissance. Each team will present a poster panel of four or five architectural
2
styles highlighting at least ten architectural features found in Cape Girardeau. Styles and features should be arranged (at least roughly) in some kind of chronological or developmental order, and should be organized to communicate a specific theme or idea about the historical patterns of development in Cape and/or environs. Presentations will take the form of a "poster session" which will be held during the last week of classes on Wednesday, December 8, 2010.
Research Paper
Each student will complete an 8-10 page research paper dealing with one or more of the styles or architects discussed in this course. Your paper MUST be on a recognized "high style" or prominent architect, and must include references from the appropriate secondary literature. Topics must be approved in advance. Papers are due Friday, December 3, 2010.
Note: Encyclopedias, online and otherwise, are not strong sources for college papers. Likewise, you may use online architectural sources, such as greatbuildingsonline, for some of your information, but these types of sites are also considered fairly weak sources—so be sure you don’t rely on them too much for your paper. The text of your paper is to be 8-10 pages. If you illustrate your paper—which is encouraged—it will of course make the paper longer. A page of illustration is not equal to a page of text (just in case you were wondering) and will not count toward achieving the required page length.
Oral Presentations
Each student will complete two brief oral presentations over the course of the semester, one on a specific building from the canon of “great buildings” and one on a specific architect. Students will choose from lists provided by the instructor. Presentations must use PowerPoint to present visual material pertaining to the subject, and should be 2 to 5 minutes in length. Dates of presentations will be determined by the instructor.
Note on Plagiarism: Not surprisingly, your paper (and all written assignments) must be your own work. This does not mean that you may not study together, share ideas and learn from one another. It simply means that you can not pass off the work of others as your own. Plagiarism and cheating are serious offenses and are discussed more fully in the University Bulletin. If you have any questions about what constitutes plagiarism or need clarification about any of the issues involved, please make an appointment to see me. This course abides by the university's policies regarding academic honesty. Penalties for academic dishonesty range from failing the assignment and/or failing the course to expulsion from the University.
3
The components of your grade will be weighted as follows:
Undergraduates:
Class Participation: 10% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 20% Oral Presentations: 10%
Graduate Students:
Class Participation: 15% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 15% Oral Presentations: 10%
Note: Assignments turned in late will be penalized 10%. In addition to participating in class discussion, students must complete all assignments to receive a grade for participation. Course Policies and Procedures This course abides by the university's policies regarding attendance, academic honesty, civility and harassment, and support for students with disabilities, and has additional requirements regarding the use of technology: Attendance
• It is essential that you be in class. Class participation and discussion of the readings form an important part of the course. Students are expected to actively participate in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor. If you are not in class, you can’t participate. In addition, we will have several guest speakers; experiences that cannot be duplicated if missed. The official statement about attendance, derived from the Undergraduate Bulletin, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
Academic Honesty • The Undergraduate Bulletin defines academic dishonesty as “…those acts which
would deceive, cheat, or defraud so as to promote one’s scholastic record…”, and states that “[v]iolations of academic honesty represent a serious breech of discipline and may be considered grounds for disciplinary action, including dismissal from the university”. Students are expected to understand and abide by the rules governing academic honesty.
• The official statement about academic honesty, including plagiarism, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
• Additional information may be accessed at: http://www6.semo.edu/judaffairs/. • Penalties for academic dishonesty range from failing the assignment and/or failing
the course to expulsion from the University.
4
Civility and Harassment • A major determinant of a successful educational experience is a shared sense of
respect among and between the students and their instructor. We all share responsibility for creating and maintaining a climate of mutual respect and an environment free from harassment.
• Adhering to generally accepted standards of behavior will help facilitate a positive experience for all.
o Please turn off all electronic devices during class. When your cell phone rings, for example, it distracts others and may throw a great discussion off course.
o If you need to leave the room, try to wait for a moment that is least distracting.
o When we have class discussions, don’t attack people but, instead, constructively and reflectively respond to the ideas being expressed. One of the important reasons for engaging in discussion is that by advancing our ideas in a public forum, our ideas get better. Through dialogue we have the opportunity to learn new things and, potentially, change old beliefs. In order to accomplish this, we need to work together to maintain a climate of mutual respect.
• More specific information about the Student Code of Conduct which governs student behavior can be found by clicking on the “Statement of Student Rights and Code of Student Conduct” link found at http://www6.semo.edu/judaffairs/.
• Judicial Affairs is responsible for addressing disciplinary matters related to breaches of accepted civility and harassment standards. Information about this process is available at: http://www6.semo.edu/judaffairs/.
Disabilities • Southeast Missouri State University is committed to making every possible
educational accommodation for students with disabilities. Many services and accommodations which aid a student’s educational experience are available for students with various types of disabilities. Students may obtain official information about disabilities from Learning Assistance and Disability Support Services, located at: http://www.semo.edu/cs/services/lec.htm.
Technology • Students are required to utilize PowerPoint or some other equivalent computer
program capable of displaying images electronically for use in their two class presentations. In addition, supplementary course study aids are available online at the course web site. Students will have the opportunity, but will not be required, to submit their papers electronically in the class DropBox. Students who anticipate difficulty in mastering the technological components of the course are responsible for seeking assistance from the instructor in a timely manner.
5
Textbooks Textbook (available from Textbook Services)
Gelernter, Mark. A History of American Architecture: Buildings in their Cultural and Technological Context. Hanover, NH and London, England: University Press of New England, 2001.
Additional Reading (available from Southeast Bookstore) Required
Upton, Dell and Vlach, John Michael, eds. Common Places: Readings in Vernacular Architecture. Athens, GA: The University of Georgia Press, 1986.
Recommended
Blumenson, John J-G. Identifying American Architecture: A Pictorial Guide to Styles and Terms, 1600-1945. 2nd ed. New York: W.W. Norton & Company, Inc., 1981.
McAlester, Virginia and Lee. A Field Guide to American Houses. New York: Alfred A. Knopf, 1984.
Burden, Ernest. Illustrated Dictionary of Architecture. 2nd Edition. New York: McGraw Hill, 2002.
Course Calendar:
Aug. 23 (M) Course Introductions
Aug. 25
(W) Before the Europeans
Assignment: Gelernter, Forward, pp. xviii-xxii and Chapter 1, pp. 1-34.
Aug. 27 (F) English Colonial Architecture
First European Arrivals: English Colonial: New England I
Assignment: Gelernter, Chapter 2, pp. 35-42 and pp. 54-64.
6
Aug. 30 (M) English Colonial: New England II
Assignment: Norman Morrison Isham and Albert F. Brown, "Early Rhode Island Houses," and Robert Blair St. George, "'Set Thine House in Order": The Domestication of the Yeomanry in Seventeenth-Century New England," in Upton & Vlach, pp. 149-157 and 336-366.
Sept. 1 (W) English Colonial: The South
Assignment: Fraser D. Neiman, "Domestic Architecture at the Clifts Plantation: The Social Context of Early Virginia Building," in Upton & Vlach, pp. 292-314; and, Dell Upton, "Vernacular Domestic Architecture in Eighteenth-Century Virginia," in Upton & Vlach, pp. 315-335.
Sept. 3 (F) Readings in Vernacular Architecture I
Assignment: "Introduction," and Fred B. Kniffen, "Folk Housing: Key to Diffusion," in Upton & Vlach, pp. xiii-26.
Sept. 6 (M) Labor Day -- No Class
Sept. 8 (W) Readings in Vernacular Architecture II
Assignment: Henry Glassie, "Eighteenth-Century Cultural Process in Delaware Valley Folk Building," and Thomas Hubka, "Just Folks Designing: Vernacular Designers and the Generation of Form," in Upton & Vlach, pp. 394-425 and 426-432.
Sept. 10 (F) Georgian Architecture I
Assignment: Gelernter, Chapter 3, pp. 65-85.
Sept. 13 (M) Georgian Architecture II
Assignment: Gelernter, Chapter 3, pp. 85-96.
Sept. 15 (W) Readings in Vernacular Architecture III
Assignment: Edward A. Chappell, "Acculturation in the Shenandoah Valley: Rhenish Houses of the Massanutten Settlement," in Upton & Vlach, pp. 27-57; and, Alan Gowans, "The Mansions of Alloways Creek," in Upton & Vlach, pp. 367-393.
7
Sept. 17 (F) Searching for a National Style
Federal Architecture
Assignment: Gelernter, Chapter 4, pp. 97-115.
Sept. 20 (M) Neoclassical Architecture
Assignment: Gelernter, Chapter 4, pp. 115-128.
Sept. 22 (W) Greek Revival
Assignment: Gelernter, Chapter 5, pp. 130-139.
Sept. 24 (F) FIRST EXAM
Sept. 27 (M) Mid-century revivalism
Romantic Revivals I: Gothic Revival, Romanesque Revival, Italianate, Italian Villa, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Sept. 29 (W) Romantic Revivals II: Renaissance Revival, Egyptian, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Oct. 1 (F) Romantic Revivals III
Oct. 4 (M) Late-19th to early 20th century
Victorian America I: Ruskin, High Victorian Gothic, Stick Style, Queen Anne, Eastlake, Shingle, Colonial Revival, French Second Empire, Chateauesque, etc.
Assignment: Gelernter, Chapter 6, pp. 166-189.
Oct. 6 (W) Victorian America II
Assignment: Catherine W. Bishir, "Jacob W. Holt: An American Builder, " in Upton & Vlach, pp. 447-481.
Oct. 8 (F) Victorian America III
Assignment: TBA
8
Oct. 11 (M) Victorian America IV
Assignment: TBA
Oct. 13 (W) Regionalism and Ethnicity in Architecture Readings in Vernacular Architecture IV
Assignment: Fred B. Kniffen and Henry Glassie, "Building in Wood in the Eastern United States: A Time-Place Perspective," in Upton & Vlach, pp. 159-181; and, John Michael Vlach, "The Shotgun House: An African Architectural Legacy," in Upton & Vlach, pp. 58-78.
Oct. 15 (F) Fall Break -- No Class
Oct. 18 (M) Spanish Colonial
Assignment: Gelernter, Chapter 2, pp. 42-48.
Oct. 20 (W) French Colonial
Assignment: Gelernter, Chapter 2, pp. 48-50.
Oct. 22 (F) Women and architecture
Assignment: TBA
Oct. 25 (M) Preservation in Action—Internship Reports
Assignment: TBA
Oct. 27 (W) Dutch Colonial
Assignment: Gelernter, Chapter 2, pp. 50-54.
Oct. 29 (F) Missouri German Vernacular
Assignment: TBA
Nov. 1 (M) Preservation in Action—Internship Reports
Assignment: TBA
Nov. 3 (W) SECOND EXAM
9
Nov. 5 (F) H.H. Richardson
Nov. 8 (M) Moving toward Modernism, and beyond
Frank Lloyd Wright
Nov. 10 (W) Chicago School: First Skyscrapers
Assignment: Gelernter, Chapter 7, pp. 190-229.
Nov. 12 (F) American Renaissance
Nov. 15 (M) Toward the Modern: Art Deco & Streamline Moderne
Assignment: Gelernter, Chapter 8, pp. 230-259.
Nov. 17 (W) International Style and Modern I
Assignment: Gelernter, Chapter 9, pp. 260-292.
Nov. 19 (F) Modern II
Nov. 22 (M) Late Modern/Post-Modern
Assignment: Gelernter, Chapter 10, 293-318.
Nov. 24 (W) Thanksgiving Holiday -- No Class
Nov. 26 (F) Thanksgiving Holiday -- No Class
Nov. 29 (M) Post-Modern
Dec. 1 (W) Post World War II Housing Styles
Assignment: TBA
Dec. 3 (F) Post World War II Housing Styles
Assignment: TBA
DUE: Research paper due in class
Dec. 6 (M) Commercial Architecture on Main Street
10
Dec. 8 (W) Group Project Presentations
Dec. 10 (F) Third Exam
Dec. 15 (W) FINAL EXAM (Comprehensive Style Exam)
Note: Exam Time is 8 am
1
Dr. Steven J. Hoffman Office Hours: MW 11:00-12:00, M 3-4 Department of History and by appointment 311T Social Science Building email: [email protected] Office Telephone: 651-2808 web: cstl-cla.semo.edu/hoffman
Home Telephone: 335-2820 : www.facebook.com/hoffman.steven
course webpage: cstl-cla.semo.edu/hoffman/hp585
HP585-01 History of American Architecture
Fall 2010
MWF 9:00-9:50 SS201
Course Description
This course is a study of American architectural history as material evidence of the country's social, cultural, economic and technological development. (3 credit hours) Purposes and Objectives of the Course
A. To introduce students to the history of various architectural styles and to be able to identify the significant characteristics of each style.
B. To create awareness of the relationship between architectural development and the social, cultural, economic and technological forces of American life.
C. To enable students to relate the history of architecture and architectural styles to the broad patterns of national, regional and local growth.
Expectations of Students
Students are expected to read all assignments, regularly attend class, participate in class discussions and/or activities, complete a written research paper, make two oral presentations and successfully complete all exams. Class participation and discussion of the readings form an important part of the course. Students are expected to participate actively in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor.
Basis for Student Evaluation
Students will be evaluated on class participation, a group project, three semester examinations, a cumulative final examination, a research paper, and two oral presentations.
Group Project
Students will divide into teams and conduct an architectural photo reconnaissance. Each team will present a poster panel of four or five architectural
2
styles highlighting at least ten architectural features found in Cape Girardeau. Styles and features should be arranged (at least roughly) in some kind of chronological or developmental order, and should be organized to communicate a specific theme or idea about the historical patterns of development in Cape and/or environs. Presentations will take the form of a "poster session" which will be held during the last week of classes on Wednesday, December 8, 2010.
Research Paper
Each student will complete an 8-10 page research paper dealing with one or more of the styles or architects discussed in this course. Your paper MUST be on a recognized "high style" or prominent architect, and must include references from the appropriate secondary literature. Topics must be approved in advance. Papers are due Friday, December 3, 2010.
Note: Encyclopedias, online and otherwise, are not strong sources for college papers. Likewise, you may use online architectural sources, such as greatbuildingsonline, for some of your information, but these types of sites are also considered fairly weak sources—so be sure you don’t rely on them too much for your paper. The text of your paper is to be 8-10 pages. If you illustrate your paper—which is encouraged—it will of course make the paper longer. A page of illustration is not equal to a page of text (just in case you were wondering) and will not count toward achieving the required page length.
Oral Presentations
Each student will complete two brief oral presentations over the course of the semester, one on a specific building from the canon of “great buildings” and one on a specific architect. Students will choose from lists provided by the instructor. Presentations must use PowerPoint to present visual material pertaining to the subject, and should be 2 to 5 minutes in length. Dates of presentations will be determined by the instructor.
Note on Plagiarism: Not surprisingly, your paper (and all written assignments) must be your own work. This does not mean that you may not study together, share ideas and learn from one another. It simply means that you can not pass off the work of others as your own. Plagiarism and cheating are serious offenses and are discussed more fully in the University Bulletin. If you have any questions about what constitutes plagiarism or need clarification about any of the issues involved, please make an appointment to see me. This course abides by the university's policies regarding academic honesty. Penalties for academic dishonesty range from failing the assignment and/or failing the course to expulsion from the University.
3
The components of your grade will be weighted as follows:
Undergraduates:
Class Participation: 10% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 20% Oral Presentations: 10%
Graduate Students:
Class Participation: 15% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 15% Oral Presentations: 10%
Note: Assignments turned in late will be penalized 10%. In addition to participating in class discussion, students must complete all assignments to receive a grade for participation. Course Policies and Procedures This course abides by the university's policies regarding attendance, academic honesty, civility and harassment, and support for students with disabilities, and has additional requirements regarding the use of technology: Attendance
• It is essential that you be in class. Class participation and discussion of the readings form an important part of the course. Students are expected to actively participate in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor. If you are not in class, you can’t participate. In addition, we will have several guest speakers; experiences that cannot be duplicated if missed. The official statement about attendance, derived from the Undergraduate Bulletin, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
Academic Honesty • The Undergraduate Bulletin defines academic dishonesty as “…those acts which
would deceive, cheat, or defraud so as to promote one’s scholastic record…”, and states that “[v]iolations of academic honesty represent a serious breech of discipline and may be considered grounds for disciplinary action, including dismissal from the university”. Students are expected to understand and abide by the rules governing academic honesty.
• The official statement about academic honesty, including plagiarism, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
• Additional information may be accessed at: http://www6.semo.edu/judaffairs/. • Penalties for academic dishonesty range from failing the assignment and/or failing
the course to expulsion from the University.
4
Civility and Harassment • A major determinant of a successful educational experience is a shared sense of
respect among and between the students and their instructor. We all share responsibility for creating and maintaining a climate of mutual respect and an environment free from harassment.
• Adhering to generally accepted standards of behavior will help facilitate a positive experience for all.
o Please turn off all electronic devices during class. When your cell phone rings, for example, it distracts others and may throw a great discussion off course.
o If you need to leave the room, try to wait for a moment that is least distracting.
o When we have class discussions, don’t attack people but, instead, constructively and reflectively respond to the ideas being expressed. One of the important reasons for engaging in discussion is that by advancing our ideas in a public forum, our ideas get better. Through dialogue we have the opportunity to learn new things and, potentially, change old beliefs. In order to accomplish this, we need to work together to maintain a climate of mutual respect.
• More specific information about the Student Code of Conduct which governs student behavior can be found by clicking on the “Statement of Student Rights and Code of Student Conduct” link found at http://www6.semo.edu/judaffairs/.
• Judicial Affairs is responsible for addressing disciplinary matters related to breaches of accepted civility and harassment standards. Information about this process is available at: http://www6.semo.edu/judaffairs/.
Disabilities • Southeast Missouri State University is committed to making every possible
educational accommodation for students with disabilities. Many services and accommodations which aid a student’s educational experience are available for students with various types of disabilities. Students may obtain official information about disabilities from Learning Assistance and Disability Support Services, located at: http://www.semo.edu/cs/services/lec.htm.
Technology • Students are required to utilize PowerPoint or some other equivalent computer
program capable of displaying images electronically for use in their two class presentations. In addition, supplementary course study aids are available online at the course web site. Students will have the opportunity, but will not be required, to submit their papers electronically in the class DropBox. Students who anticipate difficulty in mastering the technological components of the course are responsible for seeking assistance from the instructor in a timely manner.
5
Textbooks Textbook (available from Textbook Services)
Gelernter, Mark. A History of American Architecture: Buildings in their Cultural and Technological Context. Hanover, NH and London, England: University Press of New England, 2001.
Additional Reading (available from Southeast Bookstore) Required
Upton, Dell and Vlach, John Michael, eds. Common Places: Readings in Vernacular Architecture. Athens, GA: The University of Georgia Press, 1986.
Recommended
Blumenson, John J-G. Identifying American Architecture: A Pictorial Guide to Styles and Terms, 1600-1945. 2nd ed. New York: W.W. Norton & Company, Inc., 1981.
McAlester, Virginia and Lee. A Field Guide to American Houses. New York: Alfred A. Knopf, 1984.
Burden, Ernest. Illustrated Dictionary of Architecture. 2nd Edition. New York: McGraw Hill, 2002.
Course Calendar:
Aug. 23 (M) Course Introductions
Aug. 25
(W) Before the Europeans
Assignment: Gelernter, Forward, pp. xviii-xxii and Chapter 1, pp. 1-34.
Aug. 27 (F) English Colonial Architecture
First European Arrivals: English Colonial: New England I
Assignment: Gelernter, Chapter 2, pp. 35-42 and pp. 54-64.
6
Aug. 30 (M) English Colonial: New England II
Assignment: Norman Morrison Isham and Albert F. Brown, "Early Rhode Island Houses," and Robert Blair St. George, "'Set Thine House in Order": The Domestication of the Yeomanry in Seventeenth-Century New England," in Upton & Vlach, pp. 149-157 and 336-366.
Sept. 1 (W) English Colonial: The South
Assignment: Fraser D. Neiman, "Domestic Architecture at the Clifts Plantation: The Social Context of Early Virginia Building," in Upton & Vlach, pp. 292-314; and, Dell Upton, "Vernacular Domestic Architecture in Eighteenth-Century Virginia," in Upton & Vlach, pp. 315-335.
Sept. 3 (F) Readings in Vernacular Architecture I
Assignment: "Introduction," and Fred B. Kniffen, "Folk Housing: Key to Diffusion," in Upton & Vlach, pp. xiii-26.
Sept. 6 (M) Labor Day -- No Class
Sept. 8 (W) Readings in Vernacular Architecture II
Assignment: Henry Glassie, "Eighteenth-Century Cultural Process in Delaware Valley Folk Building," and Thomas Hubka, "Just Folks Designing: Vernacular Designers and the Generation of Form," in Upton & Vlach, pp. 394-425 and 426-432.
Sept. 10 (F) Georgian Architecture I
Assignment: Gelernter, Chapter 3, pp. 65-85.
Sept. 13 (M) Georgian Architecture II
Assignment: Gelernter, Chapter 3, pp. 85-96.
Sept. 15 (W) Readings in Vernacular Architecture III
Assignment: Edward A. Chappell, "Acculturation in the Shenandoah Valley: Rhenish Houses of the Massanutten Settlement," in Upton & Vlach, pp. 27-57; and, Alan Gowans, "The Mansions of Alloways Creek," in Upton & Vlach, pp. 367-393.
7
Sept. 17 (F) Searching for a National Style
Federal Architecture
Assignment: Gelernter, Chapter 4, pp. 97-115.
Sept. 20 (M) Neoclassical Architecture
Assignment: Gelernter, Chapter 4, pp. 115-128.
Sept. 22 (W) Greek Revival
Assignment: Gelernter, Chapter 5, pp. 130-139.
Sept. 24 (F) FIRST EXAM
Sept. 27 (M) Mid-century revivalism
Romantic Revivals I: Gothic Revival, Romanesque Revival, Italianate, Italian Villa, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Sept. 29 (W) Romantic Revivals II: Renaissance Revival, Egyptian, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Oct. 1 (F) Romantic Revivals III
Oct. 4 (M) Late-19th to early 20th century
Victorian America I: Ruskin, High Victorian Gothic, Stick Style, Queen Anne, Eastlake, Shingle, Colonial Revival, French Second Empire, Chateauesque, etc.
Assignment: Gelernter, Chapter 6, pp. 166-189.
Oct. 6 (W) Victorian America II
Assignment: Catherine W. Bishir, "Jacob W. Holt: An American Builder, " in Upton & Vlach, pp. 447-481.
Oct. 8 (F) Victorian America III
Assignment: TBA
8
Oct. 11 (M) Victorian America IV
Assignment: TBA
Oct. 13 (W) Regionalism and Ethnicity in Architecture Readings in Vernacular Architecture IV
Assignment: Fred B. Kniffen and Henry Glassie, "Building in Wood in the Eastern United States: A Time-Place Perspective," in Upton & Vlach, pp. 159-181; and, John Michael Vlach, "The Shotgun House: An African Architectural Legacy," in Upton & Vlach, pp. 58-78.
Oct. 15 (F) Fall Break -- No Class
Oct. 18 (M) Spanish Colonial
Assignment: Gelernter, Chapter 2, pp. 42-48.
Oct. 20 (W) French Colonial
Assignment: Gelernter, Chapter 2, pp. 48-50.
Oct. 22 (F) Women and architecture
Assignment: TBA
Oct. 25 (M) Preservation in Action—Internship Reports
Assignment: TBA
Oct. 27 (W) Dutch Colonial
Assignment: Gelernter, Chapter 2, pp. 50-54.
Oct. 29 (F) Missouri German Vernacular
Assignment: TBA
Nov. 1 (M) Preservation in Action—Internship Reports
Assignment: TBA
Nov. 3 (W) SECOND EXAM
9
Nov. 5 (F) H.H. Richardson
Nov. 8 (M) Moving toward Modernism, and beyond
Frank Lloyd Wright
Nov. 10 (W) Chicago School: First Skyscrapers
Assignment: Gelernter, Chapter 7, pp. 190-229.
Nov. 12 (F) American Renaissance
Nov. 15 (M) Toward the Modern: Art Deco & Streamline Moderne
Assignment: Gelernter, Chapter 8, pp. 230-259.
Nov. 17 (W) International Style and Modern I
Assignment: Gelernter, Chapter 9, pp. 260-292.
Nov. 19 (F) Modern II
Nov. 22 (M) Late Modern/Post-Modern
Assignment: Gelernter, Chapter 10, 293-318.
Nov. 24 (W) Thanksgiving Holiday -- No Class
Nov. 26 (F) Thanksgiving Holiday -- No Class
Nov. 29 (M) Post-Modern
Dec. 1 (W) Post World War II Housing Styles
Assignment: TBA
Dec. 3 (F) Post World War II Housing Styles
Assignment: TBA
DUE: Research paper due in class
Dec. 6 (M) Commercial Architecture on Main Street
10
Dec. 8 (W) Group Project Presentations
Dec. 10 (F) Third Exam
Dec. 15 (W) FINAL EXAM (Comprehensive Style Exam)
Note: Exam Time is 8 am
1
Dr. Steven J. Hoffman Office Hours: MW 11:00-12:00, M 3-4 Department of History and by appointment 311T Social Science Building email: [email protected] Office Telephone: 651-2808 web: cstl-cla.semo.edu/hoffman
Home Telephone: 335-2820 : www.facebook.com/hoffman.steven
course webpage: cstl-cla.semo.edu/hoffman/hp585
HP585-01 History of American Architecture
Fall 2010
MWF 9:00-9:50 SS201
Course Description
This course is a study of American architectural history as material evidence of the country's social, cultural, economic and technological development. (3 credit hours) Purposes and Objectives of the Course
A. To introduce students to the history of various architectural styles and to be able to identify the significant characteristics of each style.
B. To create awareness of the relationship between architectural development and the social, cultural, economic and technological forces of American life.
C. To enable students to relate the history of architecture and architectural styles to the broad patterns of national, regional and local growth.
Expectations of Students
Students are expected to read all assignments, regularly attend class, participate in class discussions and/or activities, complete a written research paper, make two oral presentations and successfully complete all exams. Class participation and discussion of the readings form an important part of the course. Students are expected to participate actively in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor.
Basis for Student Evaluation
Students will be evaluated on class participation, a group project, three semester examinations, a cumulative final examination, a research paper, and two oral presentations.
Group Project
Students will divide into teams and conduct an architectural photo reconnaissance. Each team will present a poster panel of four or five architectural
2
styles highlighting at least ten architectural features found in Cape Girardeau. Styles and features should be arranged (at least roughly) in some kind of chronological or developmental order, and should be organized to communicate a specific theme or idea about the historical patterns of development in Cape and/or environs. Presentations will take the form of a "poster session" which will be held during the last week of classes on Wednesday, December 8, 2010.
Research Paper
Each student will complete an 8-10 page research paper dealing with one or more of the styles or architects discussed in this course. Your paper MUST be on a recognized "high style" or prominent architect, and must include references from the appropriate secondary literature. Topics must be approved in advance. Papers are due Friday, December 3, 2010.
Note: Encyclopedias, online and otherwise, are not strong sources for college papers. Likewise, you may use online architectural sources, such as greatbuildingsonline, for some of your information, but these types of sites are also considered fairly weak sources—so be sure you don’t rely on them too much for your paper. The text of your paper is to be 8-10 pages. If you illustrate your paper—which is encouraged—it will of course make the paper longer. A page of illustration is not equal to a page of text (just in case you were wondering) and will not count toward achieving the required page length.
Oral Presentations
Each student will complete two brief oral presentations over the course of the semester, one on a specific building from the canon of “great buildings” and one on a specific architect. Students will choose from lists provided by the instructor. Presentations must use PowerPoint to present visual material pertaining to the subject, and should be 2 to 5 minutes in length. Dates of presentations will be determined by the instructor.
Note on Plagiarism: Not surprisingly, your paper (and all written assignments) must be your own work. This does not mean that you may not study together, share ideas and learn from one another. It simply means that you can not pass off the work of others as your own. Plagiarism and cheating are serious offenses and are discussed more fully in the University Bulletin. If you have any questions about what constitutes plagiarism or need clarification about any of the issues involved, please make an appointment to see me. This course abides by the university's policies regarding academic honesty. Penalties for academic dishonesty range from failing the assignment and/or failing the course to expulsion from the University.
3
The components of your grade will be weighted as follows:
Undergraduates:
Class Participation: 10% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 20% Oral Presentations: 10%
Graduate Students:
Class Participation: 15% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 15% Oral Presentations: 10%
Note: Assignments turned in late will be penalized 10%. In addition to participating in class discussion, students must complete all assignments to receive a grade for participation. Course Policies and Procedures This course abides by the university's policies regarding attendance, academic honesty, civility and harassment, and support for students with disabilities, and has additional requirements regarding the use of technology: Attendance
• It is essential that you be in class. Class participation and discussion of the readings form an important part of the course. Students are expected to actively participate in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor. If you are not in class, you can’t participate. In addition, we will have several guest speakers; experiences that cannot be duplicated if missed. The official statement about attendance, derived from the Undergraduate Bulletin, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
Academic Honesty • The Undergraduate Bulletin defines academic dishonesty as “…those acts which
would deceive, cheat, or defraud so as to promote one’s scholastic record…”, and states that “[v]iolations of academic honesty represent a serious breech of discipline and may be considered grounds for disciplinary action, including dismissal from the university”. Students are expected to understand and abide by the rules governing academic honesty.
• The official statement about academic honesty, including plagiarism, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
• Additional information may be accessed at: http://www6.semo.edu/judaffairs/. • Penalties for academic dishonesty range from failing the assignment and/or failing
the course to expulsion from the University.
4
Civility and Harassment • A major determinant of a successful educational experience is a shared sense of
respect among and between the students and their instructor. We all share responsibility for creating and maintaining a climate of mutual respect and an environment free from harassment.
• Adhering to generally accepted standards of behavior will help facilitate a positive experience for all.
o Please turn off all electronic devices during class. When your cell phone rings, for example, it distracts others and may throw a great discussion off course.
o If you need to leave the room, try to wait for a moment that is least distracting.
o When we have class discussions, don’t attack people but, instead, constructively and reflectively respond to the ideas being expressed. One of the important reasons for engaging in discussion is that by advancing our ideas in a public forum, our ideas get better. Through dialogue we have the opportunity to learn new things and, potentially, change old beliefs. In order to accomplish this, we need to work together to maintain a climate of mutual respect.
• More specific information about the Student Code of Conduct which governs student behavior can be found by clicking on the “Statement of Student Rights and Code of Student Conduct” link found at http://www6.semo.edu/judaffairs/.
• Judicial Affairs is responsible for addressing disciplinary matters related to breaches of accepted civility and harassment standards. Information about this process is available at: http://www6.semo.edu/judaffairs/.
Disabilities • Southeast Missouri State University is committed to making every possible
educational accommodation for students with disabilities. Many services and accommodations which aid a student’s educational experience are available for students with various types of disabilities. Students may obtain official information about disabilities from Learning Assistance and Disability Support Services, located at: http://www.semo.edu/cs/services/lec.htm.
Technology • Students are required to utilize PowerPoint or some other equivalent computer
program capable of displaying images electronically for use in their two class presentations. In addition, supplementary course study aids are available online at the course web site. Students will have the opportunity, but will not be required, to submit their papers electronically in the class DropBox. Students who anticipate difficulty in mastering the technological components of the course are responsible for seeking assistance from the instructor in a timely manner.
5
Textbooks Textbook (available from Textbook Services)
Gelernter, Mark. A History of American Architecture: Buildings in their Cultural and Technological Context. Hanover, NH and London, England: University Press of New England, 2001.
Additional Reading (available from Southeast Bookstore) Required
Upton, Dell and Vlach, John Michael, eds. Common Places: Readings in Vernacular Architecture. Athens, GA: The University of Georgia Press, 1986.
Recommended
Blumenson, John J-G. Identifying American Architecture: A Pictorial Guide to Styles and Terms, 1600-1945. 2nd ed. New York: W.W. Norton & Company, Inc., 1981.
McAlester, Virginia and Lee. A Field Guide to American Houses. New York: Alfred A. Knopf, 1984.
Burden, Ernest. Illustrated Dictionary of Architecture. 2nd Edition. New York: McGraw Hill, 2002.
Course Calendar:
Aug. 23 (M) Course Introductions
Aug. 25
(W) Before the Europeans
Assignment: Gelernter, Forward, pp. xviii-xxii and Chapter 1, pp. 1-34.
Aug. 27 (F) English Colonial Architecture
First European Arrivals: English Colonial: New England I
Assignment: Gelernter, Chapter 2, pp. 35-42 and pp. 54-64.
6
Aug. 30 (M) English Colonial: New England II
Assignment: Norman Morrison Isham and Albert F. Brown, "Early Rhode Island Houses," and Robert Blair St. George, "'Set Thine House in Order": The Domestication of the Yeomanry in Seventeenth-Century New England," in Upton & Vlach, pp. 149-157 and 336-366.
Sept. 1 (W) English Colonial: The South
Assignment: Fraser D. Neiman, "Domestic Architecture at the Clifts Plantation: The Social Context of Early Virginia Building," in Upton & Vlach, pp. 292-314; and, Dell Upton, "Vernacular Domestic Architecture in Eighteenth-Century Virginia," in Upton & Vlach, pp. 315-335.
Sept. 3 (F) Readings in Vernacular Architecture I
Assignment: "Introduction," and Fred B. Kniffen, "Folk Housing: Key to Diffusion," in Upton & Vlach, pp. xiii-26.
Sept. 6 (M) Labor Day -- No Class
Sept. 8 (W) Readings in Vernacular Architecture II
Assignment: Henry Glassie, "Eighteenth-Century Cultural Process in Delaware Valley Folk Building," and Thomas Hubka, "Just Folks Designing: Vernacular Designers and the Generation of Form," in Upton & Vlach, pp. 394-425 and 426-432.
Sept. 10 (F) Georgian Architecture I
Assignment: Gelernter, Chapter 3, pp. 65-85.
Sept. 13 (M) Georgian Architecture II
Assignment: Gelernter, Chapter 3, pp. 85-96.
Sept. 15 (W) Readings in Vernacular Architecture III
Assignment: Edward A. Chappell, "Acculturation in the Shenandoah Valley: Rhenish Houses of the Massanutten Settlement," in Upton & Vlach, pp. 27-57; and, Alan Gowans, "The Mansions of Alloways Creek," in Upton & Vlach, pp. 367-393.
7
Sept. 17 (F) Searching for a National Style
Federal Architecture
Assignment: Gelernter, Chapter 4, pp. 97-115.
Sept. 20 (M) Neoclassical Architecture
Assignment: Gelernter, Chapter 4, pp. 115-128.
Sept. 22 (W) Greek Revival
Assignment: Gelernter, Chapter 5, pp. 130-139.
Sept. 24 (F) FIRST EXAM
Sept. 27 (M) Mid-century revivalism
Romantic Revivals I: Gothic Revival, Romanesque Revival, Italianate, Italian Villa, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Sept. 29 (W) Romantic Revivals II: Renaissance Revival, Egyptian, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Oct. 1 (F) Romantic Revivals III
Oct. 4 (M) Late-19th to early 20th century
Victorian America I: Ruskin, High Victorian Gothic, Stick Style, Queen Anne, Eastlake, Shingle, Colonial Revival, French Second Empire, Chateauesque, etc.
Assignment: Gelernter, Chapter 6, pp. 166-189.
Oct. 6 (W) Victorian America II
Assignment: Catherine W. Bishir, "Jacob W. Holt: An American Builder, " in Upton & Vlach, pp. 447-481.
Oct. 8 (F) Victorian America III
Assignment: TBA
8
Oct. 11 (M) Victorian America IV
Assignment: TBA
Oct. 13 (W) Regionalism and Ethnicity in Architecture Readings in Vernacular Architecture IV
Assignment: Fred B. Kniffen and Henry Glassie, "Building in Wood in the Eastern United States: A Time-Place Perspective," in Upton & Vlach, pp. 159-181; and, John Michael Vlach, "The Shotgun House: An African Architectural Legacy," in Upton & Vlach, pp. 58-78.
Oct. 15 (F) Fall Break -- No Class
Oct. 18 (M) Spanish Colonial
Assignment: Gelernter, Chapter 2, pp. 42-48.
Oct. 20 (W) French Colonial
Assignment: Gelernter, Chapter 2, pp. 48-50.
Oct. 22 (F) Women and architecture
Assignment: TBA
Oct. 25 (M) Preservation in Action—Internship Reports
Assignment: TBA
Oct. 27 (W) Dutch Colonial
Assignment: Gelernter, Chapter 2, pp. 50-54.
Oct. 29 (F) Missouri German Vernacular
Assignment: TBA
Nov. 1 (M) Preservation in Action—Internship Reports
Assignment: TBA
Nov. 3 (W) SECOND EXAM
9
Nov. 5 (F) H.H. Richardson
Nov. 8 (M) Moving toward Modernism, and beyond
Frank Lloyd Wright
Nov. 10 (W) Chicago School: First Skyscrapers
Assignment: Gelernter, Chapter 7, pp. 190-229.
Nov. 12 (F) American Renaissance
Nov. 15 (M) Toward the Modern: Art Deco & Streamline Moderne
Assignment: Gelernter, Chapter 8, pp. 230-259.
Nov. 17 (W) International Style and Modern I
Assignment: Gelernter, Chapter 9, pp. 260-292.
Nov. 19 (F) Modern II
Nov. 22 (M) Late Modern/Post-Modern
Assignment: Gelernter, Chapter 10, 293-318.
Nov. 24 (W) Thanksgiving Holiday -- No Class
Nov. 26 (F) Thanksgiving Holiday -- No Class
Nov. 29 (M) Post-Modern
Dec. 1 (W) Post World War II Housing Styles
Assignment: TBA
Dec. 3 (F) Post World War II Housing Styles
Assignment: TBA
DUE: Research paper due in class
Dec. 6 (M) Commercial Architecture on Main Street
10
Dec. 8 (W) Group Project Presentations
Dec. 10 (F) Third Exam
Dec. 15 (W) FINAL EXAM (Comprehensive Style Exam)
Note: Exam Time is 8 am
1
Dr. Steven J. Hoffman Office Hours: MW 11:00-12:00, M 3-4 Department of History and by appointment 311T Social Science Building email: [email protected] Office Telephone: 651-2808 web: cstl-cla.semo.edu/hoffman
Home Telephone: 335-2820 : www.facebook.com/hoffman.steven
course webpage: cstl-cla.semo.edu/hoffman/hp585
HP585-01 History of American Architecture
Fall 2010
MWF 9:00-9:50 SS201
Course Description
This course is a study of American architectural history as material evidence of the country's social, cultural, economic and technological development. (3 credit hours) Purposes and Objectives of the Course
A. To introduce students to the history of various architectural styles and to be able to identify the significant characteristics of each style.
B. To create awareness of the relationship between architectural development and the social, cultural, economic and technological forces of American life.
C. To enable students to relate the history of architecture and architectural styles to the broad patterns of national, regional and local growth.
Expectations of Students
Students are expected to read all assignments, regularly attend class, participate in class discussions and/or activities, complete a written research paper, make two oral presentations and successfully complete all exams. Class participation and discussion of the readings form an important part of the course. Students are expected to participate actively in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor.
Basis for Student Evaluation
Students will be evaluated on class participation, a group project, three semester examinations, a cumulative final examination, a research paper, and two oral presentations.
Group Project
Students will divide into teams and conduct an architectural photo reconnaissance. Each team will present a poster panel of four or five architectural
2
styles highlighting at least ten architectural features found in Cape Girardeau. Styles and features should be arranged (at least roughly) in some kind of chronological or developmental order, and should be organized to communicate a specific theme or idea about the historical patterns of development in Cape and/or environs. Presentations will take the form of a "poster session" which will be held during the last week of classes on Wednesday, December 8, 2010.
Research Paper
Each student will complete an 8-10 page research paper dealing with one or more of the styles or architects discussed in this course. Your paper MUST be on a recognized "high style" or prominent architect, and must include references from the appropriate secondary literature. Topics must be approved in advance. Papers are due Friday, December 3, 2010.
Note: Encyclopedias, online and otherwise, are not strong sources for college papers. Likewise, you may use online architectural sources, such as greatbuildingsonline, for some of your information, but these types of sites are also considered fairly weak sources—so be sure you don’t rely on them too much for your paper. The text of your paper is to be 8-10 pages. If you illustrate your paper—which is encouraged—it will of course make the paper longer. A page of illustration is not equal to a page of text (just in case you were wondering) and will not count toward achieving the required page length.
Oral Presentations
Each student will complete two brief oral presentations over the course of the semester, one on a specific building from the canon of “great buildings” and one on a specific architect. Students will choose from lists provided by the instructor. Presentations must use PowerPoint to present visual material pertaining to the subject, and should be 2 to 5 minutes in length. Dates of presentations will be determined by the instructor.
Note on Plagiarism: Not surprisingly, your paper (and all written assignments) must be your own work. This does not mean that you may not study together, share ideas and learn from one another. It simply means that you can not pass off the work of others as your own. Plagiarism and cheating are serious offenses and are discussed more fully in the University Bulletin. If you have any questions about what constitutes plagiarism or need clarification about any of the issues involved, please make an appointment to see me. This course abides by the university's policies regarding academic honesty. Penalties for academic dishonesty range from failing the assignment and/or failing the course to expulsion from the University.
3
The components of your grade will be weighted as follows:
Undergraduates:
Class Participation: 10% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 20% Oral Presentations: 10%
Graduate Students:
Class Participation: 15% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 15% Oral Presentations: 10%
Note: Assignments turned in late will be penalized 10%. In addition to participating in class discussion, students must complete all assignments to receive a grade for participation. Course Policies and Procedures This course abides by the university's policies regarding attendance, academic honesty, civility and harassment, and support for students with disabilities, and has additional requirements regarding the use of technology: Attendance
• It is essential that you be in class. Class participation and discussion of the readings form an important part of the course. Students are expected to actively participate in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor. If you are not in class, you can’t participate. In addition, we will have several guest speakers; experiences that cannot be duplicated if missed. The official statement about attendance, derived from the Undergraduate Bulletin, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
Academic Honesty • The Undergraduate Bulletin defines academic dishonesty as “…those acts which
would deceive, cheat, or defraud so as to promote one’s scholastic record…”, and states that “[v]iolations of academic honesty represent a serious breech of discipline and may be considered grounds for disciplinary action, including dismissal from the university”. Students are expected to understand and abide by the rules governing academic honesty.
• The official statement about academic honesty, including plagiarism, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
• Additional information may be accessed at: http://www6.semo.edu/judaffairs/. • Penalties for academic dishonesty range from failing the assignment and/or failing
the course to expulsion from the University.
4
Civility and Harassment • A major determinant of a successful educational experience is a shared sense of
respect among and between the students and their instructor. We all share responsibility for creating and maintaining a climate of mutual respect and an environment free from harassment.
• Adhering to generally accepted standards of behavior will help facilitate a positive experience for all.
o Please turn off all electronic devices during class. When your cell phone rings, for example, it distracts others and may throw a great discussion off course.
o If you need to leave the room, try to wait for a moment that is least distracting.
o When we have class discussions, don’t attack people but, instead, constructively and reflectively respond to the ideas being expressed. One of the important reasons for engaging in discussion is that by advancing our ideas in a public forum, our ideas get better. Through dialogue we have the opportunity to learn new things and, potentially, change old beliefs. In order to accomplish this, we need to work together to maintain a climate of mutual respect.
• More specific information about the Student Code of Conduct which governs student behavior can be found by clicking on the “Statement of Student Rights and Code of Student Conduct” link found at http://www6.semo.edu/judaffairs/.
• Judicial Affairs is responsible for addressing disciplinary matters related to breaches of accepted civility and harassment standards. Information about this process is available at: http://www6.semo.edu/judaffairs/.
Disabilities • Southeast Missouri State University is committed to making every possible
educational accommodation for students with disabilities. Many services and accommodations which aid a student’s educational experience are available for students with various types of disabilities. Students may obtain official information about disabilities from Learning Assistance and Disability Support Services, located at: http://www.semo.edu/cs/services/lec.htm.
Technology • Students are required to utilize PowerPoint or some other equivalent computer
program capable of displaying images electronically for use in their two class presentations. In addition, supplementary course study aids are available online at the course web site. Students will have the opportunity, but will not be required, to submit their papers electronically in the class DropBox. Students who anticipate difficulty in mastering the technological components of the course are responsible for seeking assistance from the instructor in a timely manner.
5
Textbooks Textbook (available from Textbook Services)
Gelernter, Mark. A History of American Architecture: Buildings in their Cultural and Technological Context. Hanover, NH and London, England: University Press of New England, 2001.
Additional Reading (available from Southeast Bookstore) Required
Upton, Dell and Vlach, John Michael, eds. Common Places: Readings in Vernacular Architecture. Athens, GA: The University of Georgia Press, 1986.
Recommended
Blumenson, John J-G. Identifying American Architecture: A Pictorial Guide to Styles and Terms, 1600-1945. 2nd ed. New York: W.W. Norton & Company, Inc., 1981.
McAlester, Virginia and Lee. A Field Guide to American Houses. New York: Alfred A. Knopf, 1984.
Burden, Ernest. Illustrated Dictionary of Architecture. 2nd Edition. New York: McGraw Hill, 2002.
Course Calendar:
Aug. 23 (M) Course Introductions
Aug. 25
(W) Before the Europeans
Assignment: Gelernter, Forward, pp. xviii-xxii and Chapter 1, pp. 1-34.
Aug. 27 (F) English Colonial Architecture
First European Arrivals: English Colonial: New England I
Assignment: Gelernter, Chapter 2, pp. 35-42 and pp. 54-64.
6
Aug. 30 (M) English Colonial: New England II
Assignment: Norman Morrison Isham and Albert F. Brown, "Early Rhode Island Houses," and Robert Blair St. George, "'Set Thine House in Order": The Domestication of the Yeomanry in Seventeenth-Century New England," in Upton & Vlach, pp. 149-157 and 336-366.
Sept. 1 (W) English Colonial: The South
Assignment: Fraser D. Neiman, "Domestic Architecture at the Clifts Plantation: The Social Context of Early Virginia Building," in Upton & Vlach, pp. 292-314; and, Dell Upton, "Vernacular Domestic Architecture in Eighteenth-Century Virginia," in Upton & Vlach, pp. 315-335.
Sept. 3 (F) Readings in Vernacular Architecture I
Assignment: "Introduction," and Fred B. Kniffen, "Folk Housing: Key to Diffusion," in Upton & Vlach, pp. xiii-26.
Sept. 6 (M) Labor Day -- No Class
Sept. 8 (W) Readings in Vernacular Architecture II
Assignment: Henry Glassie, "Eighteenth-Century Cultural Process in Delaware Valley Folk Building," and Thomas Hubka, "Just Folks Designing: Vernacular Designers and the Generation of Form," in Upton & Vlach, pp. 394-425 and 426-432.
Sept. 10 (F) Georgian Architecture I
Assignment: Gelernter, Chapter 3, pp. 65-85.
Sept. 13 (M) Georgian Architecture II
Assignment: Gelernter, Chapter 3, pp. 85-96.
Sept. 15 (W) Readings in Vernacular Architecture III
Assignment: Edward A. Chappell, "Acculturation in the Shenandoah Valley: Rhenish Houses of the Massanutten Settlement," in Upton & Vlach, pp. 27-57; and, Alan Gowans, "The Mansions of Alloways Creek," in Upton & Vlach, pp. 367-393.
7
Sept. 17 (F) Searching for a National Style
Federal Architecture
Assignment: Gelernter, Chapter 4, pp. 97-115.
Sept. 20 (M) Neoclassical Architecture
Assignment: Gelernter, Chapter 4, pp. 115-128.
Sept. 22 (W) Greek Revival
Assignment: Gelernter, Chapter 5, pp. 130-139.
Sept. 24 (F) FIRST EXAM
Sept. 27 (M) Mid-century revivalism
Romantic Revivals I: Gothic Revival, Romanesque Revival, Italianate, Italian Villa, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Sept. 29 (W) Romantic Revivals II: Renaissance Revival, Egyptian, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Oct. 1 (F) Romantic Revivals III
Oct. 4 (M) Late-19th to early 20th century
Victorian America I: Ruskin, High Victorian Gothic, Stick Style, Queen Anne, Eastlake, Shingle, Colonial Revival, French Second Empire, Chateauesque, etc.
Assignment: Gelernter, Chapter 6, pp. 166-189.
Oct. 6 (W) Victorian America II
Assignment: Catherine W. Bishir, "Jacob W. Holt: An American Builder, " in Upton & Vlach, pp. 447-481.
Oct. 8 (F) Victorian America III
Assignment: TBA
8
Oct. 11 (M) Victorian America IV
Assignment: TBA
Oct. 13 (W) Regionalism and Ethnicity in Architecture Readings in Vernacular Architecture IV
Assignment: Fred B. Kniffen and Henry Glassie, "Building in Wood in the Eastern United States: A Time-Place Perspective," in Upton & Vlach, pp. 159-181; and, John Michael Vlach, "The Shotgun House: An African Architectural Legacy," in Upton & Vlach, pp. 58-78.
Oct. 15 (F) Fall Break -- No Class
Oct. 18 (M) Spanish Colonial
Assignment: Gelernter, Chapter 2, pp. 42-48.
Oct. 20 (W) French Colonial
Assignment: Gelernter, Chapter 2, pp. 48-50.
Oct. 22 (F) Women and architecture
Assignment: TBA
Oct. 25 (M) Preservation in Action—Internship Reports
Assignment: TBA
Oct. 27 (W) Dutch Colonial
Assignment: Gelernter, Chapter 2, pp. 50-54.
Oct. 29 (F) Missouri German Vernacular
Assignment: TBA
Nov. 1 (M) Preservation in Action—Internship Reports
Assignment: TBA
Nov. 3 (W) SECOND EXAM
9
Nov. 5 (F) H.H. Richardson
Nov. 8 (M) Moving toward Modernism, and beyond
Frank Lloyd Wright
Nov. 10 (W) Chicago School: First Skyscrapers
Assignment: Gelernter, Chapter 7, pp. 190-229.
Nov. 12 (F) American Renaissance
Nov. 15 (M) Toward the Modern: Art Deco & Streamline Moderne
Assignment: Gelernter, Chapter 8, pp. 230-259.
Nov. 17 (W) International Style and Modern I
Assignment: Gelernter, Chapter 9, pp. 260-292.
Nov. 19 (F) Modern II
Nov. 22 (M) Late Modern/Post-Modern
Assignment: Gelernter, Chapter 10, 293-318.
Nov. 24 (W) Thanksgiving Holiday -- No Class
Nov. 26 (F) Thanksgiving Holiday -- No Class
Nov. 29 (M) Post-Modern
Dec. 1 (W) Post World War II Housing Styles
Assignment: TBA
Dec. 3 (F) Post World War II Housing Styles
Assignment: TBA
DUE: Research paper due in class
Dec. 6 (M) Commercial Architecture on Main Street
10
Dec. 8 (W) Group Project Presentations
Dec. 10 (F) Third Exam
Dec. 15 (W) FINAL EXAM (Comprehensive Style Exam)
Note: Exam Time is 8 am
1
Dr. Steven J. Hoffman Office Hours: MW 11:00-12:00, M 3-4 Department of History and by appointment 311T Social Science Building email: [email protected] Office Telephone: 651-2808 web: cstl-cla.semo.edu/hoffman
Home Telephone: 335-2820 : www.facebook.com/hoffman.steven
course webpage: cstl-cla.semo.edu/hoffman/hp585
HP585-01 History of American Architecture
Fall 2010
MWF 9:00-9:50 SS201
Course Description
This course is a study of American architectural history as material evidence of the country's social, cultural, economic and technological development. (3 credit hours) Purposes and Objectives of the Course
A. To introduce students to the history of various architectural styles and to be able to identify the significant characteristics of each style.
B. To create awareness of the relationship between architectural development and the social, cultural, economic and technological forces of American life.
C. To enable students to relate the history of architecture and architectural styles to the broad patterns of national, regional and local growth.
Expectations of Students
Students are expected to read all assignments, regularly attend class, participate in class discussions and/or activities, complete a written research paper, make two oral presentations and successfully complete all exams. Class participation and discussion of the readings form an important part of the course. Students are expected to participate actively in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor.
Basis for Student Evaluation
Students will be evaluated on class participation, a group project, three semester examinations, a cumulative final examination, a research paper, and two oral presentations.
Group Project
Students will divide into teams and conduct an architectural photo reconnaissance. Each team will present a poster panel of four or five architectural
2
styles highlighting at least ten architectural features found in Cape Girardeau. Styles and features should be arranged (at least roughly) in some kind of chronological or developmental order, and should be organized to communicate a specific theme or idea about the historical patterns of development in Cape and/or environs. Presentations will take the form of a "poster session" which will be held during the last week of classes on Wednesday, December 8, 2010.
Research Paper
Each student will complete an 8-10 page research paper dealing with one or more of the styles or architects discussed in this course. Your paper MUST be on a recognized "high style" or prominent architect, and must include references from the appropriate secondary literature. Topics must be approved in advance. Papers are due Friday, December 3, 2010.
Note: Encyclopedias, online and otherwise, are not strong sources for college papers. Likewise, you may use online architectural sources, such as greatbuildingsonline, for some of your information, but these types of sites are also considered fairly weak sources—so be sure you don’t rely on them too much for your paper. The text of your paper is to be 8-10 pages. If you illustrate your paper—which is encouraged—it will of course make the paper longer. A page of illustration is not equal to a page of text (just in case you were wondering) and will not count toward achieving the required page length.
Oral Presentations
Each student will complete two brief oral presentations over the course of the semester, one on a specific building from the canon of “great buildings” and one on a specific architect. Students will choose from lists provided by the instructor. Presentations must use PowerPoint to present visual material pertaining to the subject, and should be 2 to 5 minutes in length. Dates of presentations will be determined by the instructor.
Note on Plagiarism: Not surprisingly, your paper (and all written assignments) must be your own work. This does not mean that you may not study together, share ideas and learn from one another. It simply means that you can not pass off the work of others as your own. Plagiarism and cheating are serious offenses and are discussed more fully in the University Bulletin. If you have any questions about what constitutes plagiarism or need clarification about any of the issues involved, please make an appointment to see me. This course abides by the university's policies regarding academic honesty. Penalties for academic dishonesty range from failing the assignment and/or failing the course to expulsion from the University.
3
The components of your grade will be weighted as follows:
Undergraduates:
Class Participation: 10% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 20% Oral Presentations: 10%
Graduate Students:
Class Participation: 15% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 15% Oral Presentations: 10%
Note: Assignments turned in late will be penalized 10%. In addition to participating in class discussion, students must complete all assignments to receive a grade for participation. Course Policies and Procedures This course abides by the university's policies regarding attendance, academic honesty, civility and harassment, and support for students with disabilities, and has additional requirements regarding the use of technology: Attendance
• It is essential that you be in class. Class participation and discussion of the readings form an important part of the course. Students are expected to actively participate in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor. If you are not in class, you can’t participate. In addition, we will have several guest speakers; experiences that cannot be duplicated if missed. The official statement about attendance, derived from the Undergraduate Bulletin, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
Academic Honesty • The Undergraduate Bulletin defines academic dishonesty as “…those acts which
would deceive, cheat, or defraud so as to promote one’s scholastic record…”, and states that “[v]iolations of academic honesty represent a serious breech of discipline and may be considered grounds for disciplinary action, including dismissal from the university”. Students are expected to understand and abide by the rules governing academic honesty.
• The official statement about academic honesty, including plagiarism, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
• Additional information may be accessed at: http://www6.semo.edu/judaffairs/. • Penalties for academic dishonesty range from failing the assignment and/or failing
the course to expulsion from the University.
4
Civility and Harassment • A major determinant of a successful educational experience is a shared sense of
respect among and between the students and their instructor. We all share responsibility for creating and maintaining a climate of mutual respect and an environment free from harassment.
• Adhering to generally accepted standards of behavior will help facilitate a positive experience for all.
o Please turn off all electronic devices during class. When your cell phone rings, for example, it distracts others and may throw a great discussion off course.
o If you need to leave the room, try to wait for a moment that is least distracting.
o When we have class discussions, don’t attack people but, instead, constructively and reflectively respond to the ideas being expressed. One of the important reasons for engaging in discussion is that by advancing our ideas in a public forum, our ideas get better. Through dialogue we have the opportunity to learn new things and, potentially, change old beliefs. In order to accomplish this, we need to work together to maintain a climate of mutual respect.
• More specific information about the Student Code of Conduct which governs student behavior can be found by clicking on the “Statement of Student Rights and Code of Student Conduct” link found at http://www6.semo.edu/judaffairs/.
• Judicial Affairs is responsible for addressing disciplinary matters related to breaches of accepted civility and harassment standards. Information about this process is available at: http://www6.semo.edu/judaffairs/.
Disabilities • Southeast Missouri State University is committed to making every possible
educational accommodation for students with disabilities. Many services and accommodations which aid a student’s educational experience are available for students with various types of disabilities. Students may obtain official information about disabilities from Learning Assistance and Disability Support Services, located at: http://www.semo.edu/cs/services/lec.htm.
Technology • Students are required to utilize PowerPoint or some other equivalent computer
program capable of displaying images electronically for use in their two class presentations. In addition, supplementary course study aids are available online at the course web site. Students will have the opportunity, but will not be required, to submit their papers electronically in the class DropBox. Students who anticipate difficulty in mastering the technological components of the course are responsible for seeking assistance from the instructor in a timely manner.
5
Textbooks Textbook (available from Textbook Services)
Gelernter, Mark. A History of American Architecture: Buildings in their Cultural and Technological Context. Hanover, NH and London, England: University Press of New England, 2001.
Additional Reading (available from Southeast Bookstore) Required
Upton, Dell and Vlach, John Michael, eds. Common Places: Readings in Vernacular Architecture. Athens, GA: The University of Georgia Press, 1986.
Recommended
Blumenson, John J-G. Identifying American Architecture: A Pictorial Guide to Styles and Terms, 1600-1945. 2nd ed. New York: W.W. Norton & Company, Inc., 1981.
McAlester, Virginia and Lee. A Field Guide to American Houses. New York: Alfred A. Knopf, 1984.
Burden, Ernest. Illustrated Dictionary of Architecture. 2nd Edition. New York: McGraw Hill, 2002.
Course Calendar:
Aug. 23 (M) Course Introductions
Aug. 25
(W) Before the Europeans
Assignment: Gelernter, Forward, pp. xviii-xxii and Chapter 1, pp. 1-34.
Aug. 27 (F) English Colonial Architecture
First European Arrivals: English Colonial: New England I
Assignment: Gelernter, Chapter 2, pp. 35-42 and pp. 54-64.
6
Aug. 30 (M) English Colonial: New England II
Assignment: Norman Morrison Isham and Albert F. Brown, "Early Rhode Island Houses," and Robert Blair St. George, "'Set Thine House in Order": The Domestication of the Yeomanry in Seventeenth-Century New England," in Upton & Vlach, pp. 149-157 and 336-366.
Sept. 1 (W) English Colonial: The South
Assignment: Fraser D. Neiman, "Domestic Architecture at the Clifts Plantation: The Social Context of Early Virginia Building," in Upton & Vlach, pp. 292-314; and, Dell Upton, "Vernacular Domestic Architecture in Eighteenth-Century Virginia," in Upton & Vlach, pp. 315-335.
Sept. 3 (F) Readings in Vernacular Architecture I
Assignment: "Introduction," and Fred B. Kniffen, "Folk Housing: Key to Diffusion," in Upton & Vlach, pp. xiii-26.
Sept. 6 (M) Labor Day -- No Class
Sept. 8 (W) Readings in Vernacular Architecture II
Assignment: Henry Glassie, "Eighteenth-Century Cultural Process in Delaware Valley Folk Building," and Thomas Hubka, "Just Folks Designing: Vernacular Designers and the Generation of Form," in Upton & Vlach, pp. 394-425 and 426-432.
Sept. 10 (F) Georgian Architecture I
Assignment: Gelernter, Chapter 3, pp. 65-85.
Sept. 13 (M) Georgian Architecture II
Assignment: Gelernter, Chapter 3, pp. 85-96.
Sept. 15 (W) Readings in Vernacular Architecture III
Assignment: Edward A. Chappell, "Acculturation in the Shenandoah Valley: Rhenish Houses of the Massanutten Settlement," in Upton & Vlach, pp. 27-57; and, Alan Gowans, "The Mansions of Alloways Creek," in Upton & Vlach, pp. 367-393.
7
Sept. 17 (F) Searching for a National Style
Federal Architecture
Assignment: Gelernter, Chapter 4, pp. 97-115.
Sept. 20 (M) Neoclassical Architecture
Assignment: Gelernter, Chapter 4, pp. 115-128.
Sept. 22 (W) Greek Revival
Assignment: Gelernter, Chapter 5, pp. 130-139.
Sept. 24 (F) FIRST EXAM
Sept. 27 (M) Mid-century revivalism
Romantic Revivals I: Gothic Revival, Romanesque Revival, Italianate, Italian Villa, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Sept. 29 (W) Romantic Revivals II: Renaissance Revival, Egyptian, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Oct. 1 (F) Romantic Revivals III
Oct. 4 (M) Late-19th to early 20th century
Victorian America I: Ruskin, High Victorian Gothic, Stick Style, Queen Anne, Eastlake, Shingle, Colonial Revival, French Second Empire, Chateauesque, etc.
Assignment: Gelernter, Chapter 6, pp. 166-189.
Oct. 6 (W) Victorian America II
Assignment: Catherine W. Bishir, "Jacob W. Holt: An American Builder, " in Upton & Vlach, pp. 447-481.
Oct. 8 (F) Victorian America III
Assignment: TBA
8
Oct. 11 (M) Victorian America IV
Assignment: TBA
Oct. 13 (W) Regionalism and Ethnicity in Architecture Readings in Vernacular Architecture IV
Assignment: Fred B. Kniffen and Henry Glassie, "Building in Wood in the Eastern United States: A Time-Place Perspective," in Upton & Vlach, pp. 159-181; and, John Michael Vlach, "The Shotgun House: An African Architectural Legacy," in Upton & Vlach, pp. 58-78.
Oct. 15 (F) Fall Break -- No Class
Oct. 18 (M) Spanish Colonial
Assignment: Gelernter, Chapter 2, pp. 42-48.
Oct. 20 (W) French Colonial
Assignment: Gelernter, Chapter 2, pp. 48-50.
Oct. 22 (F) Women and architecture
Assignment: TBA
Oct. 25 (M) Preservation in Action—Internship Reports
Assignment: TBA
Oct. 27 (W) Dutch Colonial
Assignment: Gelernter, Chapter 2, pp. 50-54.
Oct. 29 (F) Missouri German Vernacular
Assignment: TBA
Nov. 1 (M) Preservation in Action—Internship Reports
Assignment: TBA
Nov. 3 (W) SECOND EXAM
9
Nov. 5 (F) H.H. Richardson
Nov. 8 (M) Moving toward Modernism, and beyond
Frank Lloyd Wright
Nov. 10 (W) Chicago School: First Skyscrapers
Assignment: Gelernter, Chapter 7, pp. 190-229.
Nov. 12 (F) American Renaissance
Nov. 15 (M) Toward the Modern: Art Deco & Streamline Moderne
Assignment: Gelernter, Chapter 8, pp. 230-259.
Nov. 17 (W) International Style and Modern I
Assignment: Gelernter, Chapter 9, pp. 260-292.
Nov. 19 (F) Modern II
Nov. 22 (M) Late Modern/Post-Modern
Assignment: Gelernter, Chapter 10, 293-318.
Nov. 24 (W) Thanksgiving Holiday -- No Class
Nov. 26 (F) Thanksgiving Holiday -- No Class
Nov. 29 (M) Post-Modern
Dec. 1 (W) Post World War II Housing Styles
Assignment: TBA
Dec. 3 (F) Post World War II Housing Styles
Assignment: TBA
DUE: Research paper due in class
Dec. 6 (M) Commercial Architecture on Main Street
10
Dec. 8 (W) Group Project Presentations
Dec. 10 (F) Third Exam
Dec. 15 (W) FINAL EXAM (Comprehensive Style Exam)
Note: Exam Time is 8 am
1
Dr. Steven J. Hoffman Office Hours: MW 11:00-12:00, M 3-4 Department of History and by appointment 311T Social Science Building email: [email protected] Office Telephone: 651-2808 web: cstl-cla.semo.edu/hoffman
Home Telephone: 335-2820 : www.facebook.com/hoffman.steven
course webpage: cstl-cla.semo.edu/hoffman/hp585
HP585-01 History of American Architecture
Fall 2010
MWF 9:00-9:50 SS201
Course Description
This course is a study of American architectural history as material evidence of the country's social, cultural, economic and technological development. (3 credit hours) Purposes and Objectives of the Course
A. To introduce students to the history of various architectural styles and to be able to identify the significant characteristics of each style.
B. To create awareness of the relationship between architectural development and the social, cultural, economic and technological forces of American life.
C. To enable students to relate the history of architecture and architectural styles to the broad patterns of national, regional and local growth.
Expectations of Students
Students are expected to read all assignments, regularly attend class, participate in class discussions and/or activities, complete a written research paper, make two oral presentations and successfully complete all exams. Class participation and discussion of the readings form an important part of the course. Students are expected to participate actively in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor.
Basis for Student Evaluation
Students will be evaluated on class participation, a group project, three semester examinations, a cumulative final examination, a research paper, and two oral presentations.
Group Project
Students will divide into teams and conduct an architectural photo reconnaissance. Each team will present a poster panel of four or five architectural
2
styles highlighting at least ten architectural features found in Cape Girardeau. Styles and features should be arranged (at least roughly) in some kind of chronological or developmental order, and should be organized to communicate a specific theme or idea about the historical patterns of development in Cape and/or environs. Presentations will take the form of a "poster session" which will be held during the last week of classes on Wednesday, December 8, 2010.
Research Paper
Each student will complete an 8-10 page research paper dealing with one or more of the styles or architects discussed in this course. Your paper MUST be on a recognized "high style" or prominent architect, and must include references from the appropriate secondary literature. Topics must be approved in advance. Papers are due Friday, December 3, 2010.
Note: Encyclopedias, online and otherwise, are not strong sources for college papers. Likewise, you may use online architectural sources, such as greatbuildingsonline, for some of your information, but these types of sites are also considered fairly weak sources—so be sure you don’t rely on them too much for your paper. The text of your paper is to be 8-10 pages. If you illustrate your paper—which is encouraged—it will of course make the paper longer. A page of illustration is not equal to a page of text (just in case you were wondering) and will not count toward achieving the required page length.
Oral Presentations
Each student will complete two brief oral presentations over the course of the semester, one on a specific building from the canon of “great buildings” and one on a specific architect. Students will choose from lists provided by the instructor. Presentations must use PowerPoint to present visual material pertaining to the subject, and should be 2 to 5 minutes in length. Dates of presentations will be determined by the instructor.
Note on Plagiarism: Not surprisingly, your paper (and all written assignments) must be your own work. This does not mean that you may not study together, share ideas and learn from one another. It simply means that you can not pass off the work of others as your own. Plagiarism and cheating are serious offenses and are discussed more fully in the University Bulletin. If you have any questions about what constitutes plagiarism or need clarification about any of the issues involved, please make an appointment to see me. This course abides by the university's policies regarding academic honesty. Penalties for academic dishonesty range from failing the assignment and/or failing the course to expulsion from the University.
3
The components of your grade will be weighted as follows:
Undergraduates:
Class Participation: 10% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 20% Oral Presentations: 10%
Graduate Students:
Class Participation: 15% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 15% Oral Presentations: 10%
Note: Assignments turned in late will be penalized 10%. In addition to participating in class discussion, students must complete all assignments to receive a grade for participation. Course Policies and Procedures This course abides by the university's policies regarding attendance, academic honesty, civility and harassment, and support for students with disabilities, and has additional requirements regarding the use of technology: Attendance
• It is essential that you be in class. Class participation and discussion of the readings form an important part of the course. Students are expected to actively participate in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor. If you are not in class, you can’t participate. In addition, we will have several guest speakers; experiences that cannot be duplicated if missed. The official statement about attendance, derived from the Undergraduate Bulletin, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
Academic Honesty • The Undergraduate Bulletin defines academic dishonesty as “…those acts which
would deceive, cheat, or defraud so as to promote one’s scholastic record…”, and states that “[v]iolations of academic honesty represent a serious breech of discipline and may be considered grounds for disciplinary action, including dismissal from the university”. Students are expected to understand and abide by the rules governing academic honesty.
• The official statement about academic honesty, including plagiarism, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
• Additional information may be accessed at: http://www6.semo.edu/judaffairs/. • Penalties for academic dishonesty range from failing the assignment and/or failing
the course to expulsion from the University.
4
Civility and Harassment • A major determinant of a successful educational experience is a shared sense of
respect among and between the students and their instructor. We all share responsibility for creating and maintaining a climate of mutual respect and an environment free from harassment.
• Adhering to generally accepted standards of behavior will help facilitate a positive experience for all.
o Please turn off all electronic devices during class. When your cell phone rings, for example, it distracts others and may throw a great discussion off course.
o If you need to leave the room, try to wait for a moment that is least distracting.
o When we have class discussions, don’t attack people but, instead, constructively and reflectively respond to the ideas being expressed. One of the important reasons for engaging in discussion is that by advancing our ideas in a public forum, our ideas get better. Through dialogue we have the opportunity to learn new things and, potentially, change old beliefs. In order to accomplish this, we need to work together to maintain a climate of mutual respect.
• More specific information about the Student Code of Conduct which governs student behavior can be found by clicking on the “Statement of Student Rights and Code of Student Conduct” link found at http://www6.semo.edu/judaffairs/.
• Judicial Affairs is responsible for addressing disciplinary matters related to breaches of accepted civility and harassment standards. Information about this process is available at: http://www6.semo.edu/judaffairs/.
Disabilities • Southeast Missouri State University is committed to making every possible
educational accommodation for students with disabilities. Many services and accommodations which aid a student’s educational experience are available for students with various types of disabilities. Students may obtain official information about disabilities from Learning Assistance and Disability Support Services, located at: http://www.semo.edu/cs/services/lec.htm.
Technology • Students are required to utilize PowerPoint or some other equivalent computer
program capable of displaying images electronically for use in their two class presentations. In addition, supplementary course study aids are available online at the course web site. Students will have the opportunity, but will not be required, to submit their papers electronically in the class DropBox. Students who anticipate difficulty in mastering the technological components of the course are responsible for seeking assistance from the instructor in a timely manner.
5
Textbooks Textbook (available from Textbook Services)
Gelernter, Mark. A History of American Architecture: Buildings in their Cultural and Technological Context. Hanover, NH and London, England: University Press of New England, 2001.
Additional Reading (available from Southeast Bookstore) Required
Upton, Dell and Vlach, John Michael, eds. Common Places: Readings in Vernacular Architecture. Athens, GA: The University of Georgia Press, 1986.
Recommended
Blumenson, John J-G. Identifying American Architecture: A Pictorial Guide to Styles and Terms, 1600-1945. 2nd ed. New York: W.W. Norton & Company, Inc., 1981.
McAlester, Virginia and Lee. A Field Guide to American Houses. New York: Alfred A. Knopf, 1984.
Burden, Ernest. Illustrated Dictionary of Architecture. 2nd Edition. New York: McGraw Hill, 2002.
Course Calendar:
Aug. 23 (M) Course Introductions
Aug. 25
(W) Before the Europeans
Assignment: Gelernter, Forward, pp. xviii-xxii and Chapter 1, pp. 1-34.
Aug. 27 (F) English Colonial Architecture
First European Arrivals: English Colonial: New England I
Assignment: Gelernter, Chapter 2, pp. 35-42 and pp. 54-64.
6
Aug. 30 (M) English Colonial: New England II
Assignment: Norman Morrison Isham and Albert F. Brown, "Early Rhode Island Houses," and Robert Blair St. George, "'Set Thine House in Order": The Domestication of the Yeomanry in Seventeenth-Century New England," in Upton & Vlach, pp. 149-157 and 336-366.
Sept. 1 (W) English Colonial: The South
Assignment: Fraser D. Neiman, "Domestic Architecture at the Clifts Plantation: The Social Context of Early Virginia Building," in Upton & Vlach, pp. 292-314; and, Dell Upton, "Vernacular Domestic Architecture in Eighteenth-Century Virginia," in Upton & Vlach, pp. 315-335.
Sept. 3 (F) Readings in Vernacular Architecture I
Assignment: "Introduction," and Fred B. Kniffen, "Folk Housing: Key to Diffusion," in Upton & Vlach, pp. xiii-26.
Sept. 6 (M) Labor Day -- No Class
Sept. 8 (W) Readings in Vernacular Architecture II
Assignment: Henry Glassie, "Eighteenth-Century Cultural Process in Delaware Valley Folk Building," and Thomas Hubka, "Just Folks Designing: Vernacular Designers and the Generation of Form," in Upton & Vlach, pp. 394-425 and 426-432.
Sept. 10 (F) Georgian Architecture I
Assignment: Gelernter, Chapter 3, pp. 65-85.
Sept. 13 (M) Georgian Architecture II
Assignment: Gelernter, Chapter 3, pp. 85-96.
Sept. 15 (W) Readings in Vernacular Architecture III
Assignment: Edward A. Chappell, "Acculturation in the Shenandoah Valley: Rhenish Houses of the Massanutten Settlement," in Upton & Vlach, pp. 27-57; and, Alan Gowans, "The Mansions of Alloways Creek," in Upton & Vlach, pp. 367-393.
7
Sept. 17 (F) Searching for a National Style
Federal Architecture
Assignment: Gelernter, Chapter 4, pp. 97-115.
Sept. 20 (M) Neoclassical Architecture
Assignment: Gelernter, Chapter 4, pp. 115-128.
Sept. 22 (W) Greek Revival
Assignment: Gelernter, Chapter 5, pp. 130-139.
Sept. 24 (F) FIRST EXAM
Sept. 27 (M) Mid-century revivalism
Romantic Revivals I: Gothic Revival, Romanesque Revival, Italianate, Italian Villa, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Sept. 29 (W) Romantic Revivals II: Renaissance Revival, Egyptian, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Oct. 1 (F) Romantic Revivals III
Oct. 4 (M) Late-19th to early 20th century
Victorian America I: Ruskin, High Victorian Gothic, Stick Style, Queen Anne, Eastlake, Shingle, Colonial Revival, French Second Empire, Chateauesque, etc.
Assignment: Gelernter, Chapter 6, pp. 166-189.
Oct. 6 (W) Victorian America II
Assignment: Catherine W. Bishir, "Jacob W. Holt: An American Builder, " in Upton & Vlach, pp. 447-481.
Oct. 8 (F) Victorian America III
Assignment: TBA
8
Oct. 11 (M) Victorian America IV
Assignment: TBA
Oct. 13 (W) Regionalism and Ethnicity in Architecture Readings in Vernacular Architecture IV
Assignment: Fred B. Kniffen and Henry Glassie, "Building in Wood in the Eastern United States: A Time-Place Perspective," in Upton & Vlach, pp. 159-181; and, John Michael Vlach, "The Shotgun House: An African Architectural Legacy," in Upton & Vlach, pp. 58-78.
Oct. 15 (F) Fall Break -- No Class
Oct. 18 (M) Spanish Colonial
Assignment: Gelernter, Chapter 2, pp. 42-48.
Oct. 20 (W) French Colonial
Assignment: Gelernter, Chapter 2, pp. 48-50.
Oct. 22 (F) Women and architecture
Assignment: TBA
Oct. 25 (M) Preservation in Action—Internship Reports
Assignment: TBA
Oct. 27 (W) Dutch Colonial
Assignment: Gelernter, Chapter 2, pp. 50-54.
Oct. 29 (F) Missouri German Vernacular
Assignment: TBA
Nov. 1 (M) Preservation in Action—Internship Reports
Assignment: TBA
Nov. 3 (W) SECOND EXAM
9
Nov. 5 (F) H.H. Richardson
Nov. 8 (M) Moving toward Modernism, and beyond
Frank Lloyd Wright
Nov. 10 (W) Chicago School: First Skyscrapers
Assignment: Gelernter, Chapter 7, pp. 190-229.
Nov. 12 (F) American Renaissance
Nov. 15 (M) Toward the Modern: Art Deco & Streamline Moderne
Assignment: Gelernter, Chapter 8, pp. 230-259.
Nov. 17 (W) International Style and Modern I
Assignment: Gelernter, Chapter 9, pp. 260-292.
Nov. 19 (F) Modern II
Nov. 22 (M) Late Modern/Post-Modern
Assignment: Gelernter, Chapter 10, 293-318.
Nov. 24 (W) Thanksgiving Holiday -- No Class
Nov. 26 (F) Thanksgiving Holiday -- No Class
Nov. 29 (M) Post-Modern
Dec. 1 (W) Post World War II Housing Styles
Assignment: TBA
Dec. 3 (F) Post World War II Housing Styles
Assignment: TBA
DUE: Research paper due in class
Dec. 6 (M) Commercial Architecture on Main Street
10
Dec. 8 (W) Group Project Presentations
Dec. 10 (F) Third Exam
Dec. 15 (W) FINAL EXAM (Comprehensive Style Exam)
Note: Exam Time is 8 am
1
Dr. Steven J. Hoffman Office Hours: MW 11:00-12:00, M 3-4 Department of History and by appointment 311T Social Science Building email: [email protected] Office Telephone: 651-2808 web: cstl-cla.semo.edu/hoffman
Home Telephone: 335-2820 : www.facebook.com/hoffman.steven
course webpage: cstl-cla.semo.edu/hoffman/hp585
HP585-01 History of American Architecture
Fall 2010
MWF 9:00-9:50 SS201
Course Description
This course is a study of American architectural history as material evidence of the country's social, cultural, economic and technological development. (3 credit hours) Purposes and Objectives of the Course
A. To introduce students to the history of various architectural styles and to be able to identify the significant characteristics of each style.
B. To create awareness of the relationship between architectural development and the social, cultural, economic and technological forces of American life.
C. To enable students to relate the history of architecture and architectural styles to the broad patterns of national, regional and local growth.
Expectations of Students
Students are expected to read all assignments, regularly attend class, participate in class discussions and/or activities, complete a written research paper, make two oral presentations and successfully complete all exams. Class participation and discussion of the readings form an important part of the course. Students are expected to participate actively in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor.
Basis for Student Evaluation
Students will be evaluated on class participation, a group project, three semester examinations, a cumulative final examination, a research paper, and two oral presentations.
Group Project
Students will divide into teams and conduct an architectural photo reconnaissance. Each team will present a poster panel of four or five architectural
2
styles highlighting at least ten architectural features found in Cape Girardeau. Styles and features should be arranged (at least roughly) in some kind of chronological or developmental order, and should be organized to communicate a specific theme or idea about the historical patterns of development in Cape and/or environs. Presentations will take the form of a "poster session" which will be held during the last week of classes on Wednesday, December 8, 2010.
Research Paper
Each student will complete an 8-10 page research paper dealing with one or more of the styles or architects discussed in this course. Your paper MUST be on a recognized "high style" or prominent architect, and must include references from the appropriate secondary literature. Topics must be approved in advance. Papers are due Friday, December 3, 2010.
Note: Encyclopedias, online and otherwise, are not strong sources for college papers. Likewise, you may use online architectural sources, such as greatbuildingsonline, for some of your information, but these types of sites are also considered fairly weak sources—so be sure you don’t rely on them too much for your paper. The text of your paper is to be 8-10 pages. If you illustrate your paper—which is encouraged—it will of course make the paper longer. A page of illustration is not equal to a page of text (just in case you were wondering) and will not count toward achieving the required page length.
Oral Presentations
Each student will complete two brief oral presentations over the course of the semester, one on a specific building from the canon of “great buildings” and one on a specific architect. Students will choose from lists provided by the instructor. Presentations must use PowerPoint to present visual material pertaining to the subject, and should be 2 to 5 minutes in length. Dates of presentations will be determined by the instructor.
Note on Plagiarism: Not surprisingly, your paper (and all written assignments) must be your own work. This does not mean that you may not study together, share ideas and learn from one another. It simply means that you can not pass off the work of others as your own. Plagiarism and cheating are serious offenses and are discussed more fully in the University Bulletin. If you have any questions about what constitutes plagiarism or need clarification about any of the issues involved, please make an appointment to see me. This course abides by the university's policies regarding academic honesty. Penalties for academic dishonesty range from failing the assignment and/or failing the course to expulsion from the University.
3
The components of your grade will be weighted as follows:
Undergraduates:
Class Participation: 10% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 20% Oral Presentations: 10%
Graduate Students:
Class Participation: 15% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 15% Oral Presentations: 10%
Note: Assignments turned in late will be penalized 10%. In addition to participating in class discussion, students must complete all assignments to receive a grade for participation. Course Policies and Procedures This course abides by the university's policies regarding attendance, academic honesty, civility and harassment, and support for students with disabilities, and has additional requirements regarding the use of technology: Attendance
• It is essential that you be in class. Class participation and discussion of the readings form an important part of the course. Students are expected to actively participate in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor. If you are not in class, you can’t participate. In addition, we will have several guest speakers; experiences that cannot be duplicated if missed. The official statement about attendance, derived from the Undergraduate Bulletin, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
Academic Honesty • The Undergraduate Bulletin defines academic dishonesty as “…those acts which
would deceive, cheat, or defraud so as to promote one’s scholastic record…”, and states that “[v]iolations of academic honesty represent a serious breech of discipline and may be considered grounds for disciplinary action, including dismissal from the university”. Students are expected to understand and abide by the rules governing academic honesty.
• The official statement about academic honesty, including plagiarism, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
• Additional information may be accessed at: http://www6.semo.edu/judaffairs/. • Penalties for academic dishonesty range from failing the assignment and/or failing
the course to expulsion from the University.
4
Civility and Harassment • A major determinant of a successful educational experience is a shared sense of
respect among and between the students and their instructor. We all share responsibility for creating and maintaining a climate of mutual respect and an environment free from harassment.
• Adhering to generally accepted standards of behavior will help facilitate a positive experience for all.
o Please turn off all electronic devices during class. When your cell phone rings, for example, it distracts others and may throw a great discussion off course.
o If you need to leave the room, try to wait for a moment that is least distracting.
o When we have class discussions, don’t attack people but, instead, constructively and reflectively respond to the ideas being expressed. One of the important reasons for engaging in discussion is that by advancing our ideas in a public forum, our ideas get better. Through dialogue we have the opportunity to learn new things and, potentially, change old beliefs. In order to accomplish this, we need to work together to maintain a climate of mutual respect.
• More specific information about the Student Code of Conduct which governs student behavior can be found by clicking on the “Statement of Student Rights and Code of Student Conduct” link found at http://www6.semo.edu/judaffairs/.
• Judicial Affairs is responsible for addressing disciplinary matters related to breaches of accepted civility and harassment standards. Information about this process is available at: http://www6.semo.edu/judaffairs/.
Disabilities • Southeast Missouri State University is committed to making every possible
educational accommodation for students with disabilities. Many services and accommodations which aid a student’s educational experience are available for students with various types of disabilities. Students may obtain official information about disabilities from Learning Assistance and Disability Support Services, located at: http://www.semo.edu/cs/services/lec.htm.
Technology • Students are required to utilize PowerPoint or some other equivalent computer
program capable of displaying images electronically for use in their two class presentations. In addition, supplementary course study aids are available online at the course web site. Students will have the opportunity, but will not be required, to submit their papers electronically in the class DropBox. Students who anticipate difficulty in mastering the technological components of the course are responsible for seeking assistance from the instructor in a timely manner.
5
Textbooks Textbook (available from Textbook Services)
Gelernter, Mark. A History of American Architecture: Buildings in their Cultural and Technological Context. Hanover, NH and London, England: University Press of New England, 2001.
Additional Reading (available from Southeast Bookstore) Required
Upton, Dell and Vlach, John Michael, eds. Common Places: Readings in Vernacular Architecture. Athens, GA: The University of Georgia Press, 1986.
Recommended
Blumenson, John J-G. Identifying American Architecture: A Pictorial Guide to Styles and Terms, 1600-1945. 2nd ed. New York: W.W. Norton & Company, Inc., 1981.
McAlester, Virginia and Lee. A Field Guide to American Houses. New York: Alfred A. Knopf, 1984.
Burden, Ernest. Illustrated Dictionary of Architecture. 2nd Edition. New York: McGraw Hill, 2002.
Course Calendar:
Aug. 23 (M) Course Introductions
Aug. 25
(W) Before the Europeans
Assignment: Gelernter, Forward, pp. xviii-xxii and Chapter 1, pp. 1-34.
Aug. 27 (F) English Colonial Architecture
First European Arrivals: English Colonial: New England I
Assignment: Gelernter, Chapter 2, pp. 35-42 and pp. 54-64.
6
Aug. 30 (M) English Colonial: New England II
Assignment: Norman Morrison Isham and Albert F. Brown, "Early Rhode Island Houses," and Robert Blair St. George, "'Set Thine House in Order": The Domestication of the Yeomanry in Seventeenth-Century New England," in Upton & Vlach, pp. 149-157 and 336-366.
Sept. 1 (W) English Colonial: The South
Assignment: Fraser D. Neiman, "Domestic Architecture at the Clifts Plantation: The Social Context of Early Virginia Building," in Upton & Vlach, pp. 292-314; and, Dell Upton, "Vernacular Domestic Architecture in Eighteenth-Century Virginia," in Upton & Vlach, pp. 315-335.
Sept. 3 (F) Readings in Vernacular Architecture I
Assignment: "Introduction," and Fred B. Kniffen, "Folk Housing: Key to Diffusion," in Upton & Vlach, pp. xiii-26.
Sept. 6 (M) Labor Day -- No Class
Sept. 8 (W) Readings in Vernacular Architecture II
Assignment: Henry Glassie, "Eighteenth-Century Cultural Process in Delaware Valley Folk Building," and Thomas Hubka, "Just Folks Designing: Vernacular Designers and the Generation of Form," in Upton & Vlach, pp. 394-425 and 426-432.
Sept. 10 (F) Georgian Architecture I
Assignment: Gelernter, Chapter 3, pp. 65-85.
Sept. 13 (M) Georgian Architecture II
Assignment: Gelernter, Chapter 3, pp. 85-96.
Sept. 15 (W) Readings in Vernacular Architecture III
Assignment: Edward A. Chappell, "Acculturation in the Shenandoah Valley: Rhenish Houses of the Massanutten Settlement," in Upton & Vlach, pp. 27-57; and, Alan Gowans, "The Mansions of Alloways Creek," in Upton & Vlach, pp. 367-393.
7
Sept. 17 (F) Searching for a National Style
Federal Architecture
Assignment: Gelernter, Chapter 4, pp. 97-115.
Sept. 20 (M) Neoclassical Architecture
Assignment: Gelernter, Chapter 4, pp. 115-128.
Sept. 22 (W) Greek Revival
Assignment: Gelernter, Chapter 5, pp. 130-139.
Sept. 24 (F) FIRST EXAM
Sept. 27 (M) Mid-century revivalism
Romantic Revivals I: Gothic Revival, Romanesque Revival, Italianate, Italian Villa, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Sept. 29 (W) Romantic Revivals II: Renaissance Revival, Egyptian, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Oct. 1 (F) Romantic Revivals III
Oct. 4 (M) Late-19th to early 20th century
Victorian America I: Ruskin, High Victorian Gothic, Stick Style, Queen Anne, Eastlake, Shingle, Colonial Revival, French Second Empire, Chateauesque, etc.
Assignment: Gelernter, Chapter 6, pp. 166-189.
Oct. 6 (W) Victorian America II
Assignment: Catherine W. Bishir, "Jacob W. Holt: An American Builder, " in Upton & Vlach, pp. 447-481.
Oct. 8 (F) Victorian America III
Assignment: TBA
8
Oct. 11 (M) Victorian America IV
Assignment: TBA
Oct. 13 (W) Regionalism and Ethnicity in Architecture Readings in Vernacular Architecture IV
Assignment: Fred B. Kniffen and Henry Glassie, "Building in Wood in the Eastern United States: A Time-Place Perspective," in Upton & Vlach, pp. 159-181; and, John Michael Vlach, "The Shotgun House: An African Architectural Legacy," in Upton & Vlach, pp. 58-78.
Oct. 15 (F) Fall Break -- No Class
Oct. 18 (M) Spanish Colonial
Assignment: Gelernter, Chapter 2, pp. 42-48.
Oct. 20 (W) French Colonial
Assignment: Gelernter, Chapter 2, pp. 48-50.
Oct. 22 (F) Women and architecture
Assignment: TBA
Oct. 25 (M) Preservation in Action—Internship Reports
Assignment: TBA
Oct. 27 (W) Dutch Colonial
Assignment: Gelernter, Chapter 2, pp. 50-54.
Oct. 29 (F) Missouri German Vernacular
Assignment: TBA
Nov. 1 (M) Preservation in Action—Internship Reports
Assignment: TBA
Nov. 3 (W) SECOND EXAM
9
Nov. 5 (F) H.H. Richardson
Nov. 8 (M) Moving toward Modernism, and beyond
Frank Lloyd Wright
Nov. 10 (W) Chicago School: First Skyscrapers
Assignment: Gelernter, Chapter 7, pp. 190-229.
Nov. 12 (F) American Renaissance
Nov. 15 (M) Toward the Modern: Art Deco & Streamline Moderne
Assignment: Gelernter, Chapter 8, pp. 230-259.
Nov. 17 (W) International Style and Modern I
Assignment: Gelernter, Chapter 9, pp. 260-292.
Nov. 19 (F) Modern II
Nov. 22 (M) Late Modern/Post-Modern
Assignment: Gelernter, Chapter 10, 293-318.
Nov. 24 (W) Thanksgiving Holiday -- No Class
Nov. 26 (F) Thanksgiving Holiday -- No Class
Nov. 29 (M) Post-Modern
Dec. 1 (W) Post World War II Housing Styles
Assignment: TBA
Dec. 3 (F) Post World War II Housing Styles
Assignment: TBA
DUE: Research paper due in class
Dec. 6 (M) Commercial Architecture on Main Street
10
Dec. 8 (W) Group Project Presentations
Dec. 10 (F) Third Exam
Dec. 15 (W) FINAL EXAM (Comprehensive Style Exam)
Note: Exam Time is 8 am
1
Dr. Steven J. Hoffman Office Hours: MW 11:00-12:00, M 3-4 Department of History and by appointment 311T Social Science Building email: [email protected] Office Telephone: 651-2808 web: cstl-cla.semo.edu/hoffman
Home Telephone: 335-2820 : www.facebook.com/hoffman.steven
course webpage: cstl-cla.semo.edu/hoffman/hp585
HP585-01 History of American Architecture
Fall 2010
MWF 9:00-9:50 SS201
Course Description
This course is a study of American architectural history as material evidence of the country's social, cultural, economic and technological development. (3 credit hours) Purposes and Objectives of the Course
A. To introduce students to the history of various architectural styles and to be able to identify the significant characteristics of each style.
B. To create awareness of the relationship between architectural development and the social, cultural, economic and technological forces of American life.
C. To enable students to relate the history of architecture and architectural styles to the broad patterns of national, regional and local growth.
Expectations of Students
Students are expected to read all assignments, regularly attend class, participate in class discussions and/or activities, complete a written research paper, make two oral presentations and successfully complete all exams. Class participation and discussion of the readings form an important part of the course. Students are expected to participate actively in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor.
Basis for Student Evaluation
Students will be evaluated on class participation, a group project, three semester examinations, a cumulative final examination, a research paper, and two oral presentations.
Group Project
Students will divide into teams and conduct an architectural photo reconnaissance. Each team will present a poster panel of four or five architectural
2
styles highlighting at least ten architectural features found in Cape Girardeau. Styles and features should be arranged (at least roughly) in some kind of chronological or developmental order, and should be organized to communicate a specific theme or idea about the historical patterns of development in Cape and/or environs. Presentations will take the form of a "poster session" which will be held during the last week of classes on Wednesday, December 8, 2010.
Research Paper
Each student will complete an 8-10 page research paper dealing with one or more of the styles or architects discussed in this course. Your paper MUST be on a recognized "high style" or prominent architect, and must include references from the appropriate secondary literature. Topics must be approved in advance. Papers are due Friday, December 3, 2010.
Note: Encyclopedias, online and otherwise, are not strong sources for college papers. Likewise, you may use online architectural sources, such as greatbuildingsonline, for some of your information, but these types of sites are also considered fairly weak sources—so be sure you don’t rely on them too much for your paper. The text of your paper is to be 8-10 pages. If you illustrate your paper—which is encouraged—it will of course make the paper longer. A page of illustration is not equal to a page of text (just in case you were wondering) and will not count toward achieving the required page length.
Oral Presentations
Each student will complete two brief oral presentations over the course of the semester, one on a specific building from the canon of “great buildings” and one on a specific architect. Students will choose from lists provided by the instructor. Presentations must use PowerPoint to present visual material pertaining to the subject, and should be 2 to 5 minutes in length. Dates of presentations will be determined by the instructor.
Note on Plagiarism: Not surprisingly, your paper (and all written assignments) must be your own work. This does not mean that you may not study together, share ideas and learn from one another. It simply means that you can not pass off the work of others as your own. Plagiarism and cheating are serious offenses and are discussed more fully in the University Bulletin. If you have any questions about what constitutes plagiarism or need clarification about any of the issues involved, please make an appointment to see me. This course abides by the university's policies regarding academic honesty. Penalties for academic dishonesty range from failing the assignment and/or failing the course to expulsion from the University.
3
The components of your grade will be weighted as follows:
Undergraduates:
Class Participation: 10% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 20% Oral Presentations: 10%
Graduate Students:
Class Participation: 15% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 15% Oral Presentations: 10%
Note: Assignments turned in late will be penalized 10%. In addition to participating in class discussion, students must complete all assignments to receive a grade for participation. Course Policies and Procedures This course abides by the university's policies regarding attendance, academic honesty, civility and harassment, and support for students with disabilities, and has additional requirements regarding the use of technology: Attendance
• It is essential that you be in class. Class participation and discussion of the readings form an important part of the course. Students are expected to actively participate in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor. If you are not in class, you can’t participate. In addition, we will have several guest speakers; experiences that cannot be duplicated if missed. The official statement about attendance, derived from the Undergraduate Bulletin, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
Academic Honesty • The Undergraduate Bulletin defines academic dishonesty as “…those acts which
would deceive, cheat, or defraud so as to promote one’s scholastic record…”, and states that “[v]iolations of academic honesty represent a serious breech of discipline and may be considered grounds for disciplinary action, including dismissal from the university”. Students are expected to understand and abide by the rules governing academic honesty.
• The official statement about academic honesty, including plagiarism, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
• Additional information may be accessed at: http://www6.semo.edu/judaffairs/. • Penalties for academic dishonesty range from failing the assignment and/or failing
the course to expulsion from the University.
4
Civility and Harassment • A major determinant of a successful educational experience is a shared sense of
respect among and between the students and their instructor. We all share responsibility for creating and maintaining a climate of mutual respect and an environment free from harassment.
• Adhering to generally accepted standards of behavior will help facilitate a positive experience for all.
o Please turn off all electronic devices during class. When your cell phone rings, for example, it distracts others and may throw a great discussion off course.
o If you need to leave the room, try to wait for a moment that is least distracting.
o When we have class discussions, don’t attack people but, instead, constructively and reflectively respond to the ideas being expressed. One of the important reasons for engaging in discussion is that by advancing our ideas in a public forum, our ideas get better. Through dialogue we have the opportunity to learn new things and, potentially, change old beliefs. In order to accomplish this, we need to work together to maintain a climate of mutual respect.
• More specific information about the Student Code of Conduct which governs student behavior can be found by clicking on the “Statement of Student Rights and Code of Student Conduct” link found at http://www6.semo.edu/judaffairs/.
• Judicial Affairs is responsible for addressing disciplinary matters related to breaches of accepted civility and harassment standards. Information about this process is available at: http://www6.semo.edu/judaffairs/.
Disabilities • Southeast Missouri State University is committed to making every possible
educational accommodation for students with disabilities. Many services and accommodations which aid a student’s educational experience are available for students with various types of disabilities. Students may obtain official information about disabilities from Learning Assistance and Disability Support Services, located at: http://www.semo.edu/cs/services/lec.htm.
Technology • Students are required to utilize PowerPoint or some other equivalent computer
program capable of displaying images electronically for use in their two class presentations. In addition, supplementary course study aids are available online at the course web site. Students will have the opportunity, but will not be required, to submit their papers electronically in the class DropBox. Students who anticipate difficulty in mastering the technological components of the course are responsible for seeking assistance from the instructor in a timely manner.
5
Textbooks Textbook (available from Textbook Services)
Gelernter, Mark. A History of American Architecture: Buildings in their Cultural and Technological Context. Hanover, NH and London, England: University Press of New England, 2001.
Additional Reading (available from Southeast Bookstore) Required
Upton, Dell and Vlach, John Michael, eds. Common Places: Readings in Vernacular Architecture. Athens, GA: The University of Georgia Press, 1986.
Recommended
Blumenson, John J-G. Identifying American Architecture: A Pictorial Guide to Styles and Terms, 1600-1945. 2nd ed. New York: W.W. Norton & Company, Inc., 1981.
McAlester, Virginia and Lee. A Field Guide to American Houses. New York: Alfred A. Knopf, 1984.
Burden, Ernest. Illustrated Dictionary of Architecture. 2nd Edition. New York: McGraw Hill, 2002.
Course Calendar:
Aug. 23 (M) Course Introductions
Aug. 25
(W) Before the Europeans
Assignment: Gelernter, Forward, pp. xviii-xxii and Chapter 1, pp. 1-34.
Aug. 27 (F) English Colonial Architecture
First European Arrivals: English Colonial: New England I
Assignment: Gelernter, Chapter 2, pp. 35-42 and pp. 54-64.
6
Aug. 30 (M) English Colonial: New England II
Assignment: Norman Morrison Isham and Albert F. Brown, "Early Rhode Island Houses," and Robert Blair St. George, "'Set Thine House in Order": The Domestication of the Yeomanry in Seventeenth-Century New England," in Upton & Vlach, pp. 149-157 and 336-366.
Sept. 1 (W) English Colonial: The South
Assignment: Fraser D. Neiman, "Domestic Architecture at the Clifts Plantation: The Social Context of Early Virginia Building," in Upton & Vlach, pp. 292-314; and, Dell Upton, "Vernacular Domestic Architecture in Eighteenth-Century Virginia," in Upton & Vlach, pp. 315-335.
Sept. 3 (F) Readings in Vernacular Architecture I
Assignment: "Introduction," and Fred B. Kniffen, "Folk Housing: Key to Diffusion," in Upton & Vlach, pp. xiii-26.
Sept. 6 (M) Labor Day -- No Class
Sept. 8 (W) Readings in Vernacular Architecture II
Assignment: Henry Glassie, "Eighteenth-Century Cultural Process in Delaware Valley Folk Building," and Thomas Hubka, "Just Folks Designing: Vernacular Designers and the Generation of Form," in Upton & Vlach, pp. 394-425 and 426-432.
Sept. 10 (F) Georgian Architecture I
Assignment: Gelernter, Chapter 3, pp. 65-85.
Sept. 13 (M) Georgian Architecture II
Assignment: Gelernter, Chapter 3, pp. 85-96.
Sept. 15 (W) Readings in Vernacular Architecture III
Assignment: Edward A. Chappell, "Acculturation in the Shenandoah Valley: Rhenish Houses of the Massanutten Settlement," in Upton & Vlach, pp. 27-57; and, Alan Gowans, "The Mansions of Alloways Creek," in Upton & Vlach, pp. 367-393.
7
Sept. 17 (F) Searching for a National Style
Federal Architecture
Assignment: Gelernter, Chapter 4, pp. 97-115.
Sept. 20 (M) Neoclassical Architecture
Assignment: Gelernter, Chapter 4, pp. 115-128.
Sept. 22 (W) Greek Revival
Assignment: Gelernter, Chapter 5, pp. 130-139.
Sept. 24 (F) FIRST EXAM
Sept. 27 (M) Mid-century revivalism
Romantic Revivals I: Gothic Revival, Romanesque Revival, Italianate, Italian Villa, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Sept. 29 (W) Romantic Revivals II: Renaissance Revival, Egyptian, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Oct. 1 (F) Romantic Revivals III
Oct. 4 (M) Late-19th to early 20th century
Victorian America I: Ruskin, High Victorian Gothic, Stick Style, Queen Anne, Eastlake, Shingle, Colonial Revival, French Second Empire, Chateauesque, etc.
Assignment: Gelernter, Chapter 6, pp. 166-189.
Oct. 6 (W) Victorian America II
Assignment: Catherine W. Bishir, "Jacob W. Holt: An American Builder, " in Upton & Vlach, pp. 447-481.
Oct. 8 (F) Victorian America III
Assignment: TBA
8
Oct. 11 (M) Victorian America IV
Assignment: TBA
Oct. 13 (W) Regionalism and Ethnicity in Architecture Readings in Vernacular Architecture IV
Assignment: Fred B. Kniffen and Henry Glassie, "Building in Wood in the Eastern United States: A Time-Place Perspective," in Upton & Vlach, pp. 159-181; and, John Michael Vlach, "The Shotgun House: An African Architectural Legacy," in Upton & Vlach, pp. 58-78.
Oct. 15 (F) Fall Break -- No Class
Oct. 18 (M) Spanish Colonial
Assignment: Gelernter, Chapter 2, pp. 42-48.
Oct. 20 (W) French Colonial
Assignment: Gelernter, Chapter 2, pp. 48-50.
Oct. 22 (F) Women and architecture
Assignment: TBA
Oct. 25 (M) Preservation in Action—Internship Reports
Assignment: TBA
Oct. 27 (W) Dutch Colonial
Assignment: Gelernter, Chapter 2, pp. 50-54.
Oct. 29 (F) Missouri German Vernacular
Assignment: TBA
Nov. 1 (M) Preservation in Action—Internship Reports
Assignment: TBA
Nov. 3 (W) SECOND EXAM
9
Nov. 5 (F) H.H. Richardson
Nov. 8 (M) Moving toward Modernism, and beyond
Frank Lloyd Wright
Nov. 10 (W) Chicago School: First Skyscrapers
Assignment: Gelernter, Chapter 7, pp. 190-229.
Nov. 12 (F) American Renaissance
Nov. 15 (M) Toward the Modern: Art Deco & Streamline Moderne
Assignment: Gelernter, Chapter 8, pp. 230-259.
Nov. 17 (W) International Style and Modern I
Assignment: Gelernter, Chapter 9, pp. 260-292.
Nov. 19 (F) Modern II
Nov. 22 (M) Late Modern/Post-Modern
Assignment: Gelernter, Chapter 10, 293-318.
Nov. 24 (W) Thanksgiving Holiday -- No Class
Nov. 26 (F) Thanksgiving Holiday -- No Class
Nov. 29 (M) Post-Modern
Dec. 1 (W) Post World War II Housing Styles
Assignment: TBA
Dec. 3 (F) Post World War II Housing Styles
Assignment: TBA
DUE: Research paper due in class
Dec. 6 (M) Commercial Architecture on Main Street
10
Dec. 8 (W) Group Project Presentations
Dec. 10 (F) Third Exam
Dec. 15 (W) FINAL EXAM (Comprehensive Style Exam)
Note: Exam Time is 8 am
1
Dr. Steven J. Hoffman Office Hours: MW 11:00-12:00, M 3-4 Department of History and by appointment 311T Social Science Building email: [email protected] Office Telephone: 651-2808 web: cstl-cla.semo.edu/hoffman
Home Telephone: 335-2820 : www.facebook.com/hoffman.steven
course webpage: cstl-cla.semo.edu/hoffman/hp585
HP585-01 History of American Architecture
Fall 2010
MWF 9:00-9:50 SS201
Course Description
This course is a study of American architectural history as material evidence of the country's social, cultural, economic and technological development. (3 credit hours) Purposes and Objectives of the Course
A. To introduce students to the history of various architectural styles and to be able to identify the significant characteristics of each style.
B. To create awareness of the relationship between architectural development and the social, cultural, economic and technological forces of American life.
C. To enable students to relate the history of architecture and architectural styles to the broad patterns of national, regional and local growth.
Expectations of Students
Students are expected to read all assignments, regularly attend class, participate in class discussions and/or activities, complete a written research paper, make two oral presentations and successfully complete all exams. Class participation and discussion of the readings form an important part of the course. Students are expected to participate actively in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor.
Basis for Student Evaluation
Students will be evaluated on class participation, a group project, three semester examinations, a cumulative final examination, a research paper, and two oral presentations.
Group Project
Students will divide into teams and conduct an architectural photo reconnaissance. Each team will present a poster panel of four or five architectural
2
styles highlighting at least ten architectural features found in Cape Girardeau. Styles and features should be arranged (at least roughly) in some kind of chronological or developmental order, and should be organized to communicate a specific theme or idea about the historical patterns of development in Cape and/or environs. Presentations will take the form of a "poster session" which will be held during the last week of classes on Wednesday, December 8, 2010.
Research Paper
Each student will complete an 8-10 page research paper dealing with one or more of the styles or architects discussed in this course. Your paper MUST be on a recognized "high style" or prominent architect, and must include references from the appropriate secondary literature. Topics must be approved in advance. Papers are due Friday, December 3, 2010.
Note: Encyclopedias, online and otherwise, are not strong sources for college papers. Likewise, you may use online architectural sources, such as greatbuildingsonline, for some of your information, but these types of sites are also considered fairly weak sources—so be sure you don’t rely on them too much for your paper. The text of your paper is to be 8-10 pages. If you illustrate your paper—which is encouraged—it will of course make the paper longer. A page of illustration is not equal to a page of text (just in case you were wondering) and will not count toward achieving the required page length.
Oral Presentations
Each student will complete two brief oral presentations over the course of the semester, one on a specific building from the canon of “great buildings” and one on a specific architect. Students will choose from lists provided by the instructor. Presentations must use PowerPoint to present visual material pertaining to the subject, and should be 2 to 5 minutes in length. Dates of presentations will be determined by the instructor.
Note on Plagiarism: Not surprisingly, your paper (and all written assignments) must be your own work. This does not mean that you may not study together, share ideas and learn from one another. It simply means that you can not pass off the work of others as your own. Plagiarism and cheating are serious offenses and are discussed more fully in the University Bulletin. If you have any questions about what constitutes plagiarism or need clarification about any of the issues involved, please make an appointment to see me. This course abides by the university's policies regarding academic honesty. Penalties for academic dishonesty range from failing the assignment and/or failing the course to expulsion from the University.
3
The components of your grade will be weighted as follows:
Undergraduates:
Class Participation: 10% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 20% Oral Presentations: 10%
Graduate Students:
Class Participation: 15% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 15% Oral Presentations: 10%
Note: Assignments turned in late will be penalized 10%. In addition to participating in class discussion, students must complete all assignments to receive a grade for participation. Course Policies and Procedures This course abides by the university's policies regarding attendance, academic honesty, civility and harassment, and support for students with disabilities, and has additional requirements regarding the use of technology: Attendance
• It is essential that you be in class. Class participation and discussion of the readings form an important part of the course. Students are expected to actively participate in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor. If you are not in class, you can’t participate. In addition, we will have several guest speakers; experiences that cannot be duplicated if missed. The official statement about attendance, derived from the Undergraduate Bulletin, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
Academic Honesty • The Undergraduate Bulletin defines academic dishonesty as “…those acts which
would deceive, cheat, or defraud so as to promote one’s scholastic record…”, and states that “[v]iolations of academic honesty represent a serious breech of discipline and may be considered grounds for disciplinary action, including dismissal from the university”. Students are expected to understand and abide by the rules governing academic honesty.
• The official statement about academic honesty, including plagiarism, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
• Additional information may be accessed at: http://www6.semo.edu/judaffairs/. • Penalties for academic dishonesty range from failing the assignment and/or failing
the course to expulsion from the University.
4
Civility and Harassment • A major determinant of a successful educational experience is a shared sense of
respect among and between the students and their instructor. We all share responsibility for creating and maintaining a climate of mutual respect and an environment free from harassment.
• Adhering to generally accepted standards of behavior will help facilitate a positive experience for all.
o Please turn off all electronic devices during class. When your cell phone rings, for example, it distracts others and may throw a great discussion off course.
o If you need to leave the room, try to wait for a moment that is least distracting.
o When we have class discussions, don’t attack people but, instead, constructively and reflectively respond to the ideas being expressed. One of the important reasons for engaging in discussion is that by advancing our ideas in a public forum, our ideas get better. Through dialogue we have the opportunity to learn new things and, potentially, change old beliefs. In order to accomplish this, we need to work together to maintain a climate of mutual respect.
• More specific information about the Student Code of Conduct which governs student behavior can be found by clicking on the “Statement of Student Rights and Code of Student Conduct” link found at http://www6.semo.edu/judaffairs/.
• Judicial Affairs is responsible for addressing disciplinary matters related to breaches of accepted civility and harassment standards. Information about this process is available at: http://www6.semo.edu/judaffairs/.
Disabilities • Southeast Missouri State University is committed to making every possible
educational accommodation for students with disabilities. Many services and accommodations which aid a student’s educational experience are available for students with various types of disabilities. Students may obtain official information about disabilities from Learning Assistance and Disability Support Services, located at: http://www.semo.edu/cs/services/lec.htm.
Technology • Students are required to utilize PowerPoint or some other equivalent computer
program capable of displaying images electronically for use in their two class presentations. In addition, supplementary course study aids are available online at the course web site. Students will have the opportunity, but will not be required, to submit their papers electronically in the class DropBox. Students who anticipate difficulty in mastering the technological components of the course are responsible for seeking assistance from the instructor in a timely manner.
5
Textbooks Textbook (available from Textbook Services)
Gelernter, Mark. A History of American Architecture: Buildings in their Cultural and Technological Context. Hanover, NH and London, England: University Press of New England, 2001.
Additional Reading (available from Southeast Bookstore) Required
Upton, Dell and Vlach, John Michael, eds. Common Places: Readings in Vernacular Architecture. Athens, GA: The University of Georgia Press, 1986.
Recommended
Blumenson, John J-G. Identifying American Architecture: A Pictorial Guide to Styles and Terms, 1600-1945. 2nd ed. New York: W.W. Norton & Company, Inc., 1981.
McAlester, Virginia and Lee. A Field Guide to American Houses. New York: Alfred A. Knopf, 1984.
Burden, Ernest. Illustrated Dictionary of Architecture. 2nd Edition. New York: McGraw Hill, 2002.
Course Calendar:
Aug. 23 (M) Course Introductions
Aug. 25
(W) Before the Europeans
Assignment: Gelernter, Forward, pp. xviii-xxii and Chapter 1, pp. 1-34.
Aug. 27 (F) English Colonial Architecture
First European Arrivals: English Colonial: New England I
Assignment: Gelernter, Chapter 2, pp. 35-42 and pp. 54-64.
6
Aug. 30 (M) English Colonial: New England II
Assignment: Norman Morrison Isham and Albert F. Brown, "Early Rhode Island Houses," and Robert Blair St. George, "'Set Thine House in Order": The Domestication of the Yeomanry in Seventeenth-Century New England," in Upton & Vlach, pp. 149-157 and 336-366.
Sept. 1 (W) English Colonial: The South
Assignment: Fraser D. Neiman, "Domestic Architecture at the Clifts Plantation: The Social Context of Early Virginia Building," in Upton & Vlach, pp. 292-314; and, Dell Upton, "Vernacular Domestic Architecture in Eighteenth-Century Virginia," in Upton & Vlach, pp. 315-335.
Sept. 3 (F) Readings in Vernacular Architecture I
Assignment: "Introduction," and Fred B. Kniffen, "Folk Housing: Key to Diffusion," in Upton & Vlach, pp. xiii-26.
Sept. 6 (M) Labor Day -- No Class
Sept. 8 (W) Readings in Vernacular Architecture II
Assignment: Henry Glassie, "Eighteenth-Century Cultural Process in Delaware Valley Folk Building," and Thomas Hubka, "Just Folks Designing: Vernacular Designers and the Generation of Form," in Upton & Vlach, pp. 394-425 and 426-432.
Sept. 10 (F) Georgian Architecture I
Assignment: Gelernter, Chapter 3, pp. 65-85.
Sept. 13 (M) Georgian Architecture II
Assignment: Gelernter, Chapter 3, pp. 85-96.
Sept. 15 (W) Readings in Vernacular Architecture III
Assignment: Edward A. Chappell, "Acculturation in the Shenandoah Valley: Rhenish Houses of the Massanutten Settlement," in Upton & Vlach, pp. 27-57; and, Alan Gowans, "The Mansions of Alloways Creek," in Upton & Vlach, pp. 367-393.
7
Sept. 17 (F) Searching for a National Style
Federal Architecture
Assignment: Gelernter, Chapter 4, pp. 97-115.
Sept. 20 (M) Neoclassical Architecture
Assignment: Gelernter, Chapter 4, pp. 115-128.
Sept. 22 (W) Greek Revival
Assignment: Gelernter, Chapter 5, pp. 130-139.
Sept. 24 (F) FIRST EXAM
Sept. 27 (M) Mid-century revivalism
Romantic Revivals I: Gothic Revival, Romanesque Revival, Italianate, Italian Villa, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Sept. 29 (W) Romantic Revivals II: Renaissance Revival, Egyptian, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Oct. 1 (F) Romantic Revivals III
Oct. 4 (M) Late-19th to early 20th century
Victorian America I: Ruskin, High Victorian Gothic, Stick Style, Queen Anne, Eastlake, Shingle, Colonial Revival, French Second Empire, Chateauesque, etc.
Assignment: Gelernter, Chapter 6, pp. 166-189.
Oct. 6 (W) Victorian America II
Assignment: Catherine W. Bishir, "Jacob W. Holt: An American Builder, " in Upton & Vlach, pp. 447-481.
Oct. 8 (F) Victorian America III
Assignment: TBA
8
Oct. 11 (M) Victorian America IV
Assignment: TBA
Oct. 13 (W) Regionalism and Ethnicity in Architecture Readings in Vernacular Architecture IV
Assignment: Fred B. Kniffen and Henry Glassie, "Building in Wood in the Eastern United States: A Time-Place Perspective," in Upton & Vlach, pp. 159-181; and, John Michael Vlach, "The Shotgun House: An African Architectural Legacy," in Upton & Vlach, pp. 58-78.
Oct. 15 (F) Fall Break -- No Class
Oct. 18 (M) Spanish Colonial
Assignment: Gelernter, Chapter 2, pp. 42-48.
Oct. 20 (W) French Colonial
Assignment: Gelernter, Chapter 2, pp. 48-50.
Oct. 22 (F) Women and architecture
Assignment: TBA
Oct. 25 (M) Preservation in Action—Internship Reports
Assignment: TBA
Oct. 27 (W) Dutch Colonial
Assignment: Gelernter, Chapter 2, pp. 50-54.
Oct. 29 (F) Missouri German Vernacular
Assignment: TBA
Nov. 1 (M) Preservation in Action—Internship Reports
Assignment: TBA
Nov. 3 (W) SECOND EXAM
9
Nov. 5 (F) H.H. Richardson
Nov. 8 (M) Moving toward Modernism, and beyond
Frank Lloyd Wright
Nov. 10 (W) Chicago School: First Skyscrapers
Assignment: Gelernter, Chapter 7, pp. 190-229.
Nov. 12 (F) American Renaissance
Nov. 15 (M) Toward the Modern: Art Deco & Streamline Moderne
Assignment: Gelernter, Chapter 8, pp. 230-259.
Nov. 17 (W) International Style and Modern I
Assignment: Gelernter, Chapter 9, pp. 260-292.
Nov. 19 (F) Modern II
Nov. 22 (M) Late Modern/Post-Modern
Assignment: Gelernter, Chapter 10, 293-318.
Nov. 24 (W) Thanksgiving Holiday -- No Class
Nov. 26 (F) Thanksgiving Holiday -- No Class
Nov. 29 (M) Post-Modern
Dec. 1 (W) Post World War II Housing Styles
Assignment: TBA
Dec. 3 (F) Post World War II Housing Styles
Assignment: TBA
DUE: Research paper due in class
Dec. 6 (M) Commercial Architecture on Main Street
10
Dec. 8 (W) Group Project Presentations
Dec. 10 (F) Third Exam
Dec. 15 (W) FINAL EXAM (Comprehensive Style Exam)
Note: Exam Time is 8 am
1
Dr. Steven J. Hoffman Office Hours: MW 11:00-12:00, M 3-4 Department of History and by appointment 311T Social Science Building email: [email protected] Office Telephone: 651-2808 web: cstl-cla.semo.edu/hoffman
Home Telephone: 335-2820 : www.facebook.com/hoffman.steven
course webpage: cstl-cla.semo.edu/hoffman/hp585
HP585-01 History of American Architecture
Fall 2010
MWF 9:00-9:50 SS201
Course Description
This course is a study of American architectural history as material evidence of the country's social, cultural, economic and technological development. (3 credit hours) Purposes and Objectives of the Course
A. To introduce students to the history of various architectural styles and to be able to identify the significant characteristics of each style.
B. To create awareness of the relationship between architectural development and the social, cultural, economic and technological forces of American life.
C. To enable students to relate the history of architecture and architectural styles to the broad patterns of national, regional and local growth.
Expectations of Students
Students are expected to read all assignments, regularly attend class, participate in class discussions and/or activities, complete a written research paper, make two oral presentations and successfully complete all exams. Class participation and discussion of the readings form an important part of the course. Students are expected to participate actively in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor.
Basis for Student Evaluation
Students will be evaluated on class participation, a group project, three semester examinations, a cumulative final examination, a research paper, and two oral presentations.
Group Project
Students will divide into teams and conduct an architectural photo reconnaissance. Each team will present a poster panel of four or five architectural
2
styles highlighting at least ten architectural features found in Cape Girardeau. Styles and features should be arranged (at least roughly) in some kind of chronological or developmental order, and should be organized to communicate a specific theme or idea about the historical patterns of development in Cape and/or environs. Presentations will take the form of a "poster session" which will be held during the last week of classes on Wednesday, December 8, 2010.
Research Paper
Each student will complete an 8-10 page research paper dealing with one or more of the styles or architects discussed in this course. Your paper MUST be on a recognized "high style" or prominent architect, and must include references from the appropriate secondary literature. Topics must be approved in advance. Papers are due Friday, December 3, 2010.
Note: Encyclopedias, online and otherwise, are not strong sources for college papers. Likewise, you may use online architectural sources, such as greatbuildingsonline, for some of your information, but these types of sites are also considered fairly weak sources—so be sure you don’t rely on them too much for your paper. The text of your paper is to be 8-10 pages. If you illustrate your paper—which is encouraged—it will of course make the paper longer. A page of illustration is not equal to a page of text (just in case you were wondering) and will not count toward achieving the required page length.
Oral Presentations
Each student will complete two brief oral presentations over the course of the semester, one on a specific building from the canon of “great buildings” and one on a specific architect. Students will choose from lists provided by the instructor. Presentations must use PowerPoint to present visual material pertaining to the subject, and should be 2 to 5 minutes in length. Dates of presentations will be determined by the instructor.
Note on Plagiarism: Not surprisingly, your paper (and all written assignments) must be your own work. This does not mean that you may not study together, share ideas and learn from one another. It simply means that you can not pass off the work of others as your own. Plagiarism and cheating are serious offenses and are discussed more fully in the University Bulletin. If you have any questions about what constitutes plagiarism or need clarification about any of the issues involved, please make an appointment to see me. This course abides by the university's policies regarding academic honesty. Penalties for academic dishonesty range from failing the assignment and/or failing the course to expulsion from the University.
3
The components of your grade will be weighted as follows:
Undergraduates:
Class Participation: 10% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 20% Oral Presentations: 10%
Graduate Students:
Class Participation: 15% Group Project 10% First Exam: 10% Second Exam: 10% Third Exam 10% Final Exam 20% Research Paper: 15% Oral Presentations: 10%
Note: Assignments turned in late will be penalized 10%. In addition to participating in class discussion, students must complete all assignments to receive a grade for participation. Course Policies and Procedures This course abides by the university's policies regarding attendance, academic honesty, civility and harassment, and support for students with disabilities, and has additional requirements regarding the use of technology: Attendance
• It is essential that you be in class. Class participation and discussion of the readings form an important part of the course. Students are expected to actively participate in class discussion, including commenting on ideas from the reading assignments, concepts presented by other students, and ideas advanced by the instructor. If you are not in class, you can’t participate. In addition, we will have several guest speakers; experiences that cannot be duplicated if missed. The official statement about attendance, derived from the Undergraduate Bulletin, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
Academic Honesty • The Undergraduate Bulletin defines academic dishonesty as “…those acts which
would deceive, cheat, or defraud so as to promote one’s scholastic record…”, and states that “[v]iolations of academic honesty represent a serious breech of discipline and may be considered grounds for disciplinary action, including dismissal from the university”. Students are expected to understand and abide by the rules governing academic honesty.
• The official statement about academic honesty, including plagiarism, may be accessed at: http://www.semo.edu/bulletin/pdf/2010_bulletin.pdf.
• Additional information may be accessed at: http://www6.semo.edu/judaffairs/. • Penalties for academic dishonesty range from failing the assignment and/or failing
the course to expulsion from the University.
4
Civility and Harassment • A major determinant of a successful educational experience is a shared sense of
respect among and between the students and their instructor. We all share responsibility for creating and maintaining a climate of mutual respect and an environment free from harassment.
• Adhering to generally accepted standards of behavior will help facilitate a positive experience for all.
o Please turn off all electronic devices during class. When your cell phone rings, for example, it distracts others and may throw a great discussion off course.
o If you need to leave the room, try to wait for a moment that is least distracting.
o When we have class discussions, don’t attack people but, instead, constructively and reflectively respond to the ideas being expressed. One of the important reasons for engaging in discussion is that by advancing our ideas in a public forum, our ideas get better. Through dialogue we have the opportunity to learn new things and, potentially, change old beliefs. In order to accomplish this, we need to work together to maintain a climate of mutual respect.
• More specific information about the Student Code of Conduct which governs student behavior can be found by clicking on the “Statement of Student Rights and Code of Student Conduct” link found at http://www6.semo.edu/judaffairs/.
• Judicial Affairs is responsible for addressing disciplinary matters related to breaches of accepted civility and harassment standards. Information about this process is available at: http://www6.semo.edu/judaffairs/.
Disabilities • Southeast Missouri State University is committed to making every possible
educational accommodation for students with disabilities. Many services and accommodations which aid a student’s educational experience are available for students with various types of disabilities. Students may obtain official information about disabilities from Learning Assistance and Disability Support Services, located at: http://www.semo.edu/cs/services/lec.htm.
Technology • Students are required to utilize PowerPoint or some other equivalent computer
program capable of displaying images electronically for use in their two class presentations. In addition, supplementary course study aids are available online at the course web site. Students will have the opportunity, but will not be required, to submit their papers electronically in the class DropBox. Students who anticipate difficulty in mastering the technological components of the course are responsible for seeking assistance from the instructor in a timely manner.
5
Textbooks Textbook (available from Textbook Services)
Gelernter, Mark. A History of American Architecture: Buildings in their Cultural and Technological Context. Hanover, NH and London, England: University Press of New England, 2001.
Additional Reading (available from Southeast Bookstore) Required
Upton, Dell and Vlach, John Michael, eds. Common Places: Readings in Vernacular Architecture. Athens, GA: The University of Georgia Press, 1986.
Recommended
Blumenson, John J-G. Identifying American Architecture: A Pictorial Guide to Styles and Terms, 1600-1945. 2nd ed. New York: W.W. Norton & Company, Inc., 1981.
McAlester, Virginia and Lee. A Field Guide to American Houses. New York: Alfred A. Knopf, 1984.
Burden, Ernest. Illustrated Dictionary of Architecture. 2nd Edition. New York: McGraw Hill, 2002.
Course Calendar:
Aug. 23 (M) Course Introductions
Aug. 25
(W) Before the Europeans
Assignment: Gelernter, Forward, pp. xviii-xxii and Chapter 1, pp. 1-34.
Aug. 27 (F) English Colonial Architecture
First European Arrivals: English Colonial: New England I
Assignment: Gelernter, Chapter 2, pp. 35-42 and pp. 54-64.
6
Aug. 30 (M) English Colonial: New England II
Assignment: Norman Morrison Isham and Albert F. Brown, "Early Rhode Island Houses," and Robert Blair St. George, "'Set Thine House in Order": The Domestication of the Yeomanry in Seventeenth-Century New England," in Upton & Vlach, pp. 149-157 and 336-366.
Sept. 1 (W) English Colonial: The South
Assignment: Fraser D. Neiman, "Domestic Architecture at the Clifts Plantation: The Social Context of Early Virginia Building," in Upton & Vlach, pp. 292-314; and, Dell Upton, "Vernacular Domestic Architecture in Eighteenth-Century Virginia," in Upton & Vlach, pp. 315-335.
Sept. 3 (F) Readings in Vernacular Architecture I
Assignment: "Introduction," and Fred B. Kniffen, "Folk Housing: Key to Diffusion," in Upton & Vlach, pp. xiii-26.
Sept. 6 (M) Labor Day -- No Class
Sept. 8 (W) Readings in Vernacular Architecture II
Assignment: Henry Glassie, "Eighteenth-Century Cultural Process in Delaware Valley Folk Building," and Thomas Hubka, "Just Folks Designing: Vernacular Designers and the Generation of Form," in Upton & Vlach, pp. 394-425 and 426-432.
Sept. 10 (F) Georgian Architecture I
Assignment: Gelernter, Chapter 3, pp. 65-85.
Sept. 13 (M) Georgian Architecture II
Assignment: Gelernter, Chapter 3, pp. 85-96.
Sept. 15 (W) Readings in Vernacular Architecture III
Assignment: Edward A. Chappell, "Acculturation in the Shenandoah Valley: Rhenish Houses of the Massanutten Settlement," in Upton & Vlach, pp. 27-57; and, Alan Gowans, "The Mansions of Alloways Creek," in Upton & Vlach, pp. 367-393.
7
Sept. 17 (F) Searching for a National Style
Federal Architecture
Assignment: Gelernter, Chapter 4, pp. 97-115.
Sept. 20 (M) Neoclassical Architecture
Assignment: Gelernter, Chapter 4, pp. 115-128.
Sept. 22 (W) Greek Revival
Assignment: Gelernter, Chapter 5, pp. 130-139.
Sept. 24 (F) FIRST EXAM
Sept. 27 (M) Mid-century revivalism
Romantic Revivals I: Gothic Revival, Romanesque Revival, Italianate, Italian Villa, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Sept. 29 (W) Romantic Revivals II: Renaissance Revival, Egyptian, etc.
Assignment: Gelernter, Chapter 5, pp. 139-165.
Oct. 1 (F) Romantic Revivals III
Oct. 4 (M) Late-19th to early 20th century
Victorian America I: Ruskin, High Victorian Gothic, Stick Style, Queen Anne, Eastlake, Shingle, Colonial Revival, French Second Empire, Chateauesque, etc.
Assignment: Gelernter, Chapter 6, pp. 166-189.
Oct. 6 (W) Victorian America II
Assignment: Catherine W. Bishir, "Jacob W. Holt: An American Builder, " in Upton & Vlach, pp. 447-481.
Oct. 8 (F) Victorian America III
Assignment: TBA
8
Oct. 11 (M) Victorian America IV
Assignment: TBA
Oct. 13 (W) Regionalism and Ethnicity in Architecture Readings in Vernacular Architecture IV
Assignment: Fred B. Kniffen and Henry Glassie, "Building in Wood in the Eastern United States: A Time-Place Perspective," in Upton & Vlach, pp. 159-181; and, John Michael Vlach, "The Shotgun House: An African Architectural Legacy," in Upton & Vlach, pp. 58-78.
Oct. 15 (F) Fall Break -- No Class
Oct. 18 (M) Spanish Colonial
Assignment: Gelernter, Chapter 2, pp. 42-48.
Oct. 20 (W) French Colonial
Assignment: Gelernter, Chapter 2, pp. 48-50.
Oct. 22 (F) Women and architecture
Assignment: TBA
Oct. 25 (M) Preservation in Action—Internship Reports
Assignment: TBA
Oct. 27 (W) Dutch Colonial
Assignment: Gelernter, Chapter 2, pp. 50-54.
Oct. 29 (F) Missouri German Vernacular
Assignment: TBA
Nov. 1 (M) Preservation in Action—Internship Reports
Assignment: TBA
Nov. 3 (W) SECOND EXAM
9
Nov. 5 (F) H.H. Richardson
Nov. 8 (M) Moving toward Modernism, and beyond
Frank Lloyd Wright
Nov. 10 (W) Chicago School: First Skyscrapers
Assignment: Gelernter, Chapter 7, pp. 190-229.
Nov. 12 (F) American Renaissance
Nov. 15 (M) Toward the Modern: Art Deco & Streamline Moderne
Assignment: Gelernter, Chapter 8, pp. 230-259.
Nov. 17 (W) International Style and Modern I
Assignment: Gelernter, Chapter 9, pp. 260-292.
Nov. 19 (F) Modern II
Nov. 22 (M) Late Modern/Post-Modern
Assignment: Gelernter, Chapter 10, 293-318.
Nov. 24 (W) Thanksgiving Holiday -- No Class
Nov. 26 (F) Thanksgiving Holiday -- No Class
Nov. 29 (M) Post-Modern
Dec. 1 (W) Post World War II Housing Styles
Assignment: TBA
Dec. 3 (F) Post World War II Housing Styles
Assignment: TBA
DUE: Research paper due in class
Dec. 6 (M) Commercial Architecture on Main Street
10
Dec. 8 (W) Group Project Presentations
Dec. 10 (F) Third Exam
Dec. 15 (W) FINAL EXAM (Comprehensive Style Exam)
Note: Exam Time is 8 am
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