PHILADELPHIA UNIVERSITY
School of Architecture and Design
A810: Architecture Thesis Research and Preparation
May 3, 2004
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The architectural thesis sequence you are about to begin develops an idea, concern, or proposition into a tangible, concrete architectural design. The process combines what has up to now been for you relatively separate modes of investigation and understanding: thinking/writing and designing. One of the most difficult challenges you will face is making the transition between the two. Two common tendencies arise in negotiating this situation:

not realizing the depth of understanding required of a chosen topic in order to form a solid basis from which to design and

thinking that personal creativity will be compromised proportional to the level of outside critique

It is not atypical for students, unfortunately, to have to continue research well into the spring studio semester at the expense of their design efforts; partly out of fear, but mostly due to an inadequate level of critical research leading to a quality of knowing that enables greater confidence and freedom in the design process. The broader and deeper the knowledge base the more effectively you can critique an issue and develop a personal interpretation, thereby stimulating truly informed creativity. To choose amongst broad critique and possibility requires self-discipline and an honest assessment of what your values and intentions are. These are the primary benefits of the thesis studio - its public nature and the greater degree to which you will be challenged to defend your project.

Throughout the fall semester you will be regularly challenged to further define and articulate your concerns and goals. Philosophical and conceptual thought will be distilled into terms of architectural representation. It is far better to expand consideration beyond that which (you think) may ultimately apply and trim the excess than to limit possibilities and attempt to, after the fact, integrate critical realizations into ongoing uninformed development. You must not believe you know how a project will ultimately develop. You should have ideas of how your project could develop (i.e., your hypothesis), however the intent of thesis is to test your ideas from as many perspectives as possible to substantiate its validity and generate maximum potential for a convincing and engaging outcome.

Being accepted into the thesis sequence is a privilege. With privilege come expectations. We expect that the ability to choose your own project will stimulate greater commitment to your work, a stronger work ethic and work of higher quality than that of a topical studio. As with any coursework, structure, schedule and expectations of development and quality of work are implemented in order to stimulate production, creativity and, most importantly, learning.

In order for the Thesis sequence to be successful, there is work that must occur over the summer. Your admission to Thesis Prep in the fall is contingent upon satisfactory and timely completion of the summer assignment. This includes the one page reading summary statements due during the course of the summer, as well as all the items included in the assignment due on the first day of class. Unprepared students will not be allowed to continue in the thesis program.

The following is due during the course of the summer:

· A one to two page proposal revision due by May 28. In order to help clarify the aims of your thesis, please address the following points in revising your proposal. This should be a minimum of one page and a maximum of two pages. The contact faculty, which will be Susan Frostén, Gary Bolton or Suzanne Singletary, will respond to this revision.

1. Succinctly state your thesis. (1-2 sentences)

2. What is the architectural idea? (1 paragraph)

3. How is your thesis related to the discipline of architecture? (1 paragraph)

4. How might your thesis manifest itself in a program or site? (1 paragraph)

5. What existing precedents are representative of your concerns or a portion of your concerns? ( 1 paragraph)

· A one page summary statement for each of the five readings on your annotated bibliography (see below) for a total of five pages. This summary should be analytical and in your own words. You should write two to three paragraphs that include a short synopsis of the reading, an intellectual reaction to the reading as a whole, and a discussion of why this reading is relevant to your thesis. Write a response to one piece of reading by June 15, two more readings by July 15 and two more readings by August 16. You will email these responses to your contact faculty.

The following will be due on the first day of class in the fall:

· An annotated bibliography of approximately fifteen books or articles. An annotated bibliography contains bibliographic information with a brief description in your own words of each entry’s relevance to your topic. (See below image for further description and an example.)

· A one-page refinement of your thesis topic. Your summer studies should affect your articulation of your thesis. Please include one paragraph that describes how and why your thesis has evolved.

· A one-page description and one visual (series of collages, drawings, impressionistic images or models) of each of the following:
development of qualitative and quantitative site criteria/aspects
development of qualitative and quantitative program criteria/aspects,
and
development of an intention of process.

· An outline of possible investigative methods

· The collection of three precedents relative to your thesis. One precedent should be studied in depth using both text and analytical diagrams

Please maintain a personal file of all of your work to bring to the first day of class. Bring two copies of the assignment for submission.

Sketches, drawings, and visual images are highly encouraged! There should be development and refinement of your thesis based on your reading and additional thought. Given the difficulties of the making the transition from idea to building you should strive to understand your idea in terms of architectural representation.

Be ready to discuss your thesis with your classmates on the first day of class. The time slot for the course will be Wednesdays, 10am to 12pm.

If you have any questions, please contact Gary Bolton (boltong@philau.edu)or Susan Frostén (frostens@philau.edu). The information contained in this packet, along with preliminary information concerning the fall semester and information from last year, can be found at the website http://faculty.philau.edu/frostens.