ARCHITECTURAL DESIGN AND COMMUNICATION I

ARCH 320 | Spring 2024

2022
Professor: Jason Ellis, Architect, LEED AP
Phone: 916.691.7237

Syllabus|Arch320 Email: [email protected]

version 1.0 – subject to modification during term Tuesday Online Lecture:

9:30am – 11:05 TechConnect Zoom
Thursday In-Person Lab:
Cosumnes River College | Department of Environmental Design 9:30am (Winn 151 Classroom)
Prerequisite: None
Office Hours (Win152A/ Virtual):
Co-requisite: Students enrolling in this course should also enroll in Arch 325 One hour after each Zoom
to learn methods for digital construction of design and drawing projects class (M/T) or after in-person
assigned in Arch 320. class (W/Th) or by Appointment

Hours: 54 hours LEC; 27 hours LAB; 3.5 Units; Course Transferable to UC/CSU

Catalog Description:
This course is an introduction to the concepts and processes associated with two and three-dimensional design. A series of
design projects are used to discover principles and concepts of design while simultaneously addressing the skills
associated with representing envisioned ideas, objects, and environments. This includes the development of freehand
sketching, design technology & graphic skills for communication of analysis and design concepts. Students should also enroll
in Arch 325 to learn methods for digital construction of design and drawing projects assigned in Arch 320.

Course Description:
This course includes the principles, concepts, methods, and skills pertaining to the freehand and computer-generated
construction of drawings employing orthographic, axonometric, oblique and lineal perspective drawing systems to represent
ideas, objects and environments. The principles and concepts of two and three-dimensional visual and architectural design
are included. This course is required of all beginning architectural students.

Student Learning Outcomes and Objectives: Upon completion of the course, each student should be able to:

o SLO-1: Apply basic organizational and spatial principles in the conception and development of architectural
environments.
o Utilize problem solving and design process methodologies to identify problems, analyze criteria and
apply learned principles to synthesize solutions to specific design projects; to assess and reflect on the
success pf the process and solution.
o Use the fundamentals of visual perception and the principles of order (unity, balance, pattern,
hierarchy, rhythm, repetition, etc.) to create relationships between elements.
o Demonstrate understanding and ability at using a wide range of architectural design concepts including
the sequential experiences of approach, entry, arrival, open/implied versus closed/explicit, clear spatial
figure, etc.
o SLO-2: Understand and utilize the skills associated with representing envisioned ideas, objects and environments.
o Employ appropriate drawing and representational media, including computer and duplication
technology, to convey essential formal elements at each stage of the programming and design
process.
o Understand and apply information gathered by the human visual system to support the perception of
form and space (spatial cues as well as the graphic language of texture, value, line weight, etc.).
o Define the role of different types of drawing in the communication of design ideas at the various
stages of a project and to be able to use the primary drawing systems of orthographic, para-line and
perspective to represent those ideas.
o Utilize a range of drawing types from quick freehand gestures to carefully constructed
representations to represent existing and imagined objects or environments on two-dimensional
surfaces.
o Create the context of figures, landscape and furnishings into various drawing systems with
appropriate scale to enhance the representation of depth.

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ARCH 320 | Spring 2024
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Produce hand lettering using a range of media (i.e. pencil, pen and marker) that exhibits good letter
form, consistency, alignment and shape.
o SLO-3: Identify and assume diverse roles that maximize individual talents and to cooperate with other students,
when working as members of a team, to maximize accomplishment.
o Demonstrate ability at active participation and contribution to team effort.
o SLO-4: Demonstrate ability at research, investigation and the skills associated with life-long learning.
o Use comprehensive and graphic visual note-making in sketchbooks for recording thoughts,
observations, design thinking and to enhance the desire for research, independent learning and
continuing education as a life-long pursuit.

Course Requirements:

1. The class meets twice a week.

• Tuesdays remote via TechConnect Zoom: This time is for lectures and discussions which will be recorded so that
you can revisit content as needed.
• Thursdays in person: This time is for ‘Lab’ which includes ‘desk’ critiques and time for you to work with your
classmates and professor.
2. Note this is a “college level rigor” class. This is defined as a minimum of three hours of work per week per unit of credit
including class time. College level rigor means that the scope and intensity of this course will require the student to study
outside of class time.
3. Attendance and promptness in the workplace and in the classroom are indicators of responsibility and professionalism.
The College assumes that students will attend every class session. If, however, attendance is irregular, students may be
dropped from the class after 3 absences. Leave a message on my voice mail to request an excused absence. Education is
an interactive process where students will learn at least as much from the interaction with fellow students as from
lectures. It is expected that each student will plan ahead so that they will have all materials and equipment ready for
production work at each class.

Evaluation:

1. Grades will be based on an accumulation of points on a series of drawings, design problems and the final
exam. A semester letter grade will be assigned based on an average point score as follows:

A = 90 –100
B = 80 to less than 90
C = 70 to less than 80
D = 60 to less than 70

2. Semester grades will be based on the following:

A. Graded design projects weighted as indicated below:

Graded Project #1: Play/Exploring Form………………….……………………………………………100pts

Graded Project #2: Visual Cues………...…………………………………….…..……………….…..…100pts
Graded Project #3: Dialogue………………………………………………………………...................100pts
Graded Project #4: Shape Generation…...……………………………………………….……………100pts
Graded Project #5: Hierarchy……………..……….………………….……………………………….….100pts
Graded Project #6: Form and Space…..……….……..………….………………………….….….….200pts
Graded Project #7: Re Presentation……..………………………...…………………………………..200pts
Graded Project #8: Form and Space Redux incorporated into
Form and Space Composite Presentation………………………………300pts
Graded Project #10: Portfolio……………………………………..…..…………………………….……200pts
Note: Projects are required to be turned in by the assigned due date and time. Projects not ready for presentation
on the assigned due date and time will be considered late (Late projects submitted by the final portfolio submission
will be dropped 1 letter grade – 10%). All other assignments, not titled “projects”, will go into sheet protectors in
the portfolio and will be evaluated at the end of the semester as part of the portfolio grade.

B. Graded Weekly Drawings (5 X 50 pts each)………………….……….…………………………………..….……………..…250pts

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**Note: Graded Projects and Graded Weekly Drawing due dates are subject to change at instructor’s discretion.

Sketchbook and Portfolio. Both your sketchbook and portfolio will be evaluated on Zero, Plus, Minus scale.

Zero (0): Indicates that the sketchbook or portfolio is complete and exhibits an average level of drawing and
lettering quality. A zero will not change your grade received on the Weekly Drawing project.

Plus (+): Indicates that the sketchbook or portfolio is complete and exhibits an exceptional level of drawing
and lettering quality. It should contain many optional portfolio and sketch problems. It should use graphic
lettering, bullets, and visual notes. A plus will raise your grade received on the drawings.

Minus (-): Indicates that the sketchbook or portfolio is incomplete and/or exhibits a poor level of drawing and
lettering quality. A minus will lower your grade received on the Weekly Drawing project.

C. Misc Discussions, Reading Quizzes, Drawings.…………………………………………….……..………………......+/-250pts

D. Final Exam (Drawing Problems)………………….…………………………………………….……..…………………......250pts

TOTAL +/- 2150pts
Note: Incomplete grades “I” may be assigned by the instructor only when, in the judgment of the instructor,
the student is unable to complete the requirements of the course because of unforeseeable emergency
circumstances. If you find yourself falling behind or having difficulty with a topic, be sure to seek help. It is
the responsibility of the student, and not the instructor, to process a class drop with the Admissions Office.

Texts: Design Drawing, Frank Ching – 2ND and 3rd Edition (free PDF is provided)

Syllabus: Architectural Design and Communication I, William Benedict--see CANVAS: Click on Arch 121 Syllabus

Base Studio Syllabus has readings on cooperative learning, meta-cognition, time management, concept mapping,
etc. which you should find useful. see CANVAS:

Drawing Form, William Benedict-- see CANVAS: Click on Drawing Form.

Creating Relationships, William Benedict-- see CANVAS: Click on Creating Relationships

Recommended Reading: These are just for continued education. There are no assigned readings.
101 Things I Learned in Architecture School, Matthew Frederick
Design Drawing Experiences, Kirby Lockard and Design Drawing, Kirby Lockard.
Elements of Design, Gail Hannah
The Nature and Aesthetics of Design, David Pye
Architectural Drawing, Rendow Yee

In preparing yourself for the workplace, your task is to become an expert in design methodology, design
precedents and the various components of professional practice like: drawing systems, communication skills,
etc. I encourage you to develop your sketching, visual note skills and create a habit for continued education
and life-long learning by using your sketchbook for drawing, design thinking, visual notes on lectures and
text assignments, as well as readings of your choice related to environmental design and creative thinking
(Use internet research, classroom magazines and books as well as library resources).

Cosumnes River College is committed to providing reasonable accommodations for all individuals with disabilities.
The syllabus is available in alternate formats upon request. Any student with a documented disability needing
academic accommodations is requested to speak with Disability Support Programs & Services (DSP&S) and the
instructor, as early in the semester as possible. All conversations will remain confidential. This publication/material is
available in alternative formats upon request.

DSPS Location: BS-104

Phone: (916) 691-7275

Email: [email protected]

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ARCH 320 | Spring 2024
2022reference only. If
Course Materials and Supplies for Arch 320: The product names and equipment listed below are for quality
you already have similar equipment, you do not need to purchase the exact item below.

You should have the following materials for Arch 320:

• Wood Pencils: Graphite Type B, 2B, 4B, (Staedtler Mars Lumograph 100 or Eagle)
o Optional: Spray Fixative: For protecting graphite, charcoal, and pastel drawings (Use outside of class only)
• Pens: Black Pilot Razorpoint (.03mm point) and Black Pilot Razorpoint II (.02mm point)
o Optional Pens: 5 Black Fibertip Pens-Micron , Sakura, Pigma or Alvin Techliner with 0.1, 0.2, 0.3, 0.4,
0.5mm
• Pens: White Gel Pen
• Sketch Book: 5½” x 8½” sketchpad. Canson Universal Recycled Sketch and Strathmore Premium Recycled
Sketch are suitable, inexpensive pads.
• Eraser: Kneaded white soft eraser such as Staedtler or Pink Pearl
• Color Pencils: light gray, medium gray, dark gray and blender
o Optional Color Pencils: Prismacolor, Derwent, or other soft lead (minimum 12 color set).
• Optional Sketch Roll: 50 yd. 14” transparent sketch—we have this available for purchase—see instructor.
• Optional Sharpener: Standard handheld pencil sharpener with reservoir for shavings (We have a sharpener in class)
• Optional: Drafting Board and Equipment: For those of you doing your drafting projects manually, you can purchase a
small, portable drafting board with a parallel rule (large enough for 8 ½” x 11” subjects); 30 0/600 and 450 triangle,
compass for pencil, 12 “ triangular architectural scale, compass for holding pencil leads similar to Staedtler
Masterbow

Not required until you enroll in Arch 321:

• Tape Measure (25’ min preferred)

• Architectural Scale
• Color Pencils: Prismacolor Pencils: Color Wheel Colors*
*909 Grass Green *912 Apple Green *913 Spring Green
*1006 Parrot Green *906 Copenhagen Blue *903 True Blue
*931 Dark Purple *921 Pale Vermillion *932 Violet
*922 Poppy Red *930 Magenta *918 Orange
*916 Canary Yellow *1003 Spanish Orange
Black 938 White 919 Non Photo Blue
911 Olive Green 1072 French Gray 40% 1076 French Gray
943 Burnt Ochre Blender Pencil
• Note: In lieu of buying individual pencils listed above you can buy a 24 pencil set or larger

o OPTIONAL Chalk Pastels: You can purchase a complete set or buy the minimum pastels as follows:
▪ Light green and darker green for vegetation
▪ Light blue for skies and water

Not required until you enroll in Arch 322:

• Color Markers: Prismacolor

Lime peel PM-124 French Grey 10% PM-155*
Spring Green PM-25* French Grey 30% PM-157*
Dark Olive Green PM-28* French Grey 50% PM-159*
Sand PM-70* French Grey 70% PM-161
Brick Beige PM-78* Sienna Brown PM-65
Light Tan PM-95 Light Umber PM-72
Blender Pen
*The asterisk markers are for those that want to purchase a minimum set.

If you are unable to afford equipment and materials, see the instructor. We have equipment and materials available for classroom use.

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Cosumnes River College is an inclusive campus where students and staff respect the views of others. We
strive to keep our campus community free of bias, discrimination, and intolerance. Safe Spaces on campus
are where anyone who feels threatened or otherwise unsafe can seek assistance and support regardless of
race, ethnicity, sexual orientation, gender, religious affiliation, or political views. The Safe Spaces program
works in conjunction with our police services, administration, and counseling center as an additional
resource for individuals to discuss, and act upon, situations of intolerance and bias.

Cosumnes River College Honor Code*

I understand that Cosumnes River College values academic integrity. Academic integrity requires:

Honesty, which means:

• A commitment to truthfulness
• The refusal to steal or mislead, cheat, or plagiarize.

Fairness, which means:

• The willingness to treat others as I would wish to be treated upon careful consideration

Respect, which means valuing, in attitude and practice:

• All human beings
• Myself
• My community at CRC and beyond

Responsibility, which means:

• Recognizing that the quality of a CRC education and the quality of the CRC student experience depend
upon my behavior
• Accepting, at all times, the consequences of my actions

I understand that I, as a member of the Cosumnes River College community, am responsible for upholding this
value, supporting academic quality, academic rigor, and an appropriate college atmosphere.

For additional information on CRC Students Rights and Responsibilities see

https://www.crc.losrios.edu/catalog/geninfo/rights

Architecture and Design Technology Student Success Team (SST)

Team Members: In addition to your instructor, our Career and Academic Community has professionals whose job is to help you
be successful at CRC. Below is a list of SST members who you can contact if you need assistance.

• Gurpreet Bhatia, Success Specialist (start with her, if you aren't sure) [email protected] 916-691-7392
• Alejandra Tovar, Counselor [email protected] 916-691-7197
• Teresa O'Brien, DSPS Counselor [email protected] 916-691-7047
• Andi Adkins Pogue, Librarian [email protected] 916-691-7904
• Ben Wingard, Librarian [email protected] 916-691-7308
• Nick Lindsey, Backup Adjunct Counselor [email protected]

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PORTFOLIO

To design means to problem solve. As designers we seek first to understand a problem through research and analysis
and then seek solutions that respond and solve the problem that we have defined. From an educational point of view,
we would like to preserve not only your solutions to the terms design experiences but to also record the development
and the process used to derive these solutions. Your portfolio becomes not only a showcase for your solutions but also
the means to document your progress and understanding of the content of the course.

GOALS

To introduce organizational concepts in small scale presentation

To experience two-dimensional design processes.
To increase your awareness of two-dimensional design components (typography, desk-top publishing, scaling, scanning,
paste-up, repro processes, etc.
Increase skill in creating designs that fulfill specific requirements.

READING

Suggested Resources
Linton, Portfolio Design
Berryman, Designing Creative Portfolios
Many Architectural Programs have websites that publish student portfolios. Do some web search.

REQUIREMENTS

Analysis

Review and record key elements from the problem statement and lecture to begin your understanding of the problem.
Creating a portfolio is a design project in and of itself. Use your design process to analyze and determine what it is that
you want these documents to do. In your sketchbook, record any insights that might be useful. Define the primary goals,
limitations and issues. Some primary goals should be a sense of unity with a balance of variety for visual interest; a strong
expression of appropriate image for the intended audience; and professional craftsmanship.

Synthesis

Design an organization system and components that respond to your definitions. Use thumbnail sketches to derive ideas
and concepts for each page and component. Develop and refine the best ideas. Components could include the following:

Cover: Strong graphic composition intended to protect and reflect the contents as well as gain the attention of
the intended audience. An easy thing to do here is to take one of your two-dimensional design projects and use
it as the base drawing to slip into the view finder portion of your notebook.

Inside Title Sheet: Primarily an information page used as an alternative to cluttering the cover. This should have
the standard course information.

Introduction: Chance to create anticipation and summarize, for the viewer, what they can expect to see in this
document. Many students use the course description as a starting off point. This could be combined with the
Inside Title Page.

Table of Contents: Reflects organization of the document.

Divider Page: Change in sheet character (color, weight, tabs, etc.) which provides a user friendly separation of
sections. You may want to create the dividers at the beginning of the semester to keep your portfolios organized.
This page also provides an opportunity for a sub-table of contents or project description. Include the following
sections in the following order:

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• Weekly Drawings—include all weekly drawings in order 1-8.2022

• Project #1: Play/Exploring Form—you may want to include design notes and sketches.
• Project #2: Visual Cues—you may want to include design notes and sketches.
• Project #3: Dialogue—photograph/ you may want to include design notes and sketches.
• Project #4: Shape Generation—you may want to include design notes and sketches.
• Project #5: Hierarchy—you may want to include design notes and sketches.
• Project #6: Form and Space—you may want to include design notes and sketches.
• Project #7: Re Presentation—you may want to include design notes and sketches.
• Project #8: Form and Space Redux—you may want to include design notes and sketches – often
combined with Project #9 below.
• Project #9: Form and Space – Composite Presentation
• Project #10: Portfolio

• Final Exam Drawing (leave space for final drawing)

• Classroom and Homework Drawings—Include all the classroom and homework

assignments in the order that they are listed in the Assignment and Project Checklist.
Include any handouts that you actually were required to draw on.

• Handouts and Texts - You can create a section for handouts, Syllabus, Drawing Form,
and Creating Relationships if there is room

Synthesis Implementation

Create and submit the final portfolio for evaluation.

Evaluation
o Documents appropriately organized and “user friendly”.
o Documents reflect a sense of creativity and delight. Is your design “memorable”?
o Documents reflect professional craftsmanship and quality in typography, graphics,
writing and composition