OF THE tlivERsmr MUQASIO^ UBBi ARCHITECTURAL INSTRUCTION FOR DRAFTSMEN IN THE JUNIOR COLLEGE iBy Daryl Branch Miller A.B. (Columbia Univ.) 1915 THESIS Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in EDUCATION in the GRADUATE DIVISION of the UNIVERSITY OF CALIFORNIA Approved. . . Instructor in Charge Deposited in the University Library... .C;Tf^?v. .^.^.^'.1?. .'. Date Librarian &IQ1 ex t SflJ 3>^'-l4i^ -I a ' Tmdl LBC TABLE OP CONTENTS \ Edud. Page No. / ./ Parti _^'^ Introduction 3 Part II Construction 11 Basis of Organizing Subject Matter (in all courses) 14 Table I (For Construction) 19 Conclusion 18 Type Plates (First Semester) 25 Time Allotment (For Each Course) 14 Part III Design 29 Conclusion A Program for Design 37 Part IV Architectural Forms 40 Table II Architectural Forms 44 Table III Ornament 47 Conclusion Outline of Coiirse 48 Pert V Planning 51 Conclusion Typical Program for Course 55 Part VI Relation of Course to Secondary Schools and the University of California 57 Bibliography 58 %&- 9S— 0> f 9 Digitized by the InternetArctiive in 2008 witii funding from IVIicrosoft Corporation V littp://www^rchivaorg/details/ardiiteGturalinsOOmillricli 5. i t"> PAHT OHE * IMTRODUCriGK In 1749 Benjamin Franklin made the following statement in connection with the establishment of the Academy of Philadelphia, which afterward developed into the University of Pennsylvania: "As to their (the student's) studies, it would be well if they could be taught everything that is useful and every- thing that is ornamental. But Art is long and their time is short. It is therefore proposed that they learn those things that are likely to be most useful and most ornamental, regard being had to their several professions for which they are intended." * This statement applies with equal force to the public school system of the present time. The cultural side of ed- ucation has been for generations the dominant form and it is only today that educators realize the foresi/?;ht Franklin showed in advocating vocational training. At present there is a decided movement toward vocational education in addition to cultural education in our schools. The introduction of vocational training is justified by three considerations, namely: certain common aspirations of all students, the de- crease in the use of the apprenticeship system of training, "*Making of our I'iddle Schools," by E. E. Brown Page 180 .£ ^itiaiavlnU srit oJni beqoleval) f)iew'xa}1:a rioiriw .alxlqlsJbBllrf- .-sinevlvennev Hew ^0 .l>XiJow 3i ,B9iD0Js le'jnorjjjs ana) lienj oj 3.i miol iriAtilmob e. niljJrti^i'l iJrf-^. IssiOl" si?' nsilA'^i sioitftor;*!)'- ... \:a ",sXoof(o£ elijBXk ix/o lo ; 4. and the problems presented by the Increased attendance in schools due to compulsory attendance laws. Vocational training is a means that enables people in all walks of life and of all normal mental levels to attain cer- tain common aspirations. These aspirations are: the desire to be self-supporting, the desire to produce or create, and the desire to receive remuneration for their efforts. Another reason for the introduction of vocational educa- tion into our public schools is the decrease in the use of the apprenticeship system as a means of vocational training. The apprenticeship system once was the only means of training a boy in the trades. It was even used in many cases in the train- ing of doctors and lawyers. With the development of the mod- ern industrial system, education and training by apprentice- ship began to fall into disfavor. By 1860 this system of training had largely fallen out of use. The owners of ind- ustries found it more profitable to exploit children that to train them. As a result of this condition, labor unions pro- posed that cnildren be given a vocational training at the ex- pense of the state. This proposal met with stron{5 opposition on the part of the employers, who maintained that the parents should pay for their children's training. In spite of this • opposition, certain land grants were made by Congress in 1862 for training in the Manual Arts, but that is as far as the movement extended at that time. It was not until after 1910 that the program of vocational training which had been 4 Douglas, Paul H. "American Apprenticeship and Industrial Ed- ucation." .*► »««! 14bm> r. «;ivix Oi (■ & ■3 9<59 .■> ■■• ii,.. !• ni an09^ 9Ti»oo'i -.T.tf.lf ■5 n « t 9€^ .-.ni -C 8J: ^1 «ff ;i;»i. ■i-i A «>^io * -' b»n. ■intS Of .♦■ ^■.; Lata". 3 % fiiaBJiift JiifUfiQVQm »iiJ 5. recommended by the unions was extensively adopted, and even at the present time it is not universally put into practice. During the period 1860 - 1910 a general scheme of vocational training was not to be found. In some of the more complex trades a form of the apprenticeship system still survived. In some cases, private vocational schools were established. In a few exceptional cases, public technical schools were founded. These forms of training were far from satisfact- ory and they were not well organized into a system of voca- tional education. Their deficiencies have gradually come to be realized and the full force of the movement for voca- tional education at state expense is just now sweeping over the country. It has found expression In the Smith-Lever Act of 1915, the Smith-Hughes Act of 1917, the Smith-Sears Act of 1918, and the Sears-Towner Act of 1921. These Acts show the interest that our national government is taking in voca- tional education. In addition to these Federal Acts, many of the State legislatures have recently passed compulsory education laws which require children to attend part-time school up to the age of sixteen or eighteen. In California, the law requires that children must attend full-time school up to the age of sixteen, and continue in part-time school up to the age of eighteen. This leacis to the third consideration which is forcing educators to give particular attention to vocation- al training. .d JiI3ia^ 3 OfQI .Levivnus I I tie -Uc. xf> woi iinrv tVT trrfsnTi^Tjn! mi. rial ^oiuJalf; asti 6. As a result of these state laws, many children are now attending school who cannot profitably follow the former college preparatory type of study in the High School. The mental levels of these children vary widely. The school should give tiiem training to fit their varying mental levels, for, in a public school system, education should be based upon the potential abilities of the individuals. Those who expect to take higher training in the university may receive a broader and more abstract form of training, while those with low mental levels must be trained in the m'lre specific types of work, if not in actual training for process jobs. Without this technical training, the time spent by such students will be largely wasted and the student will find himself a misfit when he gets out into the commercial world, with such technical training, however, he will be greatly benefitted and will, in most cases, be a more useful member of the business commvmity. For this reason, a mixed curric- uliim of vocational subjects and cultural subjects should be introduced into our High Schools. This is the problem which at present exists in the secondary schools in the United States and particularly in California. In the Universities of California a similar situation prevails. They too are receiving many more students tlian formerly. With the increasing number of graduates from the High Schools, a correspondingly larger number decide to con- tinue their studies in the Universities. Many of these too..;: 3 aai' .'io.'saie \,Tiv ,.,_. .'J f»i1 hfunrfa not ®«JW-1.? 77.»,4.ilW Vfi^'''*'*' - ' ni !:■ .srfof s- -re?* '>« »* ^c 7. college students, like those in High School, have not the mentality to profitably follow the established curricula as they now stand. They need training for the serai-skilled professions, with the addition of a liberal amount of cul- tviral study. Such students would be very successful in many of the serai-skilled professions such as drafting or optometry, while in the more advanced professions such as engineering or law, they would prove unsuccessful and be crowded out in time. The existing curricula are satisfact- ory for students of high mentality, but for students of only moderate mentalities, new programs of study are very desireable. It is to meet this situation that the J\inior Colleges have been established as part of the secondary school system of California, It has not been the intention in establishing the Junior Collegos that they should parallel the first two years in the University, but the t they should meet the needs of students who cannot profitably pursue the advanced University course. Educators are now engaged in an effort to develop- curricula which will suit the Junior College to the needs of such students. Developments along this line have not advanced far as yet, for the rapidity with which the movement for vocational education has grown up has not allowed time in which to devise ways of meeting it. It is the purpose of this thesis to aid in solving this problem. e;« mluottnuo b9tiBlltiBia9 iii It Yt»v rax /A>ti f-sTG siJjan;'u*o 4,iaioi;i.j'« a. jmj u^ij To 8J iird «YiiI ^«r«^v t^.^3 YbxiJa "^ "» asaat^ - •^l^lIa^rHBr baa: vino .9 i.'-i- Xoaiioa v^«5Aooe« e ■r-., ; T<'i nl nl fc'^.,,-- •->.■! ^-rn £j,i.-iiVJO« ni jJ i.3 vw ai TIJJO 8. SUBJECT OF THESIS This thesis considers the organization of a two-year cur- Iculum for architectural draftsmen which gives the minimum essentials of architecture. The study of architecture may be divided into the following fields: Construction, Planning and Design, History, and Technique of Representation. Due to the extensiveness of these fields, this study will be limited to the examination of Construction, and Planning and Design. An examination of the remaining subjects will be postponed for future study. At ttiis point it may be well to observe that the leaders in vocational education maintain that every man should be trained for the position which he is to fill no matter how simple in its duties that position may be. Repeatedly in even the most routine process jobs, a short training has re- markably increased the worker's efficiency. In the case of architectural draftsmen, their duties are varied and Involve consideraole responsibility, a fact which would justify a course of training for the men who occupy these positions. In New Zealand the need for this training has been recognized by the New Zealand Institute of Architects.* They have establish- ed a series of examinations to determine various degrees of competency, ranging from junior draftsmen to head draftsman. These examinations imply a thorough training on the part of *Proceedings of the New Zealand Institute of Architects, Vol. No. 2, 1918-19, and Vol. No. Ill, 1920. -.l:^3!HT "TO '^■' 9d iiiw bat 1 sr. iSoaovietT^Jxa JXJ&aUliSX:. il/t 'if:- vi>t Jan J ■■'iuv;:! :>iTj6 -ri«l . • ■■_ '^'X « -^XJ r< ■■■ iVX-ox 9. those taking them. In the United States, on the other hand, no system of training draftsmen has been thus far developed. At present, training for draftsmen is carried on largely by draftsmen's clubs organized for that purpose, by extension courses, and by courses in a few of our Eastern colleges. The University of Pennsylvania offers a two-year course in architecture for architectural draftsmen, Cornell University offers a simi- lar course. Both of these courses expect that the drafts- men who take them have had experience. They are not for beginners. Pratt Institute offers a course in architecture suitable for draftsmen, in which the structural side of the work is greatly emphasized. This course may be taken by beginners. Columbia University gives an extension course for draftsmen which leads to a certificate of proficiency after the equivalent of a four-year course has been taken. This course may be taken by beginners. In California, no direct architectural study is to be had in which a drafts- man may get a systematic training. This thesis proposes, therefore, to organize a curriculum of architectural studies to meet this need. This curriculum should be of direct value to architectural draftsmen who expect to take only a two-year course of training. The development of a course in architecture requires the study of two questions. These are: What subject matter shall be taught in each field of study, and, How the subject .Q 10 8c "!U. 9'.. -ft. a«ri »e 10. matter of each field may be organized into a workable cur- riculum. It is with the study of these two questions that this thesis deals. 11. PART TWO CONSTRUCTION The first of the fields of architecture to be studied will be the field of Construction. The first consideration to demand attention is the method of determining what sub- ject matter should be taught in a course in architectural construction. METHOD OF DETERMINING SUBJECT MATTER The subject matter of the course in construction has been determined by an analysis or survey of the types of construction that must be known by a draftsman in order to pursue architectural drafting. Prom this analysis, those items will be selected which are essential to the making of working drawings of the types of buildings which may occur in practically all offices where the architect does not specialize. ANALYSIS OF THE FIELD OF CONSTRUCTION The field of Construction may be divided into: Wooden frame buildings. Semi-fireproof masonry buildings. Slow burning wooden mill construction. Fireproof masonry construction. Steel frame buildings, and Concrete frame buildings. Each of these types of construction has been subdivided Id TO ai« lo •liji .>.. - :^tr»»»»f r -i^rrvJ' ojni a»5l:vi^ jt f t ' 12. into their more Important parts. These will be found in Table I on page 19. SELECTION OF ESSENTIAL MATERIAL The basis of determining what is essential to the architectural draftsman may be derived by finding out what work must be done by the draftsman in the average architect's office and what fundamentals must be known by him in order that the drawings may be made efficiently and at the least expense. The types of construction which an architectural draftsman will have to do are enumerated below. In each type of building, it is imperative that the draftsman should know how the building is constructed. It is not possible nor desireable to study all the facts which are encountered in each type of construction, because these vary in different offices and for different jobs. The underlying principles, however, are necessary for the efficient draftsman to know. The structural principles should also be understood, but it is not necessary that the drrftsman should have gained mastery of the method of calculating loads in various types of construction. In addition to a knowledge of how the building is constructed, it is also necessary to know the conventional symbols and methods of dimensioning a drawing. Of the divisions of the field of Construction, the wooden frame building occurs most frequently, usually in ill rAmox ga 11. . ' aajio- ,9i 3i 9{1J SB bna x£.t{imiotTt9 cwcmb 9tJl l»10 •sol «I o ;jiliUi.ija'Jtax '.2 -/Oii 3J.li4. at vi.' :. :)i; . iintraoo anlbllij'd sna^. 13. the form of a private residence. All the subdivisions of this type of construction are important and must be known in all architectural offices. Semi-fireproof masonry con- struction is also very important, and jobs involving this type of construction come up in nearly all offices. Slow burning mill construction does not occur very frequently except in offices that specialize in it. However, certain structural principles of slow burning mill construction ere involved frequently in wooden frame construction and semi- fireproof masonry construction. For this reason, a limited amount of time needs to be devoted to the subject. Fireproof masonry construction also occurs frequently. This type of construction involves considerable technical knowledge of architectural engineering and is frequently done by special- ists. For this reason, only a few of the underlying prin- ciples of this type of construction need be studied. These few principles, however, are essential to be known in order that the draftsman may work more intelligently in handling the remaining part of the drawings, even though he should not try to design the structural work himself. The steel frame building and the concrete building, on the other hand, usually occur in offices that specialize in that type of construction or have a specialist in the office to do this part of the work. For this reason, these two types of con- struction will be omitted from the study, since they repre- sent advanced fields of construction. lo 'diioialvlbduR ^** fXA ,mi - to tn -nor* ijrtrf .s»ol to»ii f/e ni «oIS 'lllto 11 m xXi^9n nl qo 9flK>o nolJouiie iL'onvJ .* n-rr ?: .:i ^, 1 3 aiJ anon TTtt- 913 : -Ai'j onttq I«ntf Too t9*Ml58 ^r« t OS • MB Wf 01 ?b'9f^ r^trfia?! vr) -I jiiaJt- j-LLaoLj oax--. ")injK till lAOinrioeJ 9l> ir»9UD9'-, Dn:3 .10 asm e 'on « ■.♦en 00 -*T^*»'i ■>•'■' 14. BASIS OF ORGANIZING SUBJECT MATTER Once the subject matter of any course has been deter- mined upon, the governing principles that determine the or- ganization of the subject matter in the course must be dis- covered. These principles are: 1. New matter should be presented as an outgrowth of the old . 2. New matter should be presented in small enough amounts at a time to be readily learned and re- tained in the memory. 3. Work already given should recur, if possible, at frequent intervals until the student has had time to master it. 4. Imitation of good models should be used as a means of gaining appreciation. 5. Work should be motivated by practical applications and by competitions. 6. Each larger step of the course should be of prac- tical value, if possible, without further and con- tinued study. 7. The course must have unity. 8. The demands of other courses upon the student's time must be taken into consideration. ALLOTMENT OF TIME FOR EACH COURSE Before any of the fields which are being studied can be arranged, it is necessary to assume a minimum time allot- ment for each of them. The time allotment given bnlow has been made after each of the fields has been examined in detail. Additional time may be given any one of these fields as circumstances permit. This would result in a '^JAAvnC ... v-.XaA8 : on ntli .**viiJ -ttviS t«4|mI) 9;'-— — — h 19. TABLE I CGKSTRUCTICK Explanation of Table The subdivisions of each field of construction are found listed below, on the lefthand side of the paper. The items which shall be studied in each of the four semesters of the Junior College course' will be checked ivith an (x) in the four narrow columns on the right, the first column rep- resenting the first semester, the second column the second, etc. In the wide margin on the extreme right may be found remarks and references concerning the various topics. c Term Sub,ieot Matter 1 2 3 4 Remarks - < - WOODEN Fli/O/IE CONSTRUCTION X Excavation and Footings - Basement and Cellars X Underpinning X Posts Construction of 7/allE and Partitions Floor Construction X X X Slow Burning Mill Construction Celling Construction X Roof Construction X Trussed Openings X X No theory first term Deer Details X 1 Window Details X Flue and Chimney Construc- tion X Fireplace Construction X Construction of Steps and Stairs X ,^x .^ -^o bcurYt ■\jj i-UvJ t 1 ^ V .?^, ^. no P.-i--; ♦ •) o I r' i; « tr" s'tijIXeC ftoliouiiaaoO nt^f -tp.'ii'^ YTosrlt oVi a J so I r. ,' f.-.t-^r ^'-j*-TrT )n^ 6ij i 20 Tern: Subject Matter 1 2 3 A Hemarks Foroh Construction X Cornice and Gutter Details X Construction of Bay Windows and rrcjecting Masses Areas and Floor Drains X X Plumbing X X Little first term Heating X Elementary only Lighting X Built-in Equlpirent X Miscellaneous y Or elsewhere MAr.CNRY COI'STPUCTICK WALLS Kinds of ?.'alls Brick X Hollow Tile X Concrete Block X Concrete X No theory Openings Window ■Retails X Door Details X nelievirj;. Arches X Lintels \ Herding Moments X Simple loa'"'!s Streri^tn of Beams X Arches Construction X OJC fill-X j"ii...v3ere T? -tlluP aT) 1 1 ^ 'i'lOaiit Oil Aooif \ X 2l Subject Matter erm Remarks Strength' Furring Exterior ^inish Veneering Common Bonds in Brick lARTITIcrS Kinds Seml-fireprcof Fireproof Details of Openings Bearings for Partitions FLOORS Wood Framing Methods Beams and Girders Fireproof Kinds of construction Methods of Framing Surface Treatments BeamiS and Girders Size of 3earr;s Live and^ Dead Loads Bending Moment X Elon;. Forn;ulas onl3/ Steel only See Building Code Simple loads is I abnofl looTqsT t't-{ art SteeV X X Simple Cases Only II W H FOOTINGS /Jv'D FOUND/^TICNS Under "^alls X X Under Coluirns X Simple Cases Only / .ss ■a-- ■-^;iiT a- •tool »TtJa'3;'"'. «'SoJr ii3-iai. ; i,f p.n:i! YlnO rrG 39' „ '-> ,>•.._( 23. Term Subject ^:attcr 1 3 4 Remarks BASEMENTS Thickness of Walls X Water Proofing X ^^R.EAS AND FLOOR DRAIi:S X INTEPICR COLUMNS Wood X Steel X Simple Cases Concrete Piers Omitted Brick Piers X Formulas X Simple Cases Only FIRE PKCCF STEPS X No Formulas PLUMBING X HEATING X Simple Theory LIGHTING X EXTERIOR CORNICES Construction X INTERIOR WOODWORK Detailing X SYM30LS * Method of DiiTiensicning X X X Symbols of V.aterials X X X Symbols of ^^ixtures X X X .es ^fii'ioo* faoo' = r-" I"^.* Oto.'. J i..T>^ I 1 I !2j3iiJ y/l:}-il. ["i .;.tiJcli/^J^a . nil -T r f Gt-> 10 St I 24. Prom Table I the subject matter for each term may be found. It is impossible to organize a course from this data which will be entirely satisfactory the first time that it is tried, for many weak spots are sure to arise where the sequence of the material is too difficult for the students cr where tl^e time allotted to some subject was incorrectly estimated. In view of this fact, the following list of plates covering the first term's work in the field of arch- itectural construction is given only as a suggestion to in- dicate a method of instruction that might be carried out in each semester. .w aiii.? -rot'! fri. " ..J sa.xj J j'li i 3aJ' V 25. t?:enty-one plates on WOODEN FRAiiE CONSTRUCTION Plate 1 Details of Wall Construction (See Fig. 158, p. 28) Plate 2 Methods of Dimensioning Plate 3 Dimensioning Problem (A white Print of a simple plan on which the student is to supply the dimensions) and Dimension Lines Plate 4 Fireplace Construction Plate 5 Symbols (Plumbing, Electric, etc.) Plate 6 Copy of a Typical Plan (See Fig. 156, p. 28) . Plate 7 Foundation Plan for Fig. 156 (To be worked out by student.) Plate 8 Details of Roof Construction Plate 9 Cornice and Gutter Details Plate 10 Roof Plan for Fig. 156 Plate 11 Door Details Plate 12 Window Details Plate 13 Copy Typical Elevation (See Pig. 157, Page 28) Plate 1' Step and Stair Construction Plate 15 FY-aming around Wall and Floor Openings Plate 16 Floor Plan (to be developed from a sketch of a small bungalow) Plate 17 Section of the Same Plate 18 Elevation of Same Plate 19 Roof Plan for Same Plate 20 Foundation Plan for Same Plate 21 Typical Details for Same (8S .q ,851 .Bi"^ ae-) noiiounJano') II .Tlfa-s: 3.U ^JTqqus <^ tlv. ( . ?wr # ,0 vj f 1 ) fi lodff- (8?. A wy X iicUouiiBnoQ looff ^o aliJi^ S^I .^IT lot aali looH 01 e 8l Toon (6S e oO £1 o^ai noi.tai/'-- f 9i^I' 26. The f.olloYdng descriptions are given to shov; in detail hov; the work mc^y be arranged following the outline given on the preceeding page. LESSON I Construction D etails . 1. Explanation of construction may be given by means of a la;ture oy the instructor, by reports of students, by the use of a syllabus, or by the use of a text. 2. Description of Plate I: a. Section through 1. Pottings 2. Underpinning 3. Flooring 4. Ceiling 5. lioof b. Plan of studs at corner of house c. Elevation of framing at cor.ier of house d. Tabulation in brief of Specification Data. 3» S p e c i f i c at 1 ons to be v/ritten up more fully as the stu- dent progresses in the form of a card inaex. a. .;stimated time--6 hours. LESSON II Symbols of Method s of i dimensioning . 1. Explanation of dimensioning and symbols 2. DescrijfiLon of Plate a. WindoY/ symbols b. Door symbols c. Symbols for materials and sections d. Method of dimensioning e. Application of above 3. Estimated time- -3 hours. .^ ao neyxs shIUl-c o. a-iii' -uie 9i Bl s /'..■■ x*rjoE f^,li 27 jj!ssai VI Typic al Plan . 1. Copy Figure 156 2. Scale -i" = i» o" 3. Time — 9 hours i^ote: This plate ho5 been used in class at university of California end can "be done in ink in 9 hours. KBaSOlT XIII Type a le vat i on. 1. Copy Figure 157. 2. Scale :J-" = I'O" 3. Estimated time -- 3 hours Hote; This plate also has laeen used at the University of California and can De done in 3 hours. ^5 .vax & O o I& S > <( h J u to > 1_/CSn a?. PAPT TliREE DESIGN THE PELA^ICN OF DESIGII AND PLANNING design and planning are closely related and frequently need to be studied together, but the principles underlying design may not always be studied to best advantage in the seme problems where planning is the important feature. For thiP reason, design and planning pre considered separately in this the'sls until the principles of eacn are sufficiently understood to admit of being combined into one course, which is, of courafi . the ultimate goal. '"he content of the course in design has been deter- m.ined by examining the factors which make for the attainment of the desired goal, that is, fecility, originality, and refinement in design. These factors are; first, the analysis of what makes a pleasing design; second, the acquisition by the student of an appreciation of refined proportions; third, the accumulation of a knowledge of the forms of architectural expresr-ion; fourth, the acquisition of fccility in designing. The principles underlying good design are difficult to formulste. A satiafRctory and complete statement of what makes good 01^ bad design has not yet been framed. 3eauty of design depends upon the excellence of proportion of the various parts, and their relationship to one another. Every la# that has yet been laid down as a scientiiic oasis of Yf3.t. .Jt"si .OS M>.. 30. proportion has been so questionable as to be unsatisfactory as a working basis for design and is of use only as a check. While a general scientific basis of design has not yet been discovered, certain specific arrangements of masses have been found which, when followed, result in designs that usually look well and satisfy the eye, provided that the pro- portions of each part and the proportion between parts be good. These have been reached by an analysis of the field of design and the classification of designs into several groups. Certain groups of designs are found to be satisfying to the eye provided that the parts are well proportioned, while ethers are always unpleasing to the eye. From such a pro- cedure J.B.Robinson has formulated certain principles of design in his book, "Architectural Composition." In dealing with the design of the ' bulla tng as a whole, his first classification is on a basis of vertical divisions of the building which £ re pleasing to the eye. These are, in brief: 1. A single mass. 2. Two masses with a connecting link. 3. Three masses with two connecting links. 4. Any of the above three with appendages on:-- (a) Both ends. (b) One end only. »fttrr- 6. One large mass balanced against a great number of details. 6. Subordinate masses, which may be classified similarly to the large masses. -^■1 J jut lot J «aiiij uu jJ afi Q-ld'iiijxj svuy on ;i39o aja^i noiJToqoiq (19^6 .t'^v Jon 88ri ngiaeb 1o alasd rilliin'ilf.- fa-^f^r.-^i-i s -=»]■ flvsil aeaaam to 8J^fJine2^a^^G oiliosqa aiaJTso » hensvooaiii iar'i analasb nl ^Xubst ,bfewoiIol n&nw ,riolrfw bni/ol nond -o"fq 9riJ is.-f' 't^'-f'^oTi ,^Y^ ^'^•^ YlaiJBa bne Hew ji'-^v'" • ' 8d 8.tTflq neewJsd rtoilioqoTiq eri^ biiB JTSq rioss "io eiioilToq 1o bisll 9ri^ lo 3 Ir^J^ **•"'« *'« Yc* f>©rios9t no^d avisri saef-f^ ..booj^ .sqi/OTjs IS16V9S oJ.).. «;ii^i,c8 ■■ .ioiJaoj.ii-i.isIo aaJ van i-^xsa- erl^ oi jiniiclialiae 9Cf oJ bm/ol ata analasb la aquons niaJiaO «Xirfit ^bfffTDi.J'ToaoTn IIsw -^tfl -aJtsq »iii iarii bshlvoT:: 3V9 -OTq fi fioua mo a' .9^- -jJ anlRsgiqni; ayswlQ stjj sigrlJo 'to 8!iIq2nniTq nis^Tsn bsiBlumio't Sflfi noanidofi.a.T. 9^^/foeo " .no C t ^s 'iiimnn XiTryct r>«i.t ?rfn-T *." -0 or' -•?■' nf rinjacih ,«Ioriw B as j^iioiiwo aiiJ to iijiiesb «riJ ilii* a^-i--^"^'^ anolsivib XsoiJnsv lo aXaari 8 no si noil«olTt«««Xo ^stfi ata ^eiB saDfiT .3^6 sflJ .j.; ^■.■.j.ar,sl'i "' -^ !' li X ' JJL JLI. r'tstTd ni .TinlX snl-toftniiuo a :iJ m aosasn; o '" .'^ .ftTinl.r gnl-toftnaoo owJ riiiw aeaasm natrfT .5 --:no R3a«bn9nqB rlilw riBT.-i.T gvode arix' ... , r*. .^ .abna riJoG (/; •YXno bns enO (d; to tadffljjn i^f^Tji a ianiaga beonsXad aaam agiaX anO .3 .aXlaieb YXnaXifflia bdXlXcaisXo ad ^lBm tiQlrfm ,««aaRm aianibtodjjS .B .asaaein sgaaX erfi o;^ 31. His second division is on a basis of horizontal divisions. These are: 1. One horizontal member, especially if capped with a heavy cornice. 2. Two horizontal divisions with cornice as a crowning member. 3. Three horizontal divisions with widest dimension in the middle. 4. More than three divisions, treated as a modified form of three divisions.* The second factor, the acquisition of an appreciation of refined proportion, becomes necessary in the absence of any definite rule as to what constitutes good proportion. This appreciation can be gained by the constant seeing of buildings that are in good proportion and the copying of these buildings in sketches. This demands that the student must be familiar with the history of architecture and the important buildings of different ages and different styles. The discussion of the history of architecture is not included in this thesis. In ad- dition, however, to the course in the history of architecture, the student needs to be shown good examples of various styles that will illustrate the problem that he is working on . At the early stages of design, imitation is a valuable aid in ^ainin^ an ajp^reciation^of ^ the^ styles of architecture. It will be noticed that the modern treatment of many skyscrapers is a development since this book was published. This need not affect the present discussion, for it is far beyond the limits of this problem. .IS .anolatvtb I'i.+ msxTori lo aJtasd a no al ncialvlfa bnooes aJt?' :9^fi sasilT B ri^lw bsqqfio 11 x^lBloeqae ,Tedra9ra la^nosliori anO .1 3^1nwo^o e as soimoo riilw anoialvlb iB^nositort owT .S nl.nolanamlb Jaebiw ililw enoislvlb Ijainosliori 3©-ulT .£ .9lbblm «rii nno'l bslllboffi b aa bstasaJ" ,anolelvib 99^rid• nadi aioM .^ *.«nolatvib sairlJ^ to lo nni tr^toaiqqr? ns "^o nolilaii/poa arii ^^oJo roff-=??ri'>'fqq6 agnifaliud ©aodJ 1o sniyqco 9xii fexjB nolJioqqaq 0003 «i ©la Jsrii T^^iliiaal 9d J sura insbtrts »fU isriJ abrusiasb alriT .gf»rioi9>la nl aaalbXxjjd JfiBiioqiai OiJ li'^ •.; !jj..*DeJL!oT:" "* "-r : erii To noiaauoaib ariT .aal^Ja i^©^^■i■il& oaa eogfi in9a9"iT:ib "io ,9^uJc9Jirio^Q 10 Y^o-^iii OiU ;iJt ssijjoo 9r.J oi ,19/3^0;: ,noxJxD ael^Ja auol-isv 'lo aslqraaxe boog aworla 9T '^ri '♦.rsTjairlli IIlw i^rl,? nt bia eldsulsv s ai noii<3Jiinl ,1131390 io 893BI8 ^Itsa QdJ .9^u,Jo9ilfj07a 'iosglYJa 9di^lo^noliBlo9'T(jgB ne §'7^?^f§ i^naaj to i^9raJ«^^J xngbora 9/IJ Jsrli bee. v. ,,. od Iltw il .bgrlaiXduq aaw :iood airiJ 9oniB ^ngiaqolevsb a al 8T9q8no3YJton been eliiT .maldoiq siiij lo aJirall gd-t Lii.j--iq 52. The thirc' factor, the accumulation of a knowledge of the forms of prchitecture and ornament, is of such importance as to deserve being organized into a separate course. Moreover,, this knowledge can be gained more readily if studied indepen- 4he course in dently ofyy^Design.- Accordingly, the study of the forms of architecture and ornament has been incorporated in tiie course called "Architectural Perms." However, at the beginning of the course in Design, a few .of the forms of architecture are so necessary that they will be incorporated into it. These ^'/(page 44), .„ ' .»\ forms may be found listed in Tables Ilj^and IIl(.P«'-ge 47} The fourth factor deals with the acquiring of facility in design. This involves an understanding of the technique of getting architectural ideas en paper, and also practice in applying this knowledge.- The technique of designing has two phases. The first is the skill in drawing and in render- ing architectural ideas. This comes undei- the course dealing with graphic representation, which is not studied in this thesis. The second phase deals with the method of studying a design. The procedure of developing an idea from the first conception to the finished drawing is as follows. The first idea is placed on paper at a rather small scale. The sketch is then enlarged one or more times until the scale of l/4" " 1' 0>" is reached. This is the scale of the dimensioned work- ing drawing. At this scale all of the larger proportions are set. The details are tlien enlarged to the scale, 3/4" - 1' 0", full size, or any other convenient scale. .ifc villi:- t^^f•i■^^.>. atrplnx:oei o.iJ 'io ft - ts&nsT it! D*- : ie "lo .. ■ . iaTll e . a*i ai o^ t: - " A r l«n3 JJlw )ia 3fi0i. tT ^ » r - W t A ▼ . • ^ . 33. In perfcnrir.g these cperations, five principles must be kept in mind to reach a successful and efficient solution of a design or "pro jet." They are as follows; ^general 1» Ti,ie j^roportlons can be best determined in simple masses at a fairly small scale. 2. The details of the finished building ir.ust be subordinate to the whole and in the sair.e proportion as they v>fere in the preliminary drawing at small scale. 3. The design cannot be developed inaependently of the plan. 4. The elevation is dependent upon the section. 5. The structural consideration of the building must always be kept in mind rs the design is being developed. Suirmarizingj the four factors of design which form our basis of selecting the content of tne course in design are: first, ti i analysis of what makes a pleaping design; "second, the acquisition by the student of an appreciation of refined proportions; third, the accumulation of a knowledge of arch- itectural forms; and fourth, the acquisition of facility in . design. BASIS OF ORGANIZIKG SUBJECT I.^ATTER INTO A COURSE The principles controlling the organization of the subject matter into a course in design have been stated pre- viously in the discussion of the field of construction. The correlation of the courses in design, in architectural forms and in planning influence the organizing of the subject matter ^r iJuIoa Jnoioilra , ■^: ^-r. J i. ;i€ ni l59niiijtsJdi) JseC c IjS ^i:. 'iJ 'IQ iv at V tin nj8 or; 34. in each of these. In coneidferinig the first facte in the study of the field of deri^n, that is, the analysis of what makes pleas- ing design, the most important principles in organizing the subject matter are: first, a progression in easy stepo from the simpler groupings in design to the rr.ore complex; second, the presentation of new material as an outgrowth of the old; end third, the motivation of the work by practical applica- tions when possible and occasional co; petitions between students. These considerations give one basis for organizing the content of a course in design as is indicated by the tabulation which occurs further on in this discussion. (See page S6) In gaining an appreciation of refined proportion, which is the second factor in the study of the field" of design, the element of imitation plays a very important part. Good examples chosen from the various styles of architecture which illustrate the principles that are being studied at any par- ticular time should be copied by the student. These copies should frequently be freehand sketches in which the general proportions of the building are studied. At other time's, more carefully drawn copies should be made. This work should supplement the original work in design throughout the course/ Due to the organization of the course in planning and design, the principles resulting from the consideration of the .4^S - a '1 1, f n -3 .'i •.' ,^: ■ ^ ^ ; bio »«j *io rlifwon 10 noli i jaji*. Ho ; txl ao (ee . .1! 4.J1V"/ , no a J, v' ^ ■ I hoor' ..t''3-: .trrtTO-T^i T^fsv xjS'T 3^. last factor are somewhat arbitrarily determined. The first principle is that proportions can best be de^termined in simple masses. During the early part of the first semester, little else can be included, due to the fact that only a limited knowledge of architectural forms has been gained. The principle that the design must be developed in connection with the plan m.ay also be emphasized toward the end of the first semester. The second term, the principle that design is dependent upon the section and the principle that the struct- ural -consideration of the building rhould always be considered may be added. The remaining semesters' work is largely 8 con- tinuation of the study of these same principles applied to more complex designs. The remaining principle, i.e., that the details of the finished building must be subordinate to the whole and in the same proportion as they were in the preliminary drawing at small scale can best be studied in the latter part of the course dealing with architectural forms. ILLUSTRATIVE PHOBLIl/iS The types of buildings selected as subjects for the study of ttiese underlying principles matter little, "^hey must, however, illustrate the principles that are being studied at any particular time, a review of current work of architects shows numerous private residences, mausoleums, stores, auditoriums, theatres, schools, iiospitals, hotels, clubs, banks, and churches. ;^.ny of these might make good subjects for problems or "pro jets" illustrative of the under- t -' '>• f ' [iniStlic'jTC ifiii-A'^mc U J U 3 ci Irtc * •.... -./: --^Ol;^Ja .'^:l-t T:2iif sl^tt-lf OA.'i n: tnebn -'WO .^ Vi 13 ifSn Tffvfir'. j1 eJr^':'i,c:i/8 afi boJcsIae 3;ll3Cf tow t ) 'to ,aaioJ«i 36. lying priiiciplec of design. Of these, tlie private, residence occurs most frequently and in the greatest variety of shapes and sizes. Por this reason, the private residence niay "be largely used as illustrative material for the iirrt semester's Y/ork in design. Proiii tlie foregoing principles the follov/ing tabulation has been developed, rrhich gives the content of a course in architectural design to cover four semesters. dC 9Cf r/V!T 5 or. a ■ III osiisoa i: a.i DOG.'. , uOqOxdv t. Zf C0NGL U 3I0H : A PHOGH.Ui iiOR A "DESIGii" COURSE The follOY^ing program is offered as a suggestion of hoTT tMs material might Tae organized into a course. FIRS T saAE STBR Time— 9 hours per week PRINCIPLES TO BE-I .IASTBRED: 1. SliJuLE UASSilS a , Treatment of horizontal lines Division of- v;all Into 2 parts Into 3 parts Mouldings Cornice String courses Attic courses "b .Fenestration 1 storjT" 2 s -ory 3 story 2. ONE MASS AND APPENDAGES Treatment of Horizontal lines Treatment of Fenestration of appendages 3. SINGIoE MASSES \7ITIi SUB- ORDINATE MASSES 2 sub-ordinate masses 3 sub-ordinate masses Several small .masses 4. DORIC ORDER At small scale At large scale YiTindov/ Architraves ^c .-J J ■■; ."i J V 20 'JSX%0- 30 Yi.>e a^V'-i*. ,38. Tuscan Icaiia ILLUSTRATIVE PROELEI.iS PROBLEIvlS. (First Semester) 0) o flJH 1. One story cottage 2. Two story house (rustic cornice; 3. Tuscan order (with, mouldings ) 4. Two story house (tuscan cornice) 5. Doric order (sm?ll scale) 6. Tliree story city house 7. Original vesical ( oased upon pliais mnde in plcnning) 8. Ionic cornice and v/indow architrave^ 9. Country house v/itii service wings 10. Old Bbnfjlish cottage 11. Competition (in connection with planning. ) 1 1 i 2 1 2 2 •H C»iH H +' Oj 0) 41 c! MAM indie a Semester theHeiJte4^ing ^1 aerifications inson/^^ould DbvLejinied . ^ Prolxtems shourckl'ollow these remaining ^seraesters. t^ in *J^;aniiihg" , in "ti^remai M , IOCS' (-^. asjjoa '^10; 3 3V 4 M 'iO 1< i - Yj P ! .' nxqo- 4 — ^.^ — I i^ aiioJitj-'Z) f^. t-? c± Z9ii SECOND SM'IESTER BRINCIPLES TO BE MASTERED ONE IviASS Al^ APPE1)IDAGES ( Cont'd.) TWO MASSES (with Connecting Link) Fenestration of Link TWO MASSES AND APPENDAGES TIIREE MA.SSE3 (with Connecting Link) IffiLATION OF ELEVATION TO SECTION. RELATION OP EUHVATION TO STRUCTURAL REQUIREIiiEiiTS ILLU S TRATIVE PROBI^.IS (Second Semester) Five problems Such as A Small Club A School A Church Etc. Two Problems Such as A Bonk (Elevation and Section) A Library " " " Etc. fionipetition Involving Above Princijiles (v/ith Planning) THIRD AIjT) fourth SEIViESTERS Use of the Classic Orders as i^ecorative Forms 3 Problems Continuation of Above Program in connection v/ith Planning. Systema,tic Study of the Requirements of One Building. ;«C (.!■ ;3' viiiiiJ- 3aiJoa4ir»u ..a^^'; a-iuoi-u.t ^ujo.-: './'■■ .* i, »*Ca^l4.-M'^.te • l.ioaS bitQ i'. 'Jm . (nr:J au-'iSlcfoil £ --- s. . 40. PART FOUR ARCHITECTURAL FORMS AND ORNAMENT The study of architectural forms divides itself into two parts. First, the forms as a whole, and second, the or- nament of the separate members of these forms. Architectural ornament has been considered separately, in this thesis, from the architectural forms in determining what subject matter should be taught in the course of architectural forms. In considering the forms, it is found that the same principles of composition underlie good design in the build- ing as a whole, and good design in architectural forms. In addition to these principles, two other considerations must be kept in mind. An understanding of this relationship between the design on paper and the form in reality must be kept con- stantly in mind. An understanding of this relationship re- sults in pleasing proportion and refinement of architectural forms and ornament. The second consideration is that an appreciation must be gained of the changes in the form when it occurs in several different styles. This of of great value to drpftsmen who are employing the freer styles of architec- ture. These principles must receive emphasis throughout the whole course of architectural forms. The subject matter to be taught has been determined by an analysis of architectural forms and by the selection of those forms which are essential to draftsmen. This subject matter will be found listed in Table II, Page 44. .0^ RUO^ THA^ Ciril lt<^>BiL B SfflT. l< ilnonA .a iaoii aiB 4*.. J tu noiJlao J -aus ^ -non ,tnnj.' r»cf t^ Siilav je^TT* 1o ■♦o slrfP .ft -c«i f- ' Oifli ^if ■3X l^J ii -j^t? I as x^ D3i. iaid- .i J _ ; tt'-. U> ;^.a ■ J 8l8 41. The bssis of selecting the forms to be taught will be dis- cussed after an analysis has been made of architectural or- nament . In considering ornament, the subject matter may be arrived at, first, by an analysis and selection of the ele- ments of ornament, and second, by an examination of the prin- ciples that underly the composition. The subject matter of architectural ornament will be found listed in Table III? on Page 47. The principles of composition may be divided into line composition, tone or mass composition, and color compo- sition. Of these, color composition is not necessary in the earlier stages of architectural study. As to line composi- tion, pleasing composition results when llnep are used in stated accordance with the following rules which are^^in Arthur Wesley Dow's book, "Art Composition". 1. Two lines meeting st a sharp angle are pleasing. 2. Two lines which meet at an angle and have the corner bracketed are pleasing. 3. Lines which are subordinate to a central axis or mo- tive are pleasing. 4. Lines which are symmetrically placed are pleasing. In addition to these s.tatements of Mr. Dow, the fact that: 1. Lines which radiate from a central point are pleasing. Mass or tone composition is based upon pleasing pro- portions of light and dark, either in the form of high lights contrasted with shadows, or solids contrasted with voids. A pleasing result in mass composition is obtained acn©fl rf^lw luooo o»X* fioiiaq sxlT .seii/oo fiiriJ at sb oi tv j^IoIMjjb 'lo nl Jbseif £iJ6 Y»^T .c^-jjoo eirf" ' ■'ax «aiBtt v j-wb-^j, o^ -3t© x^^'8^^ £ sierfw 10 «lY*» 9td* at «:. olrfw eeoillo .h?70.lj:-r >i tnll Eirf? ^rrola oBmBi^&tb fceoaeltsq EanoT l£TXjrf'0»;fi£fo*A'* iri eaii/oo erf* lO "sft^JjMn *oec '•'^ e^JBlq niJjjhB noi*i»*ifflI .xXeaoiv«.iq 1>9«ju rteea ©vjiii *^ii;^ «elq Due to the close relationship of design to architectural forms, a few of the most fundaunental forms will "be given in the course in "Design" during the first semester, and the time allowed for architectural forms will be added to the time allotted to the "Design" course. Zi^ ©rftf fjojB tit - aaili an^ gaiiui) x eeTuoo srfiJ T ^ A4: TAET.K II ARCHITECTURAL PORIalS iiote: This table is arranged similarly to xatHe One, the columns on the ri^^ht of the list inaicating tjae term in which the particular item is to oe tnlcen. SUBJECT MATTER ORDERS Ob ' ARCHITECTURE C0LUMII9 Tuscan Doric-------- Ionic Corinthian Composite-— Greek Doric Greek Ionic— — -- Greek Corinthian Renaissance Adapt at ions- - Colonial Adaptations CLASSIC ORDERS CORiilCBS Relation uO -ieight of Bui!'. ing ^Y Roman Cornices Tuscfiji -■ Doric- — --- Ionic- — --• Corinthian- Composite-- Greek Cornices Doric Ionic Corinthian- Renaissance Cornices Colonial Treatment DOOR AiJD Y^INDOV/ TREATIVLEMTS d- X X X II X X X X X X III X X X X X X X X IV X X X X X X X X X X X X X X Remarks . Slight Steady i^t II a'AtoL-aH VI II. +• ^ : X •-£. • anox*r •ox XsixtoXoO tifcL'i. lo -3; X ' X iioi^ icfc/^aj-a itfi^iie X X x a©: -oiioi' X X ^OiiliCj 9: Xi X 4S Subj_e_ct_ M atter j'^j: chit rave ^-lone Koiaon Greek---- Renaissance-- Colonial Arcidtrave ?? 4f coil cms I ON ; OUgLIiiE OF CQUKSE IN "ARCHITEC'JUR g'J. TOBIAS" On a "basis of the pbove considerations, the coiirse in "Arciiitectui-.'J. Forrns " has teen orgcjiised . A orief outline of tlie v;ork in the lour semesters mcy be used as a guide, as follov/s: FIRST SMffiSTj-a a. Small Scale Studies or Tuscan Cornice Doric Cornice Ionic Cornice Doric ColuEcn Related Foi-ms "b. Free hand sketches of Forms SECOND SEIvlBSTER a* Detailed Study of Tiiscoji Order Doric Order Ionic Order Related Forms b. Comp.Mxative Study with other Styles c. Free hand sketches of Forms T HIRD SMCTISTER a. Detailed Study of CorintMan Order Composite Order Related Forms Other Romcn Let ails h. Comparative Study v/ith other Styles c. introduction to Greek orders d. Free hrjid sketches of Forms e. Decorative use of Orders on the Facade of a building. ni 3 io sniX £•.70 LlO'i 3!l .■■i* <■ *.\j' to aQibittZ ol J- 1o a9i^:*b -r avii.' • at lafcio "Orq fiJsXq jb ^rrlqoXsveJb rri y^-^XIoaI ,baoo»e c^nlnnaXq ©IXaefcnxf •rcl JbodJsffi oilJt^ftsloe ed* diiw if^liJBlXicifii. .Mid* te* tjcwX^^ Qtq » lo aol^0Xo« £ sr.iLall acf iXt/orie rfoiriw solanjel , ^. , .isJbm; eeltrio-ilTq riB£d srfT t-gnlblt-jd tdi lo e j-fTsawiiupet X* 66010 sdl 0^ ffoX^JsXei ai l>&T»tieaoo 9d ^fium eruaXq edT .S ,%aoli&^' it ot ttt£ ■' tsm^ ^tuslq edT .^ idt oi hoI^jbXot fti fcsqoXavaJb '^ " -■■■- ~ :q loc!'* — -■-'' . '-' .^ . lo e -0«*lrfD7je lo §»IyJ£ ^rraie '^ • so ■(*Jo e^i -^jeXq at aXdJBrliai) TfXtiiejjpoi)^ 8i J I .B .eixB Bfsfie 9d* no saroci &&o»a al tl .T •SninnjeXi too-s elXicbni; ^•■^rfw fi*r;Tf "^fttTq eff:t st* ^&^dJ .tOiUo&rci Jfi*Jenoc t<^ fc^nl^g ed ot ex sixiaa^X-q nX yJiiio^* tXw 3nitii;*8 «fTtvig 9d fcXiroilB aasXdoiq gnXnnjBXq J-neup^T*? .fiaialo'otq xaXqaroo Biom oi 2atoaA^t& yXXAuftfiTg ta& ttaeXdoiq eXq 52. To gain time for this practice, the method of presenting the finished plans must be simple. Pencil drawing on trac- ing paper will be satisfactory for most of the drawings re- quired. This is the method used in most architectural offices. The next important thing to be gained from a course in planning is the conception of the use of scientific method in reaching the solution of a problem. One of the things which makes a building valuable for a long period of time is that it shall meet the needs for which it was built in the most satisfactory manner possible. This method of examining the requirements of a building is excellently Illustrated by the pamphlet by Strayer, Englehart and Hart called, "Stand- ards of Schoolhouse Construction". Although this method of study is extremely valuable in actual practice, it is not possible in this course to give much time to it. A short time in the last semester of the student's work has been allowed to it in order that he may gain this conception of the method used in a scientific attack of a problem. The purpose of a course in planning is to become fam- iliar with the several points which have been just described. BASIS OF SEL ECTI NG ILLUSTRATIVE PR03LEMS . In selecting problems with which to illustrate the prin- ciples outlined above, the most essential consideration is that the problems must motivate the work by being practical. It is not possible to study every type of building that occurs in modern practice, nor is it necessary to do so for the most -ostJ no f.-' i ■•' '^••' "> rtono'^ .©Iqmia '^d t-iffn arinr-, ^r:. • , ■ -9t^s^l^e10 stiJ 'io Jaom nol ^^oJoB'!8iJa8 ^ci IXiw nsqaq gni Esolllo IsTuinoilrfoTi? Jaoni nl beau ftor(.tem f»r(i al »lri''' .b-^ilup bortiem olllinsJtsa lo ssi/ erij lo noiJqaonoo erii si gnlnnalq e^nl.ii 9rlJ to snO .meldotq a lo nolluloa srii ^hlrioseT nl sx s.aiJ lo boineq ^iSioi a ao t sIcaulBv ^^nioliao & ae>Lsm noirlw a»i-t ni.illud ssw Jl riolrfw ^o1 asoen ariJ- iesra IXsria >tl iaciS Yd beiSTieuXI i xi-Ui'^LL^O'A^ ei ^^lioliijo a lo aJneaaetxapsT a.ii -bnsoS" tballso iTsH bne Itailsiana ,ieY«'''^<'- ^rf tftlrfqmsq srii lo bor(i?)«i eliii .i'isuorlJIA . "no i J Oi/tla (to" <-. vy.ii ^ ,.; - u abTS Jon al il ,oolJosTq I">ixJoj8 ni ©Idsulav ^leradiixQ ';i ybiiJe i;jy 'jn-j lu 'i2Ja3a:?£ Jccj. ^nj ax '.ir^^ lo noliqeonoo aidi nla^ \am sii Jfi:^:j ^^b^o nl Jl oJ bawolls .m^Icf^^(| r lo ^JnR.rje nfltlnsiD?. .q nl bfis*. b-jrliara arli -msl arnoosd oi ai aninnfilq nl 9a^iJoo a lo aaoqiijq ariT .b9dl^089b iBu\, nesd avsi; rioldw ainloq L&'\9yfir Ail'H tsIII .?. . TAHTnUJJI ZIEM -nlTq Biii oi8^Ja.vIil oi riot/iw i.-i.. <:.■;;:. ai noliSTeblsnoo IslJneaae Jaoai sriJ ,9VoaB osniXJuo aelqio j'lLTooo i anJ anxbiiuc tj -'q\.J y'"-='''^ v,DjjJa oJ 9ldx?i3oq .' " ' JflOff! siiJ tol OB Ob oJ Yisaasosn ii si ion ,90iiomq mebom ni Important purpose of a oourae in planning is to learn the principles that underlie planning, and not to learn a multi- tude of facts and details which are to be found in one speci- fic type of building only. Providing the proper method of attacking a problem is knovra, a study of the peculiar needs of the different types of problems need not be considered until they occur in the offices. In exsunining the current no rk of architects, the type of buildings to be found are private residences, stores, banks, churches, clubs, hotels, theatres, memorials and mausoleums, etc. Of these, the pri- vate residence occurs mcBt frequently and with the greatest variety of form. It varies from very small cottages to mansions of several stories, and covmtry houses consisting of several complex parts such as service wings, amusement wings, residence portions, etc. Since this type of building is best known to the student and has such varying possibilities in planning, it will be used in the beginning of "our course in planning. After studying the residence, simple problems may occur from the list of buildings just mentioned. These should grauiually become more complex as the course advances, BASIS OF ORGANIZING SUBJECT MATTER . The same principles have been used in organizing the subject matter of the course in planning as was outlined in Part II under construction. The element of competition can be used at times to stimulate the student' s work, but this element must be used with discretion, or the course will €e -liiua JB rrtissX o? J9« fcae t^ninoeXcj elXicfccu/ t&At eaXqiofiXaq \0 ho^it-m isqoiq scfiJ g/iiX)ivOxT .ifXco gni^Xii/d io 5qX3 oil gJbsec T«tXi;osq erfi" "io yJ^^ * tiiwoni el oftldoiq jb '^nt±QJiii& Jbeif'bienor "'^' .^on X>ssn >- ««> f '^'o^'^ ■^'^ 5.«./-' ^pt.^-. a*^^ I p« cr';^ "^^ ^^rrsiTjjo sdt gxilaimJB>9 til xlo sdi ai luooo \^ii iltnu batsf>J ^ff c LbLtud * : «tf* ti*o«*J;rfoajB to it m Cw ■ TJOD Xi.£.iXt 'Y'i-v xui i B3J.TJ1V ^i . ::r: ■: 1 '^ v Y^stlJSV %yod Y'-ci/oc Ibn ito^t X«t«y»« *o •noleosiH ILldtsBoq, :gnlTft«v . JbruB *(t«fcxf*« ed* ot awowi testf r> •. f . r,-. »^ T.frt '' f*i ''^ '^t (Tirisi* "^ s rf -f r: ' r J* -' ^' _ t ^doaq ©r , - ^J S^i^iJjjJe lellA ,8ftxijn»Xq flX sesriT .Jberroi^rres! t?nt e^rrfblii/tf Tto i'eXX srfif *o*il tuooo y*w .-* " '^ ' " Ti/oo s^li ixi ASi-iUiOO Strom eaiooscf y-^'*-*^*-'*^^ i-xv^uc e£f;f gniairfisTO ^i bsEW rsed' svp.d eslflzrrti ■ srfT n£0 aoi^ o ^o ^Ufiaele srfT .iJoXtfo;n;fEnoG rrsbmr II t.%JSi^ 54. lack thoroughness and continuity. One or more of the prob- lems each semester should be studied in relation to the course in design. All the principles underlying planning which have been enumerated above should be covered, briefly at least, the first semester. The second and third semesters should be devoted to a more extensive study of these same principles, using more complex problems, and part of the fourth term should be devoted to the scientific solution of a simple problem. The time allotted to planning is six hours per week each of the four semesters. On the basis of the foregoing consideration, the following program is suggested as one possible organization of the work. ircp • ^2 -do^q '3rivT 'to f)toai to ono . ^JxmiiJiioo, one aaaiin^i/oToili Jiosi ssTuoo ©riJ oJ noiieli^t III ftslbuis ad bluorla ^9J■a9mBa rioee araol iR ^Iletid »b©ntevo» oci l>luoiia ^vooa o&J H^XBrnunB nead -aveil arii to iT8q bns ,BfnsIdoaq xslqnioo ^^OI^ s^i^^ ,3eIqio^i^q lo noUuIoa ollUneina art.? o^ ba^ovsb »d bfcorie m-TP* r.Stuol j'^'^ov^ Teq atuori xia ai a^-^""^-fQ ^^ b©.tJori6 SflilJ ari" eno an ooJaejjj^iia si iTiaiji<>'^H Sfiiwoliot >"iaj ,noi .'OTabiRnoo .>I^o»^ aril "^o nol&BS. • alc^teaoq 55 CONCLUSION TYPICAL PROGRAM FOR FIRST SEMESTER Note: Preliminary solutions tibould be filed at the end of the first week when they occur. -XL PROBLEMS Scale l/g" = 1»0" (DO srf ■f— fh- .iifcoo ijerf* iiodw jfsev Jstil sdl r ' ■ ; , g.. — _ C U SMaviav.i'r; "O'X = "SVX 5X-B&2 '. 1 ' r (tlftn^ 4'nf p-or'r.'f" m;->rtff s X ■ OO fflOOfi __ A . i - r (lOOfl -IIOO^ .. ^ '' s I ix;*i.-i lOoXi Xicoo9c ' I s s s (en^Xq owT) •bi/oH moofl _ A .5 s - -\ » (ea«Xq 0-*;' I s 3 (enAlq •ftil*) »&aoR > « ■. - . ■ ..... 1 1 j I C • OOH^ .fr§is»U' I ^ S • IT 8£ dox/c amsXcfo^q xt8 cfaXo IIJBaB A XiJatdiJ A aotitisqinoO A w: ")0H7 > T' berxXcfffloo ansXcfoiq xi8 to evi? sm A small Hotel A School A Bank Building An Office Building, etc. Competition At least three should involve the Classic or- ders as decora- tion. FOURTH SEMESTER A thorough Investigation of some simple problem along me- thodical lines for about one half of the course. Remainder of Semester — short problems, sajne as before. od -10 r . oil;:f •e^Q09t e£ Biol: 1 — r J L is J oil IX££8 A flol^l^e ' r ' ■ I ' " » ■ lo loiljB^lJesvnl dax/oioilJ A "BIB sxtoIjb fflelcfoiqt sX^aJta emos eno tuodA 1 . ' 770^8- -0 16. I i 59 PART VI ■ RELATION OF COURSE TO SEC01^jDARY SCHOOLS AND Ul^IVERSITY . A fev/ additional remarks must "he made concerning tlie articulation of this course with the High Schools and The University of California. As to the High School it is assumed that all students who enter this course have had the following subjects "oefore they enter the Junior College: Algebra Geometry Mechanical Drawing (One Year) Freehand Drav/ing ^At least one Year) . As to the Relation of this Course to the University, this course is not organized for students who expect to toice the architectural course in the University, for there the v/orlc is viev/ed from a very different eiigle. Furthermore the Nec- essary prerequisites for the Upper Division courses could not be given in connection v;ith this course end. still leave time to accomplish the purposes for which this course was orgonized. This course was organized for students v/ho expect to tolce only a tv/o ye":r Course. ^■4 *J ■» ^*'' •»■" 'J-lJ ^i lA 1 lia'-liiSJ O 7J...ti:.t. .J . . . . . . -- s •• aXooiic aetuo :9-,3£IoO 'ioir.L'T, od:r -loi. oaj 3.V..- oj juoi^.^j oxi"."." csw aaauc '?••>:^--, - «>: - i a :: xxi '^ " 56. BIBLIOGRAPHY PART I Brown, R. E. The Making of Our Middle Schools. Longmans, Green, and Company (1910). Douglas, Paul H. Ajnerican Apprenticeship and Industrial Education. Columbia University Longmans, Green, and Company, Agent. London: P. S. King & Company, Ltd. Proceedings of the New Zealand Institute of Architects. Vol. No. 2, 1918-19 and Vol. No. 3, 1920 State of California Report of Special Legislative Committee on Education , California State Printing Office (1920) (Chapter IV). PART II Basis of Selecting Subject Matter Allen, Charles R. The Instructor, the Man, and the Job. J. B. Lippincott and Company. Berry, R, B. An Analysis of Clerical Positions for Juniors in Railway Transportation. (Bulletin No. 5, Univer- sity of California, Division of Vocational Educa- tion) . University of California Press (1921). University of California An Analysis of Department Store Occupations for Juniors. (Bulletin No. 2, University of Calif- ornia, Division of Vocational Education). University of California Press (1920) .az tflifi ,ft&di*; ,' ^LiOlinouby JHubn'^ ,P. iO'Tk 10 , ^•nftci .(XS9X) ;vinU to 59. Basis of Organizing Subject Matter Dewey, John Interest Versus Effort in Education. Houghton, Mifflin Company. Home, H. H. The Philosophy of Education (Chapter VI). The Mac Mlllan Company (1918). Mc Murry, Prank M. Elementary School Standards. World Book Company (1913). Technique of Architectural Const ruction Burt, Henry J. Steel Construction American Technical Society (1914). Freitag, Joseph K. Architectural Engineering John Wiley and Sons (1895) French, Thomas E. Engineering Drawing (Chapter XIII and Page 316). McGraw-Hill Book Company, Inc. (1918). Greenberg, A. Benton, and Charles B. Howe. Architectural Drafting. John Wiley and Sons Inc. (1913). Hool, George A. Concrete Engineers Handbook. McGraw- Hill Book Company (1918) Kidder, "Prank E. Hand Book for Architects. John Wiley and Sons, (1921). • YnaqmoO nillllM tno^ri^iJoH .H . . imoH ,(IV Talqe.iO) notSaoubS to v.-lq^JaoIiril sdT .(Siei) ^tnQQfflo^ nalXlM o/; .{^19.1) V no IJoijrtisnoO I^T uioa^itfloiA lo auptniioe' .^ ' .A tuff ftoloOI/^ia^oO I»»-t2 . J0-3JiI13'Xti (eeei; sno:. -... ^ __ .(3iei) .onl ^itnBqiBoO X008 II ill -wfliOoM .(5iex) .onl anoS bns xaLlfl nxioT, .A 9^ i J , 'OH .jlbodbasH aaeenlanS eJatonoO jbbiX .8J^9ilrio^A Tolt XooH bneH 60, Kidder, Frank E. Building' Construction and Superintendance. Part 1 Masons' Work. Part 2 Carpenters' Work. W. ^- Comstock (1906). Maurer, Edward Rose Strength of Materials. American Technical Society (1917). Pond, DeWitt Clinton Engineering for Architects. Columbia University Press (1915) • oa .2 linB-f? ,^^bf)iS .alBitSvfa.M to rfJ8^8^J^ (SbB Pi-OIT III Robinson, John Beverly. Principles of Architectural Composition. j'vrcMtecturcil Record Company. (1899) America-n Architect end Building i^ews. i'he Creorgian Period. American ArcMtect and ^uilding News (1898) w Hellsum, illiem. Aiaerican Competitions. William HelDuiTi. Lowell,,. 's'uy. More Small Italian ^ilias aim I'ariu Houses. TiaArcJaitectural Book'^PuTDlisMng Co. '^ McKim, Mead, and White. A Monograph of the ^'^orks of McKim, Mead and "liite. (1879- 1915) The -^Architectural "^ook PuTslisuing Co. Piatt, ^harles A, A Monograph of the Vorks oi Charles A.piatt. The Architectural Book Publishing Go. Periodicals. The American -'Vchitect and Architectural Review '^he -^chitectural and uilding Press Inc. '■^'he Architectural i'oruin. Rogers l.lans^acompeaiy. The Architectural Record. ^hm Architectural i^ecord ^ompany. Architecture. Charles Scribner's ^ons. c^^ biui vO&;?x. « i. 8«I'i lortA i:f»ot'iG''I i.iCX.'V 9.. • "^irfq. ^ -UOO^ I^. .^v ^ V w .SilO^ 8'ldiv.-'-.--Xv 68 PART IV . ; ^ rcliltectural ^orms ■ Cliainbers, Sir WiiHam,'. A Treat ise on the decorative Paj?t of ^ivil Architecture. Buehlinan, Jos el". Architecture o±" 'Classical Antiquity ana oi -aae •"•enaissance. C. A, Greene(ia92). Bruno Hesaling. Editor, D'Espouy, H. Monianents Antiques. ^h. Mas sin, Editeur. Rpagments D 'Architecture i\ntique. Charles Schrnid, ^diteur. fragments D' Architecture ^u Moyen Age. Charles Schmidt, -"^diteor. Schultz,II. VoiiA. Classical Architecture. Shumper a-iid Co. (1396). Wallis, ^'rank '^, Old Colonial -^chitecture =ind ^umiture. Geo. H. Palley and Cq. Pulslishers, -uare, Williajn H. The Amerioati ^ignola. International Text Boole Co. Ornament Dow, . Arthur-lTesley . Composition. ^ouhleday, Page, and Company (l913) Jones , Owen . Grararaar ol Ornament. X. Bedford (1856) . -iV iJBOiaejBX*' arsri '[■ t J r ■ UNIVERSITY OF CALIFORNIA LIBRARY BERKELEY Return to desk from which borrowed. This book is DUE on the last date stamped below. mms imm LD 21-100m-7,'52(A25288l6)476 Noiivonca nvNOiivsoA jo moisiasci Miller, Daryl Branch Architectural Instruction for Draftsmen in the Junior College