May 15, 2001
Dear Thesis Student:
The architectural thesis work you are about to begin develops an idea or concern, more or less independent from a direct architectural intention, into a tangible, concrete architectural design. The process combines what has up to now been separate modes of investigation and understanding, thinking / writing and drawing / designing, in the development of a personally chosen architectural issue. 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 independent creativity will be compromised proportional to the level of outside critique
It is not atypical for students 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 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 and articulate your project.
Throughout the fall semester you will be regularly challenged to further define and articulate your concerns and goals. Philosophical and conceptual thinking must be developed to the level of tangible, concrete specificity. 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 reconcile fundamentally important information in the midst of 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 in order to substantiate its validity and potential in the greater public realm.
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 summary statements due during the course of the summer, as well as 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 page summary statement for five of the 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 15. You will email these responses to your academic advisor, as well as both Gary Bolton and Susan Frostén.
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 attached for further description and explanation.)
· 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 file of all of your work to bring to the first day of class. Bring two copies of the assignment to be submitted.
Sketches, drawings, and visual images are highly encouraged! There should be development and refinement of your thesis based on your reading and additional thought. Be ready to discuss your thesis with your classmates on the first day of class. As stated in a previous email and memorandum, the thesis time slot will be Wednesdays, 10am to 12pm.
Academic advisors are still being secured, so there are few that are still not confirmed. As soon as they are all determined, you will be emailed.
If you have any questions, please contact Gary Bolton or Susan Frostén. 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 .
Sincerely,
Gary Bolton Susan Frostén x2914 x2595 boltong@philau.edu frostens@philau.edu