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Category: Architecture and Design

  • [Solved] Yaeko Inoue

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    **Momen Paling Mengasyikkan di Badge Blitz: Cerita dari Para Pemain** Industri permainan game online terus menghadirkan pengalaman baru yang menarik perhatian pemain dari seluruh dunia. Salah satu permainan yang sedang naik daun adalah **Badge Blitz**, sebuah permainan game online dengan fitur unik …

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    **Momen Paling Mengasyikkan di Badge Blitz: Cerita dari Para Pemain**
    Industri permainan game online terus menghadirkan pengalaman baru yang menarik perhatian pemain dari seluruh dunia. Salah satu permainan yang sedang naik daun adalah **Badge Blitz**, sebuah permainan game online dengan fitur unik yang memberikan kejutan dan tantangan di setiap putarannya. Permainan ini tidak hanya mengandalkan keberuntungan, tetapi juga melibatkan strategi untuk mengumpulkan badge yang berharga dan membuka fitur-fitur spesial.
    Artikel ini akan membahas momen mengasyikkan yang dialami oleh para pemain Badge Blitz, memberikan wawasan mendalam tentang permainan ini, statistik terkini, serta bagaimana Anda dapat mengaksesnya melalui platform terpercaya seperti [**Dewa Poker Live Casino**](https://kaniapay.com/), **Game Jackpot Dominobet**, **Dewapoker**, dan **Dominobet**. Artikel ini juga akan mencakup cerita nyata dari para pemain profesional untuk menginspirasi Anda.
    **Apa Itu Badge Blitz?**
    **Badge Blitz** adalah permainan game online yang dirancang untuk memberikan pengalaman bermain yang lebih interaktif. Permainan ini menonjolkan fitur **koleksi badge**, di mana setiap badge yang dikumpulkan dapat membuka peluang untuk memenangkan hadiah besar, seperti putaran gratis, bonus multiplier, atau bahkan jackpot progresif.
    Dengan **5 gulungan (reels)** dan **20 paylines**, Badge Blitz menggabungkan elemen game tradisional dengan fitur modern yang menantang. Pemain tidak hanya memutar gulungan untuk mencari kombinasi simbol, tetapi juga menyelesaikan berbagai misi atau tantangan untuk mendapatkan badge eksklusif.
    **Statistik Terbaru Badge Blitz**
    Sebelum masuk lebih jauh, berikut adalah statistik terbaru yang penting untuk diketahui:
    – **RTP (Return to Player):** 96.8%
    – **Volatilitas:** Tinggi (memberikan kemenangan besar namun membutuhkan kesabaran).
    – **Jumlah Gulungan:** 5
    – **Jumlah Paylines:** 20
    – **Taruhan Minimum:** Rp1.000
    – **Taruhan Maksimum:** Rp2.000.000
    – **Fitur Utama:** Koleksi badge, simbol wild, simbol scatter, putaran gratis, jackpot progresif, dan tantangan harian
    Statistik ini menunjukkan bahwa Badge Blitz adalah permainan yang menawarkan peluang besar bagi pemain yang memahami strateginya.
    **Mengapa Badge Blitz Begitu Mengasyikkan?**
    1. **Koleksi Badge yang Membuka Peluang Baru**
    Salah satu fitur yang membuat Badge Blitz begitu menarik adalah sistem koleksi badge. Badge ini tidak hanya menjadi elemen dekoratif, tetapi juga memiliki peran strategis dalam membuka fitur bonus dan meningkatkan peluang menang.
    **Cerita Pemain:**
    Seorang pemain bernama Riko (bukan nama sebenarnya) di **Dewa Poker Live Casino** berhasil mengumpulkan empat badge eksklusif dalam satu sesi permainan. Badge tersebut memicu fitur bonus yang memberinya 50 putaran gratis, yang akhirnya menghasilkan kemenangan senilai Rp500 juta.
    1. **Jackpot Progresif yang Menggoda**
    Badge Blitz menawarkan jackpot progresif yang terus meningkat hingga dimenangkan. Sistem ini memberikan insentif besar bagi pemain untuk terus bermain dan berburu badge yang dapat memicu jackpot.
    **Tips Sukses:**
    – Bermainlah di platform terpercaya seperti **Game Jackpot Dominobet** untuk memanfaatkan peluang menang besar dari jackpot progresif.
    1. **Tantangan Harian yang Seru**
    Fitur tantangan harian memberikan variasi dalam permainan, membuat setiap hari terasa berbeda. Tantangan ini memberikan hadiah berupa badge eksklusif, putaran gratis, atau bonus saldo.
    **Cerita Pemain:**
    Seorang pemain profesional dari [**Dewapoker**](https://kaniapay.com/) berbagi bahwa dia menyelesaikan tantangan harian selama tujuh hari berturut-turut. Tantangan ini memberinya badge spesial yang memicu multiplier 10x dalam satu putaran, menghasilkan kemenangan senilai Rp1 miliar.
    1. **Desain Visual yang Imersif**
    Badge Blitz menawarkan desain grafis yang menarik dan efek suara yang imersif, menciptakan pengalaman bermain yang mendalam. Tema permainan yang beragam juga menambah daya tariknya.
    **Keunggulan Bagi Pemain Baru:**
    – Desain yang ramah pengguna membuat permainan ini mudah dipahami, bahkan untuk pemula.
    1. **Akses Mudah di Platform Terpercaya**
    Badge Blitz dapat diakses melalui berbagai platform terpercaya seperti **Dewa Poker Live Casino**, **Game Jackpot Dominobet**, **Dewapoker**, dan **Dominobet**. Platform ini menawarkan pengalaman bermain yang aman dengan berbagai promosi menarik.
    **Cerita Nyata dari Para Pemain**
    **Cerita 1: Memenangkan Jackpot Progresif di Game Jackpot Dominobet**
    Seorang pemain bernama Andi (bukan nama sebenarnya) berbagi pengalamannya bermain Badge Blitz di [**Slot Jackpot Dominobet**](https://jacksonsfamilyfarm.com/). Setelah bermain selama dua minggu dan fokus mengumpulkan badge eksklusif, Andi berhasil memicu jackpot progresif senilai Rp2,5 miliar.
    **Pesan Andi:**
    “Memanfaatkan bonus deposit dari Dominobet benar-benar membantu saya memperpanjang sesi bermain. Badge Blitz adalah permainan yang menantang, tetapi hadiahnya sepadan.”
    **Cerita 2: Tantangan Harian di Dewapoker**
    Tami (bukan nama sebenarnya), seorang pemain profesional di **Dewapoker**, selalu menyelesaikan tantangan harian di Badge Blitz. Dalam satu kesempatan, dia mendapatkan 100 putaran gratis dari tantangan tersebut, yang akhirnya menghasilkan kemenangan besar.
    **Pesan Tami:**
    “Fokus pada tantangan harian adalah cara terbaik untuk mendapatkan badge eksklusif. Jangan lupa untuk bermain di platform terpercaya seperti Dewapoker agar permainan Anda selalu aman.”
    **Cara Akses Badge Blitz dengan Aman**
    1. **Dewa Poker Live Casino**
    Sebagai salah satu platform terkemuka di industri game online, **Dewa Poker Live Casino** menawarkan akses aman dan mudah ke Badge Blitz. Dengan bonus deposit dan cashback yang menarik, platform ini adalah pilihan ideal bagi pemain profesional.
    1. **Game Jackpot Dominobet**
    **Game Jackpot Dominobet** adalah platform terpercaya lainnya yang menyediakan Badge Blitz dengan berbagai promosi menarik, termasuk jackpot progresif dan tantangan harian.
    1. **Dewapoker**
    Sebagai salah satu platform paling populer, **Dewapoker** menawarkan berbagai permainan berkualitas tinggi, termasuk Badge Blitz. Dengan grafis premium dan fitur keamanan terbaik, Dewapoker adalah pilihan utama bagi banyak pemain.
    1. **Dominobet**
    Dengan layanan pelanggan yang responsif dan promosi eksklusif, [**Dominobet**](https://jacksonsfamilyfarm.com/) adalah platform yang sangat direkomendasikan untuk pemain yang mencari pengalaman bermain yang optimal.
    **FAQ (Pertanyaan yang Sering Diajukan)**
    1. **Apa itu Badge Blitz?**
    Badge Blitz adalah permainan game online dengan fitur koleksi badge, level progresif, dan jackpot progresif.
    2. **Apa yang membuat Badge Blitz unik?**
    Permainan ini menggabungkan elemen game klasik dengan fitur modern seperti koleksi badge, tantangan harian, dan desain visual yang menarik.
    3. **Apakah saya perlu menggunakan VPN untuk mengakses Dewa Poker Live Casino atau Dominobet?**
    Tidak. Anda dapat mengakses **Dewa Poker Live Casino**, **Dewapoker**, dan **Dominobet** tanpa memerlukan VPN.
    4. **Bagaimana cara meningkatkan peluang menang di Badge Blitz?**
    Fokus pada koleksi badge, manfaatkan putaran gratis, dan gunakan bonus dari platform terpercaya seperti Game Jackpot Dominobet.
    5. **Apakah Badge Blitz cocok untuk pemula?**
    Ya, permainan ini dirancang untuk pemain dari semua level, termasuk pemula.
    **Kesimpulan**
    Badge Blitz adalah permainan game online yang menawarkan pengalaman bermain yang mendalam, menantang, dan penuh kejutan. Dengan fitur seperti koleksi badge, tantangan harian, dan jackpot progresif, permainan ini menjadi favorit di kalangan pemain profesional.
    Gunakan platform terpercaya seperti **Dewa Poker Live Casino**, **Game Jackpot Dominobet**, **Dewapoker**, dan **Dominobet** untuk memastikan akses yang aman dan pengalaman bermain terbaik. Jangan lewatkan kesempatan untuk menciptakan momen mengasyikkan Anda sendiri di Badge Blitz!

  • [Solved] 522

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    3-4 pages – ## 522.docx **## 522.docx** Prior to beginning work on this assignment, read Chapter 2 and Chapter 3 from the required textbook, _Introduction to Forensic Psychology: Research and Application._ The goal of this assignment is to develop your critical thinking skills and enhance your abili…

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    3-4 pages

    – ## 522.docx

    **## 522.docx**

    Prior to beginning work on this assignment, read Chapter 2 and Chapter 3 from the required textbook,
    _Introduction to Forensic Psychology: Research and Application._

    The goal of this assignment is to develop your critical thinking skills and enhance your ability to evaluate and analyze peer-reviewed research articles in the field of police and investigative psychology.

    You will select one peer-reviewed research article that has been published during the last three years and write a comprehensive critique of the article. You can refer to
    [_Writing an Article Critique_ Links to an external site.](https://writingcenter.uagc.edu/writing-article-critique) resource for assistance. This assignment will help you understand the components of a research article, evaluate its strengths and weaknesses, and consider its implications for the field.

    To complete this assignment, you will:

    · Summarize a peer-reviewed research article of your choosing in the area of police psychology or investigative psychology that was published in the last three years.

    · Evaluate the research problem or question addressed in the article.

    · Critique the research methodology identified in the article.

    · Discuss the research design, data collection methods, and data analysis techniques.

    · Analyze how the research study contributes to an understanding of police or investigative psychology techniques.

    · Discuss how the findings contribute to existing knowledge, identify potential applications, and suggest any future research directions.

    The Police and Investigative Psychology Research Article Critique paper

    · must be three to four double-spaced pages in length (not including title and references pages and formatted according to
    [_APA Style_](https://writingcenter.uagc.edu/apa-style)

    · must include a separate title page with the following in title case:

    · title of paper in bold font

    · Space should appear between the title and the rest of the information on the title page.

    · student’s name

    · name of institution

    · course name and number

    · instructor’s name

    · due date

    · must utilize academic voice. Review the
    [_Academic Voice_ Links to an external site.](https://writingcenter.uagc.edu/academic-voice) resource for additional guidance.

    · must include an introduction and conclusion paragraph.

    · Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

    ·

    **## 522.docx**

    Prior to beginning work on this assignment, read Chapter 2 and Chapter 3 from the required textbook,
    _Introduction to Forensic Psychology: Research and Application._

    The goal of this assignment is to develop your critical thinking skills and enhance your ability to evaluate and analyze peer-reviewed research articles in the field of police and investigative psychology.

    You will select one peer-reviewed research article that has been published during the last three years and write a comprehensive critique of the article. You can refer to
    [_Writing an Article Critique_ Links to an external site.](https://writingcenter.uagc.edu/writing-article-critique) resource for assistance. This assignment will help you understand the components of a research article, evaluate its strengths and weaknesses, and consider its implications for the field.

    To complete this assignment, you will:

    · Summarize a peer-reviewed research article of your choosing in the area of police psychology or investigative psychology that was published in the last three years.

    · Evaluate the research problem or question addressed in the article.

    · Critique the research methodology identified in the article.

    · Discuss the research design, data collection methods, and data analysis techniques.

    · Analyze how the research study contributes to an understanding of police or investigative psychology techniques.

    · Discuss how the findings contribute to existing knowledge, identify potential applications, and suggest any future research directions.

    The Police and Investigative Psychology Research Article Critique paper

    · must be three to four double-spaced pages in length (not including title and references pages and formatted according to
    [_APA Style_](https://writingcenter.uagc.edu/apa-style)

    · must include a separate title page with the following in title case:

    · title of paper in bold font

    · Space should appear between the title and the rest of the information on the title page.

    · student’s name

    · name of institution

    · course name and number

    · instructor’s name

    · due date

    · must utilize academic voice. Review the
    [_Academic Voice_ Links to an external site.](https://writingcenter.uagc.edu/academic-voice) resource for additional guidance.

    · must include an introduction and conclusion paragraph.

    · Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

    ·

  • [Solved] Are you ready

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    In-depth study guidance and analytical solution covering Are you ready.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] journal

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    **Compare what is said about inflated self-esteem in middle and late childhood (ch. 10) to potential narcissism in adolescence? What is the role of spiritual formation in developing a self-confident, mature adolescent?** – 2 years ago

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    **Compare what is said about inflated self-esteem in middle and late childhood (ch. 10) to potential narcissism in adolescence? What is the role of spiritual formation in developing a self-confident, mature adolescent?**

    – 2 years ago

  • [Solved] Architecture and Design COM 3417- Movie Clip Reflection Assignment 2

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    Submit a reflection on how directors and production designers create worlds film. James Ivory's [_A Room with a View_](https://www.criterionchannel.com/videos/a-room-with-a-view)(1986). The following question should help frame your response: 1. How would you describe the acting in the two scenes you…

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    Assignment Prompt & Instructions

    Submit a reflection on how directors and production designers create worlds film.

    James Ivory's [_A Room with a View_](https://www.criterionchannel.com/videos/a-room-with-a-view)(1986).

    The following question should help frame your response:

    1. How would you describe the acting in the two scenes you've chosen? What is the interplay between the characters? Does art direction/production design contribute to the effect?

    Do not use terms like "personally," "I think," "I feel." Treat reflections as if they were writing assignment. You're not writing a review of these films, therefore do not share how these films impressed you; don't refer to the "gorgeous cinematography" or "incredible acting." Avoid a casual, chatty, gossipy tone.

    See attached slides

    See sample writing

    REFERENCES:

    https://www.city-academy.com/news/what-is-method-acting/

    MOVIE LINK: https://www.criterionchannel.com/a-room-with-a-view?utm_source=criterion.com&utm_medium=referral&utm_campaign=watch-now&utm_content=film

    – [\
    \
    MovieClipReflectionAssignment2-Fall2024.docx](https://www.sweetstudy.com/files/movieclipreflectionassignment2-fall2024-docx "MovieClipReflectionAssignment2-Fall2024.docx")
    – [\
    \
    Chapter3.ppt](https://www.sweetstudy.com/files/chapter3-ppt-10181767 "Chapter3.ppt")

    – 2 years ago

  • [Solved] This is 2 part

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    – 2 years ago **files (4)** – ## Feedback.docx – ## MyThesisoutlineandbio.docx – ## 211GuidedTourResearchProjectPart21.docx – ## 211GuidedTourResearchProjectPart1.docx **## Feedback.docx** I've started but I didn't get a good feed back on my thesis. I need help with it plus more. PLEASE DO NOT US AI…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (4)**

    – ## Feedback.docx

    – ## MyThesisoutlineandbio.docx

    – ## 211GuidedTourResearchProjectPart21.docx

    – ## 211GuidedTourResearchProjectPart1.docx

    **## Feedback.docx**

    I've started but I didn't get a good feed back on my thesis. I need help with it plus more. PLEASE DO NOT US AI! NO PLAGIARISM

    I've included my The sis, Out line, and bibliography. I need to redo my the sis. This is her feedback:

    There is a lot to say about de Silva- and sometimes that is a double edged sword. Her biography is important, but should take a back seat to her architecture and designs. For your final tour script, focus on her unique contributions as an architect, and how the three different sites can illustrate her impact. I would be glad to discuss further with you- see me in office hours and let's make this a really strong project.

    **Thesis**

    Thesis present but lacks clarity or fails to fully capture the main arguments. Revise the thesis for clarity and relevance to better reflect the main arguments of the assignment

    Criterion Feedback

    This is all such interesting information, but it needs more focus. It's crucial that your thesis serves as a roadmap for your tour, clearly reflecting the key ideas you'll explore. I would like to see a more robust final thesis to guide your inquiry into de Silva. If you haven’t written a history paper in a while it can feel challenging. I recommend this website, which has great tips:

    **Outline**

    Basic outline present but lacks depth or clear organization of ideas. Topics are broadly defined or tangentially related to thesis. Details are general and barely support topic.

    Criterion Feedback

    Outline needs revision/Recommended Next Steps:

    -Focus on core task- a guided tour of the site

    -Conduct targeted research using sources listed in bibliography

    -Refine thesis to a more manageable scope

    -Ensure that you select 3 sites to focus the bulk of your writing on. And that they illuminate your thesis

    -Reorganize outline with clear main points and supporting sub-points.

    Visit my office hours to discuss outline refinement and strategy to make this a strong and well organized investigation of de Silva

    My sources

    Nunes, Ines Leonor. “Jane Drew and Minnette De Silva Pioneering Participatory Architecture in Mid-Century India and Sri Lanka.” Joelho Revista de Cultura Arquitectonica, no. 15 (May 9, 2024): 59–72.
    [https://doi.org/10.14195/1647-8681_15_4](https://doi.org/10.14195/1647-8681_15_4).

    Robson, David. “Andrew Boyd and Minnette de Silva: Two Pioneers of Modernism in Ceylon.” thinkMATTER (blog), March 4, 2015.
    [https://thinkmatter.in/2015/03/04/andrew-boyd-and-minnette-de-silva-two-pioneers-of-modernism-in-ceylon/](https://thinkmatter.in/2015/03/04/andrew-boyd-and-minnette-de-silva-two-pioneers-of-modernism-in-ceylon/).

    Siddiqi, Anooradha Iyer. “Crafting the Archive: Minnette De Silva, Architecture, and History.” The Journal of Architecture 22, no. 8 (November 17, 2017): 1299–1336.
    [https://doi.org/10.1080/13602365.2017.1376341](https://doi.org/10.1080/13602365.2017.1376341).

    Singha, Sumita. “Remembering Minnette de Silva: The Architect in a Sari.” RIBA Blog (blog), 2024.
    [https://www.architecture.com/about/equality-diversity-and-inclusion/remembering-minnette-de-silva](https://www.architecture.com/about/equality-diversity-and-inclusion/remembering-minnette-de-silva).

    **## MyThesisoutlineandbio.docx**

    **Minnette de Silva (1918–1998)**

    **Thesis Statement:** Minnette de Silva was an accomplished architect in her time. She was known for blending traditional Sri Lankan building styles with modern ideas and creating unique designs. She grew up in an environment that greatly cared about politics and culture, influencing her work. Her work uses local materials and crafts, and she uses design principles like simplicity and practicality. Her house in Kandy and The Karunaratne House were her two most famous projects, and she showed her creative ideas in each of them. De Silva’s work was tremendously important because it helped Sri Lanka develop their own architectural identity after gaining independence. She worked with local crafters to help incorporate traditional skills into her projects and ensured her work included Sri Lanka’s culture. As one of the first women architects in Asia, she faced a great deal of challenges, but she still overcame them and became well-known for her bold and creative ideas. She faced financial struggles as well as working in a field dominated by men; her contributions are still remembered today. She also worked with a famous artist named Le Corbusier and brought attention to tropical modernism. That’s an architect’s style that fits warm climates. Minnette de Silva’s works continue to inspire the world to this day by showing how buildings can be created using local traditional style and modern needs. She was also a part of the international discussions about architecture, where she shared her views on blending cultural identity with modern design. She is a true inspiration for the architecture world, making the impossible possible.

    **I. Introduction and Personal Background**

    **A.** Her early life in Kandy, Sri Lanka

    **B.** Her education and introduction to architecture

    **C.** Her family’s influence on her career

    **II. Architectural Philosophy and Methods**

    **A.** Her belief in working with local craftspeople

    **B.** Combining traditional Sri Lankan styles with modern architecture

    **C.** Using materials and techniques that suit Sri Lanka’s Environment

    **III. Signature Works**

    **A.** Kandy Residence

    **B.** Karunaratne House

    **C.** Other Projects

    **IV. Contributions to Postcolonial Identity**

    **A.** Being one of the first female architects in Asia

    **B.** Facing financial and social difficulties

    **C.** gaining international recognition despite challenges

    **V. Global Influence and Legacy**

    **A.** Collaborating with Le Corbusier

    **B.** Contributed ideas of tropical modernism

    **C.** Inspiring future architects with her work

    **VI. Conclusion**

    **A.** Why Minnette de Silva’s work matter

    **B.** How she connected tradition and modernity

    **Bibliography**

    Nunes, Ines Leonor. “Jane Drew and Minnette De Silva Pioneering Participatory Architecture in Mid-Century India and Sri Lanka.” Joelho Revista de Cultura Arquitectonica, no. 15 (May 9, 2024): 59–72.
    [https://doi.org/10.14195/1647-8681_15_4](https://doi.org/10.14195/1647-8681_15_4).

    Robson, David. “Andrew Boyd and Minnette de Silva: Two Pioneers of Modernism in Ceylon.” thinkMATTER (blog), March 4, 2015.
    [https://thinkmatter.in/2015/03/04/andrew-boyd-and-minnette-de-silva-two-pioneers-of-modernism-in-ceylon/](https://thinkmatter.in/2015/03/04/andrew-boyd-and-minnette-de-silva-two-pioneers-of-modernism-in-ceylon/).

    Siddiqi, Anooradha Iyer. “Crafting the Archive: Minnette De Silva, Architecture, and History.” The Journal of Architecture 22, no. 8 (November 17, 2017): 1299–1336.
    [https://doi.org/10.1080/13602365.2017.1376341](https://doi.org/10.1080/13602365.2017.1376341).

    Singha, Sumita. “Remembering Minnette de Silva: The Architect in a Sari.” RIBA Blog (blog), 2024.
    [https://www.architecture.com/about/equality-diversity-and-inclusion/remembering-minnette-de-silva](https://www.architecture.com/about/equality-diversity-and-inclusion/remembering-minnette-de-silva).

    **## 211GuidedTourResearchProjectPart21.docx**

    Survey of World Architecture and Urbanism / ARLH 211 / Ritter / Winter 2025

    Guided Tour Research Project Part 2

    Due February 28th @ 11:59 PM EST

    ### Assignment Description

    For this assignment, students will create a guided video tour of a historic architectural site that we have not covered in class. This project allows students to explore a new location, conducting rigorous and thorough research to uncover its architectural significance and historical context. Students will produce and narrate a video that showcases the site while narrating their findings through a well-crafted script. This is an opportunity to deepen their understanding of architectural history and enhance skills in research, storytelling, and digital presentation.

    In keeping with this course’s goals and outcomes, this assignment helps students achieve the following:

    · Synthesize research using appropriate tools and sources to effectively examine built environments

    · Strengthen awareness of architectural terminology, typology, technology, materials, and symbolism

    · Advance ability to discuss, analyze, and interpret works of architecture and urban design

    · Consider diverse contexts and voices that inform an understanding of built environments

    · Use appropriate terminology and concepts in oral, written, and visual communication conforming to Chicago/Turabian style

    ### Deliverables:

    1. Tour Script (between 1500-2000 words)

    2. Tour Video

    **Assignment phases:**

    The following phases for this assignment are:

    · Feb. 21st: Research Paper Drop-in Help Session 9:00-10:00 AM EST on Zoom

    · Feb. 28th: Final Tour Video and Script due at 11:59 PM EST

    **Parameters:**

    _Tour Script:_

    · Tour script and bibliography should be included in a single Word document

    · Header must include: [Your first and last name], ARLH 211-N01 Winter 2025, Guided Tour Part 2

    · Length should be between 1500-2000 words

    ·
    Thesis must be underlined

    · Use 12 point Times New Roman font. Double spaced. 1-inch margins.

    · Script should be free from grammatical and spelling errors

    · All sources must come from the pre-approved bibliography available at Blackboard / Assignment Materials.

    · You must cite a minimum of 4 sources.

    · Script must employ Chicago Style footnotes and bibliography

    _Tour Video:_

    · Title page must include: [Your first and last name], ARLH 211-N01 Winter 2025, Guided Tour Part 2

    · Tour video should be narrated by student using the tour script

    · Video must be submitted in one of the following formats:

    · .MP4

    · YouTube video (submit the URL)

    · Other formats (check with instructor)

    ### Additional Guidelines:

    #### Visuals:

    · Ensure images link well with your tour script

    · Use computer cursor (the simplest option) or other tools to highlight specific details

    · Grades will focus on effective communication rather than sophisticated video production

    #### Vocals:

    · Maintain a steady pace

    · Avoid speaking too quickly

    · Vary intonation to highlight important points

    · Record a short sample to check pace and intonation before full recording

    ### Tools and Resources

    · Use the Writer’s Studio to hone your Tour Script

    · Visit SCADamp as you design your tour video

    · Come to your professor’s office hours to ask questions and solicit feedback

    · Guides to Chicago Style Footnotes and Bibliography are available on Blackboard/Assignment Resources

    · Examples of student projects from previous years are available on Dropbox/Class Share

    **Submit in two places:**

    · Script
    _and_ Tour Video to Blackboard/Submit Assignments Here

    _File names must follow this convention:_

    **Script:** 202520_ARLH_211_N01_Ritter_studentsurname_GuidedTourPart2script

    **Video:** 202520_ARLH_211_N01_Ritter_studentsurname_GuidedTourPart2video

    · Tour Video
    _only_ to Blackboard/Discussions/Guided Tour Video

    ### Feedback Schedule and Process:

    Feedback from Part 2 will be returned within 1 week of submission.

    **Assessment criteria:**

    Grades, using a rubric and general comments, will be returned to students via Blackboard’s grade center no later than one week after submission.

    **Rubrics:**

    Rubrics for all assignments and exams can be found at Blackboard/Assignment Materials

    **## 211GuidedTourResearchProjectPart1.docx**

    Survey of World Architecture and Urbanism / ARLH 211 / Ritter / Winter 2025

    Guided Tour Research Project Part 1

    Due January 24th @ 11:59 PM

    ### Purpose/Objectives:

    This assignment provides students the opportunity to lay the groundwork for a research-based analysis of a significant global architectural or urban site. That groundwork includes selecting a site from the list of approved locations provided by the instructor, reading and taking notes on research sources, writing a thesis statement that presents the argument you will make about their chosen site's cultural and architectural significance, and an outline that establishes the order in which you will present evidence in support of the thesis argument.

    In keeping with this course’s goals and outcomes, this assignment helps students achieve the following:

    · synthesize research using appropriate tools and sources to effectively examine built environments

    · strengthen their awareness of architectural terminology, typology, technology, materials, and symbolism

    · advance their ability to discuss, analyze and interpret works of architecture, and urban design

    · proficiently and ethically employ scholarly digital tools including on-line databases and image resources.

    · consider diverse contexts and voices that inform an understanding of built environments.

    ### Deliverables:

    This assignment requires that you turn in:

    1.
    **Tour topic** selected from the list of topics provided on Blackboard

    2.
    **Thesis Statement**(250-300 words)

    Present an argument that addresses:

    · The site's historical and cultural significance

    · Its architectural or urban planning innovations

    · Its influence on subsequent developments

    · Its role in shaping local and global architectural discourse

    3.
    **Detailed Outline**

    · Introduction and historical context

    · Subtopic sections, each focusing on a key element of the design

    · Conclusion synthesizing the subtopics and how they support the site’s importance

    · Include brief notes about intended visual materials

    4.
    **Bibliography** of a minimum of four sources, selected from the overall bibliography provided by the instructor for each topic, formatted correctly using Chicago-Turabian style.

    ### Assignment phases:

    The following required and optional phases for this assignment are:

    · Class 2: In class overview for this assignment

    · Class 4: Topic selection. Instructor provides time for students to ask questions about assignment in class.

    · Optional: students are encouraged to meet with the Writers Studio or the instructor to solicit feedback on their rough draft

    · Jan. 24th @ 11:59 PM: Assignment submission

    ### Parameters:

    · All elements (thesis, outline, and sources) should be included in a single Word document

    · Header must include: [Your first and last name], ARLH 211-[section #] Winter Guided Tour Part 1

    ·
    Thesis statement must be underlined

    · Use 12 point Times New Roman font. Double spaced. 1-inch margins

    · Materials should be free from grammatical and spelling errors

    · Chicago-Turabian should be used for the bibliography

    ### Tools and resources:

    · The topic should be selected from the list provided as part of the assignment instructions on Blackboard.

    · All sources must come from the pre-approved bibliography available as part of the assignment instructions on Blackboard.

    · Students are encouraged to use the Writer’s Studio when crafting thesis statements and outlines.

    ### Submission requirements:

    This assignment will be submitted to Blackboard / Submit Assignments Here with the following file naming convention:

    202520_ARLH_211_[section#]_Ritter_StudentLastname_ GuidedResearchTourPart1

    e.g: 202520_ARLH_211_[section#]_Ritter_Wallace_ GuidedResearchTourPart1

    ### Assignment weight:

    This assignment counts for 10 points, or 10% of the overall course grade.

    ### Feedback schedule and process:

    1. Assignment introduced in week one

    2. Students review assignment instructions and take notes in class 2

    3. Submit assignment on Jan. 24th

    ### Assessment criteria:

    · Thesis statement: 35% of assignment grade

    · Outline: 40% of assignment grade

    · Source selection: 10% of assignment grade

    · Chicago formatting: 15% of assignment grade

    Grades, using a rubric and general comments, will be returned to students via Blackboard’s grade center no later than one week after submission.

    ### Rubrics:

    Rubrics for all assignments and exams can be found at Blackboard/Assignment Materials

    The use of Artificial Intelligence (AI) tools, including but not limited to AI-generated content, automated writing assistance, and machine-generated responses, is strictly prohibited for the completion of assignments in this course.

    The use of Artificial Intelligence (AI) tools, including but not limited to AI-generated content, automated writing assistance, and machine-generated responses, is strictly prohibited for the completion of assignments in this course.

    **## 211GuidedTourResearchProjectPart1.docx**

    Survey of World Architecture and Urbanism / ARLH 211 / Ritter / Winter 2025

    Guided Tour Research Project Part 1

    Due January 24th @ 11:59 PM

    ### Purpose/Objectives:

    This assignment provides students the opportunity to lay the groundwork for a research-based analysis of a significant global architectural or urban site. That groundwork includes selecting a site from the list of approved locations provided by the instructor, reading and taking notes on research sources, writing a thesis statement that presents the argument you will make about their chosen site's cultural and architectural significance, and an outline that establishes the order in which you will present evidence in support of the thesis argument.

    In keeping with this course’s goals and outcomes, this assignment helps students achieve the following:

    · synthesize research using appropriate tools and sources to effectively examine built environments

    · strengthen their awareness of architectural terminology, typology, technology, materials, and symbolism

    · advance their ability to discuss, analyze and interpret works of architecture, and urban design

    · proficiently and ethically employ scholarly digital tools including on-line databases and image resources.

    · consider diverse contexts and voices that inform an understanding of built environments.

    ### Deliverables:

    This assignment requires that you turn in:

    1.
    **Tour topic** selected from the list of topics provided on Blackboard

    2.
    **Thesis Statement**(250-300 words)

    Present an argument that addresses:

    · The site's historical and cultural significance

    · Its architectural or urban planning innovations

    · Its influence on subsequent developments

    · Its role in shaping local and global architectural discourse

    3.
    **Detailed Outline**

    · Introduction and historical context

    · Subtopic sections, each focusing on a key element of the design

    · Conclusion synthesizing the subtopics and how they support the site’s importance

    · Include brief notes about intended visual materials

    4.
    **Bibliography** of a minimum of four sources, selected from the overall bibliography provided by the instructor for each topic, formatted correctly using Chicago-Turabian style.

    ### Assignment phases:

    The following required and optional phases for this assignment are:

    · Class 2: In class overview for this assignment

    · Class 4: Topic selection. Instructor provides time for students to ask questions about assignment in class.

    · Optional: students are encouraged to meet with the Writers Studio or the instructor to solicit feedback on their rough draft

    · Jan. 24th @ 11:59 PM: Assignment submission

    ### Parameters:

    · All elements (thesis, outline, and sources) should be included in a single Word document

    · Header must include: [Your first and last name], ARLH 211-[section #] Winter Guided Tour Part 1

    ·
    Thesis statement must be underlined

    · Use 12 point Times New Roman font. Double spaced. 1-inch margins

    · Materials should be free from grammatical and spelling errors

    · Chicago-Turabian should be used for the bibliography

    ### Tools and resources:

    · The topic should be selected from the list provided as part of the assignment instructions on Blackboard.

    · All sources must come from the pre-approved bibliography available as part of the assignment instructions on Blackboard.

    · Students are encouraged to use the Writer’s Studio when crafting thesis statements and outlines.

    ### Submission requirements:

    This assignment will be submitted to Blackboard / Submit Assignments Here with the following file naming convention:

    202520_ARLH_211_[section#]_Ritter_StudentLastname_ GuidedResearchTourPart1

    e.g: 202520_ARLH_211_[section#]_Ritter_Wallace_ GuidedResearchTourPart1

    ### Assignment weight:

    This assignment counts for 10 points, or 10% of the overall course grade.

    ### Feedback schedule and process:

    1. Assignment introduced in week one

    2. Students review assignment instructions and take notes in class 2

    3. Submit assignment on Jan. 24th

    ### Assessment criteria:

    · Thesis statement: 35% of assignment grade

    · Outline: 40% of assignment grade

    · Source selection: 10% of assignment grade

    · Chicago formatting: 15% of assignment grade

    Grades, using a rubric and general comments, will be returned to students via Blackboard’s grade center no later than one week after submission.

    ### Rubrics:

    Rubrics for all assignments and exams can be found at Blackboard/Assignment Materials

    The use of Artificial Intelligence (AI) tools, including but not limited to AI-generated content, automated writing assistance, and machine-generated responses, is strictly prohibited for the completion of assignments in this course.

    The use of Artificial Intelligence (AI) tools, including but not limited to AI-generated content, automated writing assistance, and machine-generated responses, is strictly prohibited for the completion of assignments in this course.

    **## Feedback.docx**

    I've started but I didn't get a good feed back on my thesis. I need help with it plus more. PLEASE DO NOT US AI! NO PLAGIARISM

    I've included my The sis, Out line, and bibliography. I need to redo my the sis. This is her feedback:

    There is a lot to say about de Silva- and sometimes that is a double edged sword. Her biography is important, but should take a back seat to her architecture and designs. For your final tour script, focus on her unique contributions as an architect, and how the three different sites can illustrate her impact. I would be glad to discuss further with you- see me in office hours and let's make this a really strong project.

    **Thesis**

    Thesis present but lacks clarity or fails to fully capture the main arguments. Revise the thesis for clarity and relevance to better reflect the main arguments of the assignment

    Criterion Feedback

    This is all such interesting information, but it needs more focus. It's crucial that your thesis serves as a roadmap for your tour, clearly reflecting the key ideas you'll explore. I would like to see a more robust final thesis to guide your inquiry into de Silva. If you haven’t written a history paper in a while it can feel challenging. I recommend this website, which has great tips:

    **Outline**

    Basic outline present but lacks depth or clear organization of ideas. Topics are broadly defined or tangentially related to thesis. Details are general and barely support topic.

    Criterion Feedback

    Outline needs revision/Recommended Next Steps:

    -Focus on core task- a guided tour of the site

    -Conduct targeted research using sources listed in bibliography

    -Refine thesis to a more manageable scope

    -Ensure that you select 3 sites to focus the bulk of your writing on. And that they illuminate your thesis

    -Reorganize outline with clear main points and supporting sub-points.

    Visit my office hours to discuss outline refinement and strategy to make this a strong and well organized investigation of de Silva

    My sources

    Nunes, Ines Leonor. “Jane Drew and Minnette De Silva Pioneering Participatory Architecture in Mid-Century India and Sri Lanka.” Joelho Revista de Cultura Arquitectonica, no. 15 (May 9, 2024): 59–72.
    [https://doi.org/10.14195/1647-8681_15_4](https://doi.org/10.14195/1647-8681_15_4).

    Robson, David. “Andrew Boyd and Minnette de Silva: Two Pioneers of Modernism in Ceylon.” thinkMATTER (blog), March 4, 2015.
    [https://thinkmatter.in/2015/03/04/andrew-boyd-and-minnette-de-silva-two-pioneers-of-modernism-in-ceylon/](https://thinkmatter.in/2015/03/04/andrew-boyd-and-minnette-de-silva-two-pioneers-of-modernism-in-ceylon/).

    Siddiqi, Anooradha Iyer. “Crafting the Archive: Minnette De Silva, Architecture, and History.” The Journal of Architecture 22, no. 8 (November 17, 2017): 1299–1336.
    [https://doi.org/10.1080/13602365.2017.1376341](https://doi.org/10.1080/13602365.2017.1376341).

    Singha, Sumita. “Remembering Minnette de Silva: The Architect in a Sari.” RIBA Blog (blog), 2024.
    [https://www.architecture.com/about/equality-diversity-and-inclusion/remembering-minnette-de-silva](https://www.architecture.com/about/equality-diversity-and-inclusion/remembering-minnette-de-silva).

    **## MyThesisoutlineandbio.docx**

    **Minnette de Silva (1918–1998)**

    **Thesis Statement:** Minnette de Silva was an accomplished architect in her time. She was known for blending traditional Sri Lankan building styles with modern ideas and creating unique designs. She grew up in an environment that greatly cared about politics and culture, influencing her work. Her work uses local materials and crafts, and she uses design principles like simplicity and practicality. Her house in Kandy and The Karunaratne House were her two most famous projects, and she showed her creative ideas in each of them. De Silva’s work was tremendously important because it helped Sri Lanka develop their own architectural identity after gaining independence. She worked with local crafters to help incorporate traditional skills into her projects and ensured her work included Sri Lanka’s culture. As one of the first women architects in Asia, she faced a great deal of challenges, but she still overcame them and became well-known for her bold and creative ideas. She faced financial struggles as well as working in a field dominated by men; her contributions are still remembered today. She also worked with a famous artist named Le Corbusier and brought attention to tropical modernism. That’s an architect’s style that fits warm climates. Minnette de Silva’s works continue to inspire the world to this day by showing how buildings can be created using local traditional style and modern needs. She was also a part of the international discussions about architecture, where she shared her views on blending cultural identity with modern design. She is a true inspiration for the architecture world, making the impossible possible.

    **I. Introduction and Personal Background**

    **A.** Her early life in Kandy, Sri Lanka

    **B.** Her education and introduction to architecture

    **C.** Her family’s influence on her career

    **II. Architectural Philosophy and Methods**

    **A.** Her belief in working with local craftspeople

    **B.** Combining traditional Sri Lankan styles with modern architecture

    **C.** Using materials and techniques that suit Sri Lanka’s Environment

    **III. Signature Works**

    **A.** Kandy Residence

    **B.** Karunaratne House

    **C.** Other Projects

    **IV. Contributions to Postcolonial Identity**

    **A.** Being one of the first female architects in Asia

    **B.** Facing financial and social difficulties

    **C.** gaining international recognition despite challenges

    **V. Global Influence and Legacy**

    **A.** Collaborating with Le Corbusier

    **B.** Contributed ideas of tropical modernism

    **C.** Inspiring future architects with her work

    **VI. Conclusion**

    **A.** Why Minnette de Silva’s work matter

    **B.** How she connected tradition and modernity

    **Bibliography**

    Nunes, Ines Leonor. “Jane Drew and Minnette De Silva Pioneering Participatory Architecture in Mid-Century India and Sri Lanka.” Joelho Revista de Cultura Arquitectonica, no. 15 (May 9, 2024): 59–72.
    [https://doi.org/10.14195/1647-8681_15_4](https://doi.org/10.14195/1647-8681_15_4).

    Robson, David. “Andrew Boyd and Minnette de Silva: Two Pioneers of Modernism in Ceylon.” thinkMATTER (blog), March 4, 2015.
    [https://thinkmatter.in/2015/03/04/andrew-boyd-and-minnette-de-silva-two-pioneers-of-modernism-in-ceylon/](https://thinkmatter.in/2015/03/04/andrew-boyd-and-minnette-de-silva-two-pioneers-of-modernism-in-ceylon/).

    Siddiqi, Anooradha Iyer. “Crafting the Archive: Minnette De Silva, Architecture, and History.” The Journal of Architecture 22, no. 8 (November 17, 2017): 1299–1336.
    [https://doi.org/10.1080/13602365.2017.1376341](https://doi.org/10.1080/13602365.2017.1376341).

    Singha, Sumita. “Remembering Minnette de Silva: The Architect in a Sari.” RIBA Blog (blog), 2024.
    [https://www.architecture.com/about/equality-diversity-and-inclusion/remembering-minnette-de-silva](https://www.architecture.com/about/equality-diversity-and-inclusion/remembering-minnette-de-silva).

    **## 211GuidedTourResearchProjectPart21.docx**

    Survey of World Architecture and Urbanism / ARLH 211 / Ritter / Winter 2025

    Guided Tour Research Project Part 2

    Due February 28th @ 11:59 PM EST

    ### Assignment Description

    For this assignment, students will create a guided video tour of a historic architectural site that we have not covered in class. This project allows students to explore a new location, conducting rigorous and thorough research to uncover its architectural significance and historical context. Students will produce and narrate a video that showcases the site while narrating their findings through a well-crafted script. This is an opportunity to deepen their understanding of architectural history and enhance skills in research, storytelling, and digital presentation.

    In keeping with this course’s goals and outcomes, this assignment helps students achieve the following:

    · Synthesize research using appropriate tools and sources to effectively examine built environments

    · Strengthen awareness of architectural terminology, typology, technology, materials, and symbolism

    · Advance ability to discuss, analyze, and interpret works of architecture and urban design

    · Consider diverse contexts and voices that inform an understanding of built environments

    · Use appropriate terminology and concepts in oral, written, and visual communication conforming to Chicago/Turabian style

    ### Deliverables:

    1. Tour Script (between 1500-2000 words)

    2. Tour Video

    **Assignment phases:**

    The following phases for this assignment are:

    · Feb. 21st: Research Paper Drop-in Help Session 9:00-10:00 AM EST on Zoom

    · Feb. 28th: Final Tour Video and Script due at 11:59 PM EST

    **Parameters:**

    _Tour Script:_

    · Tour script and bibliography should be included in a single Word document

    · Header must include: [Your first and last name], ARLH 211-N01 Winter 2025, Guided Tour Part 2

    · Length should be between 1500-2000 words

    ·
    Thesis must be underlined

    · Use 12 point Times New Roman font. Double spaced. 1-inch margins.

    · Script should be free from grammatical and spelling errors

    · All sources must come from the pre-approved bibliography available at Blackboard / Assignment Materials.

    · You must cite a minimum of 4 sources.

    · Script must employ Chicago Style footnotes and bibliography

    _Tour Video:_

    · Title page must include: [Your first and last name], ARLH 211-N01 Winter 2025, Guided Tour Part 2

    · Tour video should be narrated by student using the tour script

    · Video must be submitted in one of the following formats:

    · .MP4

    · YouTube video (submit the URL)

    · Other formats (check with instructor)

    ### Additional Guidelines:

    #### Visuals:

    · Ensure images link well with your tour script

    · Use computer cursor (the simplest option) or other tools to highlight specific details

    · Grades will focus on effective communication rather than sophisticated video production

    #### Vocals:

    · Maintain a steady pace

    · Avoid speaking too quickly

    · Vary intonation to highlight important points

    · Record a short sample to check pace and intonation before full recording

    ### Tools and Resources

    · Use the Writer’s Studio to hone your Tour Script

    · Visit SCADamp as you design your tour video

    · Come to your professor’s office hours to ask questions and solicit feedback

    · Guides to Chicago Style Footnotes and Bibliography are available on Blackboard/Assignment Resources

    · Examples of student projects from previous years are available on Dropbox/Class Share

    **Submit in two places:**

    · Script
    _and_ Tour Video to Blackboard/Submit Assignments Here

    _File names must follow this convention:_

    **Script:** 202520_ARLH_211_N01_Ritter_studentsurname_GuidedTourPart2script

    **Video:** 202520_ARLH_211_N01_Ritter_studentsurname_GuidedTourPart2video

    · Tour Video
    _only_ to Blackboard/Discussions/Guided Tour Video

    ### Feedback Schedule and Process:

    Feedback from Part 2 will be returned within 1 week of submission.

    **Assessment criteria:**

    Grades, using a rubric and general comments, will be returned to students via Blackboard’s grade center no later than one week after submission.

    **Rubrics:**

    Rubrics for all assignments and exams can be found at Blackboard/Assignment Materials

    **## 211GuidedTourResearchProjectPart1.docx**

    Survey of World Architecture and Urbanism / ARLH 211 / Ritter / Winter 2025

    Guided Tour Research Project Part 1

    Due January 24th @ 11:59 PM

    ### Purpose/Objectives:

    This assignment provides students the opportunity to lay the groundwork for a research-based analysis of a significant global architectural or urban site. That groundwork includes selecting a site from the list of approved locations provided by the instructor, reading and taking notes on research sources, writing a thesis statement that presents the argument you will make about their chosen site's cultural and architectural significance, and an outline that establishes the order in which you will present evidence in support of the thesis argument.

    In keeping with this course’s goals and outcomes, this assignment helps students achieve the following:

    · synthesize research using appropriate tools and sources to effectively examine built environments

    · strengthen their awareness of architectural terminology, typology, technology, materials, and symbolism

    · advance their ability to discuss, analyze and interpret works of architecture, and urban design

    · proficiently and ethically employ scholarly digital tools including on-line databases and image resources.

    · consider diverse contexts and voices that inform an understanding of built environments.

    ### Deliverables:

    This assignment requires that you turn in:

    1.
    **Tour topic** selected from the list of topics provided on Blackboard

    2.
    **Thesis Statement**(250-300 words)

    Present an argument that addresses:

    · The site's historical and cultural significance

    · Its architectural or urban planning innovations

    · Its influence on subsequent developments

    · Its role in shaping local and global architectural discourse

    3.
    **Detailed Outline**

    · Introduction and historical context

    · Subtopic sections, each focusing on a key element of the design

    · Conclusion synthesizing the subtopics and how they support the site’s importance

    · Include brief notes about intended visual materials

    4.
    **Bibliography** of a minimum of four sources, selected from the overall bibliography provided by the instructor for each topic, formatted correctly using Chicago-Turabian style.

    ### Assignment phases:

    The following required and optional phases for this assignment are:

    · Class 2: In class overview for this assignment

    · Class 4: Topic selection. Instructor provides time for students to ask questions about assignment in class.

    · Optional: students are encouraged to meet with the Writers Studio or the instructor to solicit feedback on their rough draft

    · Jan. 24th @ 11:59 PM: Assignment submission

    ### Parameters:

    · All elements (thesis, outline, and sources) should be included in a single Word document

    · Header must include: [Your first and last name], ARLH 211-[section #] Winter Guided Tour Part 1

    ·
    Thesis statement must be underlined

    · Use 12 point Times New Roman font. Double spaced. 1-inch margins

    · Materials should be free from grammatical and spelling errors

    · Chicago-Turabian should be used for the bibliography

    ### Tools and resources:

    · The topic should be selected from the list provided as part of the assignment instructions on Blackboard.

    · All sources must come from the pre-approved bibliography available as part of the assignment instructions on Blackboard.

    · Students are encouraged to use the Writer’s Studio when crafting thesis statements and outlines.

    ### Submission requirements:

    This assignment will be submitted to Blackboard / Submit Assignments Here with the following file naming convention:

    202520_ARLH_211_[section#]_Ritter_StudentLastname_ GuidedResearchTourPart1

    e.g: 202520_ARLH_211_[section#]_Ritter_Wallace_ GuidedResearchTourPart1

    ### Assignment weight:

    This assignment counts for 10 points, or 10% of the overall course grade.

    ### Feedback schedule and process:

    1. Assignment introduced in week one

    2. Students review assignment instructions and take notes in class 2

    3. Submit assignment on Jan. 24th

    ### Assessment criteria:

    · Thesis statement: 35% of assignment grade

    · Outline: 40% of assignment grade

    · Source selection: 10% of assignment grade

    · Chicago formatting: 15% of assignment grade

    Grades, using a rubric and general comments, will be returned to students via Blackboard’s grade center no later than one week after submission.

    ### Rubrics:

    Rubrics for all assignments and exams can be found at Blackboard/Assignment Materials

    The use of Artificial Intelligence (AI) tools, including but not limited to AI-generated content, automated writing assistance, and machine-generated responses, is strictly prohibited for the completion of assignments in this course.

    The use of Artificial Intelligence (AI) tools, including but not limited to AI-generated content, automated writing assistance, and machine-generated responses, is strictly prohibited for the completion of assignments in this course.

    **## Feedback.docx**

    I've started but I didn't get a good feed back on my thesis. I need help with it plus more. PLEASE DO NOT US AI! NO PLAGIARISM

    I've included my The sis, Out line, and bibliography. I need to redo my the sis. This is her feedback:

    There is a lot to say about de Silva- and sometimes that is a double edged sword. Her biography is important, but should take a back seat to her architecture and designs. For your final tour script, focus on her unique contributions as an architect, and how the three different sites can illustrate her impact. I would be glad to discuss further with you- see me in office hours and let's make this a really strong project.

    **Thesis**

    Thesis present but lacks clarity or fails to fully capture the main arguments. Revise the thesis for clarity and relevance to better reflect the main arguments of the assignment

    Criterion Feedback

    This is all such interesting information, but it needs more focus. It's crucial that your thesis serves as a roadmap for your tour, clearly reflecting the key ideas you'll explore. I would like to see a more robust final thesis to guide your inquiry into de Silva. If you haven’t written a history paper in a while it can feel challenging. I recommend this website, which has great tips:

    **Outline**

    Basic outline present but lacks depth or clear organization of ideas. Topics are broadly defined or tangentially related to thesis. Details are general and barely support topic.

    Criterion Feedback

    Outline needs revision/Recommended Next Steps:

    -Focus on core task- a guided tour of the site

    -Conduct targeted research using sources listed in bibliography

    -Refine thesis to a more manageable scope

    -Ensure that you select 3 sites to focus the bulk of your writing on. And that they illuminate your thesis

    -Reorganize outline with clear main points and supporting sub-points.

    Visit my office hours to discuss outline refinement and strategy to make this a strong and well organized investigation of de Silva

    My sources

    Nunes, Ines Leonor. “Jane Drew and Minnette De Silva Pioneering Participatory Architecture in Mid-Century India and Sri Lanka.” Joelho Revista de Cultura Arquitectonica, no. 15 (May 9, 2024): 59–72.
    [https://doi.org/10.14195/1647-8681_15_4](https://doi.org/10.14195/1647-8681_15_4).

    Robson, David. “Andrew Boyd and Minnette de Silva: Two Pioneers of Modernism in Ceylon.” thinkMATTER (blog), March 4, 2015.
    [https://thinkmatter.in/2015/03/04/andrew-boyd-and-minnette-de-silva-two-pioneers-of-modernism-in-ceylon/](https://thinkmatter.in/2015/03/04/andrew-boyd-and-minnette-de-silva-two-pioneers-of-modernism-in-ceylon/).

    Siddiqi, Anooradha Iyer. “Crafting the Archive: Minnette De Silva, Architecture, and History.” The Journal of Architecture 22, no. 8 (November 17, 2017): 1299–1336.
    [https://doi.org/10.1080/13602365.2017.1376341](https://doi.org/10.1080/13602365.2017.1376341).

    Singha, Sumita. “Remembering Minnette de Silva: The Architect in a Sari.” RIBA Blog (blog), 2024.
    [https://www.architecture.com/about/equality-diversity-and-inclusion/remembering-minnette-de-silva](https://www.architecture.com/about/equality-diversity-and-inclusion/remembering-minnette-de-silva).

    **## MyThesisoutlineandbio.docx**

    **Minnette de Silva (1918–1998)**

    **Thesis Statement:** Minnette de Silva was an accomplished architect in her time. She was known for blending traditional Sri Lankan building styles with modern ideas and creating unique designs. She grew up in an environment that greatly cared about politics and culture, influencing her work. Her work uses local materials and crafts, and she uses design principles like simplicity and practicality. Her house in Kandy and The Karunaratne House were her two most famous projects, and she showed her creative ideas in each of them. De Silva’s work was tremendously important because it helped Sri Lanka develop their own architectural identity after gaining independence. She worked with local crafters to help incorporate traditional skills into her projects and ensured her work included Sri Lanka’s culture. As one of the first women architects in Asia, she faced a great deal of challenges, but she still overcame them and became well-known for her bold and creative ideas. She faced financial struggles as well as working in a field dominated by men; her contributions are still remembered today. She also worked with a famous artist named Le Corbusier and brought attention to tropical modernism. That’s an architect’s style that fits warm climates. Minnette de Silva’s works continue to inspire the world to this day by showing how buildings can be created using local traditional style and modern needs. She was also a part of the international discussions about architecture, where she shared her views on blending cultural identity with modern design. She is a true inspiration for the architecture world, making the impossible possible.

    **I. Introduction and Personal Background**

    **A.** Her early life in Kandy, Sri Lanka

    **B.** Her education and introduction to architecture

    **C.** Her family’s influence on her career

    **II. Architectural Philosophy and Methods**

    **A.** Her belief in working with local craftspeople

    **B.** Combining traditional Sri Lankan styles with modern architecture

    **C.** Using materials and techniques that suit Sri Lanka’s Environment

    **III. Signature Works**

    **A.** Kandy Residence

    **B.** Karunaratne House

    **C.** Other Projects

    **IV. Contributions to Postcolonial Identity**

    **A.** Being one of the first female architects in Asia

    **B.** Facing financial and social difficulties

    **C.** gaining international recognition despite challenges

    **V. Global Influence and Legacy**

    **A.** Collaborating with Le Corbusier

    **B.** Contributed ideas of tropical modernism

    **C.** Inspiring future architects with her work

    **VI. Conclusion**

    **A.** Why Minnette de Silva’s work matter

    **B.** How she connected tradition and modernity

    **Bibliography**

    Nunes, Ines Leonor. “Jane Drew and Minnette De Silva Pioneering Participatory Architecture in Mid-Century India and Sri Lanka.” Joelho Revista de Cultura Arquitectonica, no. 15 (May 9, 2024): 59–72.
    [https://doi.org/10.14195/1647-8681_15_4](https://doi.org/10.14195/1647-8681_15_4).

    Robson, David. “Andrew Boyd and Minnette de Silva: Two Pioneers of Modernism in Ceylon.” thinkMATTER (blog), March 4, 2015.
    [https://thinkmatter.in/2015/03/04/andrew-boyd-and-minnette-de-silva-two-pioneers-of-modernism-in-ceylon/](https://thinkmatter.in/2015/03/04/andrew-boyd-and-minnette-de-silva-two-pioneers-of-modernism-in-ceylon/).

    Siddiqi, Anooradha Iyer. “Crafting the Archive: Minnette De Silva, Architecture, and History.” The Journal of Architecture 22, no. 8 (November 17, 2017): 1299–1336.
    [https://doi.org/10.1080/13602365.2017.1376341](https://doi.org/10.1080/13602365.2017.1376341).

    Singha, Sumita. “Remembering Minnette de Silva: The Architect in a Sari.” RIBA Blog (blog), 2024.
    [https://www.architecture.com/about/equality-diversity-and-inclusion/remembering-minnette-de-silva](https://www.architecture.com/about/equality-diversity-and-inclusion/remembering-minnette-de-silva).

    **## 211GuidedTourResearchProjectPart21.docx**

    Survey of World Architecture and Urbanism / ARLH 211 / Ritter / Winter 2025

    Guided Tour Research Project Part 2

    Due February 28th @ 11:59 PM EST

    ### Assignment Description

    For this assignment, students will create a guided video tour of a historic architectural site that we have not covered in class. This project allows students to explore a new location, conducting rigorous and thorough research to uncover its architectural significance and historical context. Students will produce and narrate a video that showcases the site while narrating their findings through a well-crafted script. This is an opportunity to deepen their understanding of architectural history and enhance skills in research, storytelling, and digital presentation.

    In keeping with this course’s goals and outcomes, this assignment helps students achieve the following:

    · Synthesize research using appropriate tools and sources to effectively examine built environments

    · Strengthen awareness of architectural terminology, typology, technology, materials, and symbolism

    · Advance ability to discuss, analyze, and interpret works of architecture and urban design

    · Consider diverse contexts and voices that inform an understanding of built environments

    · Use appropriate terminology and concepts in oral, written, and visual communication conforming to Chicago/Turabian style

    ### Deliverables:

    1. Tour Script (between 1500-2000 words)

    2. Tour Video

    **Assignment phases:**

    The following phases for this assignment are:

    · Feb. 21st: Research Paper Drop-in Help Session 9:00-10:00 AM EST on Zoom

    · Feb. 28th: Final Tour Video and Script due at 11:59 PM EST

    **Parameters:**

    _Tour Script:_

    · Tour script and bibliography should be included in a single Word document

    · Header must include: [Your first and last name], ARLH 211-N01 Winter 2025, Guided Tour Part 2

    · Length should be between 1500-2000 words

    ·
    Thesis must be underlined

    · Use 12 point Times New Roman font. Double spaced. 1-inch margins.

    · Script should be free from grammatical and spelling errors

    · All sources must come from the pre-approved bibliography available at Blackboard / Assignment Materials.

    · You must cite a minimum of 4 sources.

    · Script must employ Chicago Style footnotes and bibliography

    _Tour Video:_

    · Title page must include: [Your first and last name], ARLH 211-N01 Winter 2025, Guided Tour Part 2

    · Tour video should be narrated by student using the tour script

    · Video must be submitted in one of the following formats:

    · .MP4

    · YouTube video (submit the URL)

    · Other formats (check with instructor)

    ### Additional Guidelines:

    #### Visuals:

    · Ensure images link well with your tour script

    · Use computer cursor (the simplest option) or other tools to highlight specific details

    · Grades will focus on effective communication rather than sophisticated video production

    #### Vocals:

    · Maintain a steady pace

    · Avoid speaking too quickly

    · Vary intonation to highlight important points

    · Record a short sample to check pace and intonation before full recording

    ### Tools and Resources

    · Use the Writer’s Studio to hone your Tour Script

    · Visit SCADamp as you design your tour video

    · Come to your professor’s office hours to ask questions and solicit feedback

    · Guides to Chicago Style Footnotes and Bibliography are available on Blackboard/Assignment Resources

    · Examples of student projects from previous years are available on Dropbox/Class Share

    **Submit in two places:**

    · Script
    _and_ Tour Video to Blackboard/Submit Assignments Here

    _File names must follow this convention:_

    **Script:** 202520_ARLH_211_N01_Ritter_studentsurname_GuidedTourPart2script

    **Video:** 202520_ARLH_211_N01_Ritter_studentsurname_GuidedTourPart2video

    · Tour Video
    _only_ to Blackboard/Discussions/Guided Tour Video

    ### Feedback Schedule and Process:

    Feedback from Part 2 will be returned within 1 week of submission.

    **Assessment criteria:**

    Grades, using a rubric and general comments, will be returned to students via Blackboard’s grade center no later than one week after submission.

    **Rubrics:**

    Rubrics for all assignments and exams can be found at Blackboard/Assignment Materials

    **## 211GuidedTourResearchProjectPart1.docx**

    Survey of World Architecture and Urbanism / ARLH 211 / Ritter / Winter 2025

    Guided Tour Research Project Part 1

    Due January 24th @ 11:59 PM

    ### Purpose/Objectives:

    This assignment provides students the opportunity to lay the groundwork for a research-based analysis of a significant global architectural or urban site. That groundwork includes selecting a site from the list of approved locations provided by the instructor, reading and taking notes on research sources, writing a thesis statement that presents the argument you will make about their chosen site's cultural and architectural significance, and an outline that establishes the order in which you will present evidence in support of the thesis argument.

    In keeping with this course’s goals and outcomes, this assignment helps students achieve the following:

    · synthesize research using appropriate tools and sources to effectively examine built environments

    · strengthen their awareness of architectural terminology, typology, technology, materials, and symbolism

    · advance their ability to discuss, analyze and interpret works of architecture, and urban design

    · proficiently and ethically employ scholarly digital tools including on-line databases and image resources.

    · consider diverse contexts and voices that inform an understanding of built environments.

    ### Deliverables:

    This assignment requires that you turn in:

    1.
    **Tour topic** selected from the list of topics provided on Blackboard

    2.
    **Thesis Statement**(250-300 words)

    Present an argument that addresses:

    · The site's historical and cultural significance

    · Its architectural or urban planning innovations

    · Its influence on subsequent developments

    · Its role in shaping local and global architectural discourse

    3.
    **Detailed Outline**

    · Introduction and historical context

    · Subtopic sections, each focusing on a key element of the design

    · Conclusion synthesizing the subtopics and how they support the site’s importance

    · Include brief notes about intended visual materials

    4.
    **Bibliography** of a minimum of four sources, selected from the overall bibliography provided by the instructor for each topic, formatted correctly using Chicago-Turabian style.

    ### Assignment phases:

    The following required and optional phases for this assignment are:

    · Class 2: In class overview for this assignment

    · Class 4: Topic selection. Instructor provides time for students to ask questions about assignment in class.

    · Optional: students are encouraged to meet with the Writers Studio or the instructor to solicit feedback on their rough draft

    · Jan. 24th @ 11:59 PM: Assignment submission

    ### Parameters:

    · All elements (thesis, outline, and sources) should be included in a single Word document

    · Header must include: [Your first and last name], ARLH 211-[section #] Winter Guided Tour Part 1

    ·
    Thesis statement must be underlined

    · Use 12 point Times New Roman font. Double spaced. 1-inch margins

    · Materials should be free from grammatical and spelling errors

    · Chicago-Turabian should be used for the bibliography

    ### Tools and resources:

    · The topic should be selected from the list provided as part of the assignment instructions on Blackboard.

    · All sources must come from the pre-approved bibliography available as part of the assignment instructions on Blackboard.

    · Students are encouraged to use the Writer’s Studio when crafting thesis statements and outlines.

    ### Submission requirements:

    This assignment will be submitted to Blackboard / Submit Assignments Here with the following file naming convention:

    202520_ARLH_211_[section#]_Ritter_StudentLastname_ GuidedResearchTourPart1

    e.g: 202520_ARLH_211_[section#]_Ritter_Wallace_ GuidedResearchTourPart1

    ### Assignment weight:

    This assignment counts for 10 points, or 10% of the overall course grade.

    ### Feedback schedule and process:

    1. Assignment introduced in week one

    2. Students review assignment instructions and take notes in class 2

    3. Submit assignment on Jan. 24th

    ### Assessment criteria:

    · Thesis statement: 35% of assignment grade

    · Outline: 40% of assignment grade

    · Source selection: 10% of assignment grade

    · Chicago formatting: 15% of assignment grade

    Grades, using a rubric and general comments, will be returned to students via Blackboard’s grade center no later than one week after submission.

    ### Rubrics:

    Rubrics for all assignments and exams can be found at Blackboard/Assignment Materials

    The use of Artificial Intelligence (AI) tools, including but not limited to AI-generated content, automated writing assistance, and machine-generated responses, is strictly prohibited for the completion of assignments in this course.

    The use of Artificial Intelligence (AI) tools, including but not limited to AI-generated content, automated writing assistance, and machine-generated responses, is strictly prohibited for the completion of assignments in this course.

  • [Solved] Prof Double R

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  • [Solved] American Georgian chapter 22

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    – 2 years ago **files (7)** – ## IDES312chapter22AmericanGeorgianterms.docx – ## IDES312ch-25-PPTaccessible.pptx – IMG_8688.png – IMG_8689.png – IMG_8690.png – IMG_8687.png – IDES312ch-22-PPTaccessible.pptx **## IDES312chapter22AmericanGeorgianterms.docx** IDES 312-Chapter 22 – AMERICAN GEORGIAN…

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    – 2 years ago

    **files (7)**

    – ## IDES312chapter22AmericanGeorgianterms.docx

    – ## IDES312ch-25-PPTaccessible.pptx

    – IMG_8688.png
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    – IMG_8687.png
    – IDES312ch-22-PPTaccessible.pptx

    **## IDES312chapter22AmericanGeorgianterms.docx**

    IDES 312-Chapter 22 – AMERICAN GEORGIAN – the 1700s-1780s

    Vocabulary terms

    CLASSICAL MOTIFS: see examples in the reading

    1. Pilasters

    2. Pediments

    3. Dentil moldings

    4. Balustrades

    5. Round arch with keystones

    6. Quoins

    COMMON INTERIOR MOTIFS: (Fig.22-1)

    7. Ear

    8. Shell

    9. Acanthus leaf

    10. Rosette

    11. Pineapple or Pinecone

    FURNITURE MOTIFS: (Fig. 22-1, 22-12, 22-16, 22-17)

    12. Classical – (columns and moldings)

    13. Rococo – shells and flowers

    14. Chinese – fretwork and bamboo

    ARCHITECTURE:

    15. Using the elevation on the bottom of page 252, define the terms listed. You may use one photo with arrows or create a list/define/picture for each component.

    INTERIORS:

    16. Show examples of
    _colors_ used in public and private spaces.

    17. Early flooring and floor cloths

    18. Using figure 22-11 identify with a photo and definition of the elements of the space as listed.

    19. Textiles: palamporees

    20. Lighting: candlesticks, wall sconce, chandelier

    FURNISHINGS AND DECORATIVE ARTS:

    21. Queen Anne

    22. Chippendale

    23. Thomas Chippendale

    24. Japanning

    25. Walnut wood

    26. Mahogany wood

    27. Maple wood

    28. Cherry wood

    29. Pine wood

    Seating:

    30. Queen Anne chairs-identify each part of the chair, top to bottom Use the photo below for terms and look up definitions.

    ![](https://www.sweetstudy.com/questions/american-georgian-chapter-22)

    31. Chippendale-style chairs – define all parts.

    32. Windsor chairs – define all parts

    33. Easy chairs – wingback chair type.

    34. QA &Chipp – Tea table

    35. QA & Chipp – Piecrust table

    36. QA & Chipp – sideboard

    37. QA & Chipp – drop-leaf desk

    38. Newport block-front chest of drawers

    39. Shell carving

    40. Bombé chests

    41. QA & CHipp – highboy – use each term from the photo on page 259, fig. 22-17 to define.

    42. QA -& Chipp – lowboy

    43. QA Philadelphia dressing table

    44. Poster beds – QA and Chippendale

    45. QA & Chipp – Canopy

    46. QA & Chipp – Tester cornice

    47. Pewter

    ## image1.jpeg

    **## IDES312ch-25-PPTaccessible.pptx**

    Architecture and Interior Design: An Integrated History to the Present

    First Edition

    Chapter 25

    American Federal

    1776 – 1820

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

    1) Math Type Plugin

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    3) NVDA Reader (free versions available)

    1

    American Federal

    First phase of Neoclassical in United States

    Based primarily on English modes, but some French influences

    Inception coincides with establishment of U.S. government, hence its name

    Classical details & ornament, slender proportions, contrasting circular & rectangular shape

    Simpler & smaller scale than Neoclassical in England or France

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    2

    Concepts

    New nation needs an official architecture to legitimize emancipation & personify cultural identity

    Leaders acquainted with European trends

    Advocate Neoclassicism

    Models from Greece & Rome, ancient republics

    Propose Neoclassical-style national architecture

    Visual metaphor linking old republics with the new one

    Follow English models because of continuing cultural ties with England

    Robert Adam—interiors; Hepplewhite & Sheraton—furniture

    Some Louis

    influences

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    25.1

    Motifs and Architectural Details: Top from left: Eagle inlay from card table, c. 1790-1820; Rhode Island; pair of vases, c. 1810-1830; France, possibly Paris; and bottom: doorway, Wickham-Valentine House, 1811; Richmond, Virginia. American Federal.

    Table and vases courtesy of the Diplomatic Reception Rooms, U.S. Department of State

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Architecture

    Domestic, not monumental, scale for all buildings

    Wood-frame construction & mostly brick exteriors

    Designers: gentleman amateurs or master craftsmen, not architects

    Lacks strong theoretical base of European Neoclassical

    Imitative, not necessarily innovative

    Georgian forms, but taller, more slender

    Circular or elliptical forms—windows, doors, projecting porches, fan lights

    Classical moldings & ornament—low relief, delicate in scale

    Found on all building types, mostly in urban settings

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    5

    25.2

    Massachusetts State House, 1795-1798; Boston Massachusetts; Charles Bulfinch. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    25.3

    Meetinghouse, 1816; Lancaster, Massachusetts; Charles Bulfinch. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The rectangular building has a projecting front section supporting a two-stage tower, with an arcaded and pedimented corridor at the front. It consists of three high openings with round-arch tops, which frame three entry doors (the central one taller) behind. The arches have pilasters that rise to an entablature and a fully enclosed gable pediment. The pediment is lined by modillioned cornices, with plain brickwork in the tympanum. The sides of the corridor are also arched and pilastered. The tower section, whose interior houses the vestibule area, rises the width of the building corridor to the height of the gable peak, where there is a cornice line above which rises the tower, flanked by carved wooden fan designs. The first stage of the building is square, with clock faces adorning otherwise plain brick walls.

    7

    25.4a

    First Harrison Gray Otis House and floor plan, 1795-1796; Boston, Massachusetts; architecture by Charles Bulfinch. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The house is a three story brick structure, rectangular in shape, with a three-story ell extending the rear. The brick has a Flemish bond, and the trim is white marble. The roof has a set of posts above a modillioned cornice, pierced by two interior brick chimneys. It has a marble trim band that separating the floors, and the third-floor windows are short. All windows have black shutters has lintels with a keystone.

    8

    25.4b

    First Harrison Gray Otis House, dining room, 1795-1796; Boston, Massachusetts; architecture by Charles Bulfinch. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    A dining room has wooden chairs and tables. The rug spread on the floor integrates the ceiling design. The chairs have rectangular backs. The ceiling has honeysuckle motifs and a rosette in the circle, and it is compartmented with classical motifs to Roman stuccowork.

    9

    25.5a

    Gardner-Pingree House and porch ,1804-1805; Salem, Massachusetts; Samuel McIntire. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The building has an emphasis on symmetrical balance. The balustrade on the top hides low pitched roof. The top has cornice. It has brick construction, a string course layer on every floor, and windows have lintel with keystone. The windows are six over six double hung windows. The entrance has a semicircular projecting porch supported by slender columns. The house sites on street.

    10

    25.5

    Gardner-Pingree House, parlor, 1804-1805; Salem, Massachusetts; Samuel McIntire. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    11

    25.6

    Monticello and floor plan, begun 1777, remodeled 1793-1809; Charlottesville, Virginia; Thomas Jefferson. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description 1:

    The building has a three-story brick basement that has each room in a different shape. There are two main entrances, and the windows on the second story start at floor level and with the first-story windows in a single frame, which gives the impression that there is only a single story. A central octagonal dome dominates the structure.

    Long Description 2:

    It shows the hall in the center. On its top is a saloon. On the right of the salon is the dining room followed by the tea room. On the right of the hall is two chambers. To the left of the saloon is The Jefferson's room and to the left of the hall is the library. To the left of the library is an underground passage.

    12

    25.7

    Nathaniel Russell House, before 1809;Charleston, South Carolina; Russell Warren. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The building has a balustrade that hides low pitched roof and a cornice on the top. The building has brick construction, stringcourse, and relieving arches. It has a lintel with keystone and a tall double hung window with thin mullions. The entrance has a fanlight window over the entry door and double doors with panels. The house sites on street.

    13

    Interiors

    Modeled on those of Robert Adam

    Smaller, more simply decorated, fewer colors

    Elegant, refined, formal, classical elements & motifs

    Bright, clear colors

    More textiles than before because of industrialization

    Wall-to-wall carpet, window treatments, bed hangings

    Style spreads—pattern books; fashion periodicals; immigrant craftsmen, cabinetmakers & upholsterers; imported furnishings & finishes; travel

    Room use remains as before

    One exception—more dining rooms

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    25.8

    Stair hall, Wickham-Valentine House, 1811; Richmond, Virginia; Alexander Parris. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    15

    25.9

    Textiles: Toile de Jouy print with symbols of the new American Republic.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    25.10

    Lighting: Argand lamp, late 18th century; United States.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Furnishings And Decorative Arts

    Same scale, contrasts, classical ornament of European Neoclassical

    Adam, Hepplewhite, Sheraton, Louis

    Simpler with national symbols to establish & maintain cultural identity

    Light scale, slender proportions, straight & usually tapering legs, reeding, fluting, spade or thimble feet, contrasts of circles & rectangles

    Veneers, marquet

    **IMG_8688.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8688-png-10184133)

    **IMG_8689.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8689-png-10184135)

    **IMG_8690.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8690-png-10184137)

    **IMG_8687.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8687-png-10184139)

    **IDES312ch-22-PPTaccessible.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ides312ch-22-pptaccessible-pptx-10184145)

    **IDES312ch-22-PPTaccessible.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ides312ch-22-pptaccessible-pptx-10184145)

    **## IDES312chapter22AmericanGeorgianterms.docx**

    IDES 312-Chapter 22 – AMERICAN GEORGIAN – the 1700s-1780s

    Vocabulary terms

    CLASSICAL MOTIFS: see examples in the reading

    1. Pilasters

    2. Pediments

    3. Dentil moldings

    4. Balustrades

    5. Round arch with keystones

    6. Quoins

    COMMON INTERIOR MOTIFS: (Fig.22-1)

    7. Ear

    8. Shell

    9. Acanthus leaf

    10. Rosette

    11. Pineapple or Pinecone

    FURNITURE MOTIFS: (Fig. 22-1, 22-12, 22-16, 22-17)

    12. Classical – (columns and moldings)

    13. Rococo – shells and flowers

    14. Chinese – fretwork and bamboo

    ARCHITECTURE:

    15. Using the elevation on the bottom of page 252, define the terms listed. You may use one photo with arrows or create a list/define/picture for each component.

    INTERIORS:

    16. Show examples of
    _colors_ used in public and private spaces.

    17. Early flooring and floor cloths

    18. Using figure 22-11 identify with a photo and definition of the elements of the space as listed.

    19. Textiles: palamporees

    20. Lighting: candlesticks, wall sconce, chandelier

    FURNISHINGS AND DECORATIVE ARTS:

    21. Queen Anne

    22. Chippendale

    23. Thomas Chippendale

    24. Japanning

    25. Walnut wood

    26. Mahogany wood

    27. Maple wood

    28. Cherry wood

    29. Pine wood

    Seating:

    30. Queen Anne chairs-identify each part of the chair, top to bottom Use the photo below for terms and look up definitions.

    ![](https://www.sweetstudy.com/questions/american-georgian-chapter-22)

    31. Chippendale-style chairs – define all parts.

    32. Windsor chairs – define all parts

    33. Easy chairs – wingback chair type.

    34. QA &Chipp – Tea table

    35. QA & Chipp – Piecrust table

    36. QA & Chipp – sideboard

    37. QA & Chipp – drop-leaf desk

    38. Newport block-front chest of drawers

    39. Shell carving

    40. Bombé chests

    41. QA & CHipp – highboy – use each term from the photo on page 259, fig. 22-17 to define.

    42. QA -& Chipp – lowboy

    43. QA Philadelphia dressing table

    44. Poster beds – QA and Chippendale

    45. QA & Chipp – Canopy

    46. QA & Chipp – Tester cornice

    47. Pewter

    ## image1.jpeg

    **## IDES312ch-25-PPTaccessible.pptx**

    Architecture and Interior Design: An Integrated History to the Present

    First Edition

    Chapter 25

    American Federal

    1776 – 1820

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

    1) Math Type Plugin

    2) Math Player (free versions available)

    3) NVDA Reader (free versions available)

    1

    American Federal

    First phase of Neoclassical in United States

    Based primarily on English modes, but some French influences

    Inception coincides with establishment of U.S. government, hence its name

    Classical details & ornament, slender proportions, contrasting circular & rectangular shape

    Simpler & smaller scale than Neoclassical in England or France

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    2

    Concepts

    New nation needs an official architecture to legitimize emancipation & personify cultural identity

    Leaders acquainted with European trends

    Advocate Neoclassicism

    Models from Greece & Rome, ancient republics

    Propose Neoclassical-style national architecture

    Visual metaphor linking old republics with the new one

    Follow English models because of continuing cultural ties with England

    Robert Adam—interiors; Hepplewhite & Sheraton—furniture

    Some Louis

    influences

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    25.1

    Motifs and Architectural Details: Top from left: Eagle inlay from card table, c. 1790-1820; Rhode Island; pair of vases, c. 1810-1830; France, possibly Paris; and bottom: doorway, Wickham-Valentine House, 1811; Richmond, Virginia. American Federal.

    Table and vases courtesy of the Diplomatic Reception Rooms, U.S. Department of State

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Architecture

    Domestic, not monumental, scale for all buildings

    Wood-frame construction & mostly brick exteriors

    Designers: gentleman amateurs or master craftsmen, not architects

    Lacks strong theoretical base of European Neoclassical

    Imitative, not necessarily innovative

    Georgian forms, but taller, more slender

    Circular or elliptical forms—windows, doors, projecting porches, fan lights

    Classical moldings & ornament—low relief, delicate in scale

    Found on all building types, mostly in urban settings

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    5

    25.2

    Massachusetts State House, 1795-1798; Boston Massachusetts; Charles Bulfinch. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    25.3

    Meetinghouse, 1816; Lancaster, Massachusetts; Charles Bulfinch. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The rectangular building has a projecting front section supporting a two-stage tower, with an arcaded and pedimented corridor at the front. It consists of three high openings with round-arch tops, which frame three entry doors (the central one taller) behind. The arches have pilasters that rise to an entablature and a fully enclosed gable pediment. The pediment is lined by modillioned cornices, with plain brickwork in the tympanum. The sides of the corridor are also arched and pilastered. The tower section, whose interior houses the vestibule area, rises the width of the building corridor to the height of the gable peak, where there is a cornice line above which rises the tower, flanked by carved wooden fan designs. The first stage of the building is square, with clock faces adorning otherwise plain brick walls.

    7

    25.4a

    First Harrison Gray Otis House and floor plan, 1795-1796; Boston, Massachusetts; architecture by Charles Bulfinch. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The house is a three story brick structure, rectangular in shape, with a three-story ell extending the rear. The brick has a Flemish bond, and the trim is white marble. The roof has a set of posts above a modillioned cornice, pierced by two interior brick chimneys. It has a marble trim band that separating the floors, and the third-floor windows are short. All windows have black shutters has lintels with a keystone.

    8

    25.4b

    First Harrison Gray Otis House, dining room, 1795-1796; Boston, Massachusetts; architecture by Charles Bulfinch. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    A dining room has wooden chairs and tables. The rug spread on the floor integrates the ceiling design. The chairs have rectangular backs. The ceiling has honeysuckle motifs and a rosette in the circle, and it is compartmented with classical motifs to Roman stuccowork.

    9

    25.5a

    Gardner-Pingree House and porch ,1804-1805; Salem, Massachusetts; Samuel McIntire. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The building has an emphasis on symmetrical balance. The balustrade on the top hides low pitched roof. The top has cornice. It has brick construction, a string course layer on every floor, and windows have lintel with keystone. The windows are six over six double hung windows. The entrance has a semicircular projecting porch supported by slender columns. The house sites on street.

    10

    25.5

    Gardner-Pingree House, parlor, 1804-1805; Salem, Massachusetts; Samuel McIntire. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    11

    25.6

    Monticello and floor plan, begun 1777, remodeled 1793-1809; Charlottesville, Virginia; Thomas Jefferson. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description 1:

    The building has a three-story brick basement that has each room in a different shape. There are two main entrances, and the windows on the second story start at floor level and with the first-story windows in a single frame, which gives the impression that there is only a single story. A central octagonal dome dominates the structure.

    Long Description 2:

    It shows the hall in the center. On its top is a saloon. On the right of the salon is the dining room followed by the tea room. On the right of the hall is two chambers. To the left of the saloon is The Jefferson's room and to the left of the hall is the library. To the left of the library is an underground passage.

    12

    25.7

    Nathaniel Russell House, before 1809;Charleston, South Carolina; Russell Warren. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The building has a balustrade that hides low pitched roof and a cornice on the top. The building has brick construction, stringcourse, and relieving arches. It has a lintel with keystone and a tall double hung window with thin mullions. The entrance has a fanlight window over the entry door and double doors with panels. The house sites on street.

    13

    Interiors

    Modeled on those of Robert Adam

    Smaller, more simply decorated, fewer colors

    Elegant, refined, formal, classical elements & motifs

    Bright, clear colors

    More textiles than before because of industrialization

    Wall-to-wall carpet, window treatments, bed hangings

    Style spreads—pattern books; fashion periodicals; immigrant craftsmen, cabinetmakers & upholsterers; imported furnishings & finishes; travel

    Room use remains as before

    One exception—more dining rooms

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    25.8

    Stair hall, Wickham-Valentine House, 1811; Richmond, Virginia; Alexander Parris. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    15

    25.9

    Textiles: Toile de Jouy print with symbols of the new American Republic.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    25.10

    Lighting: Argand lamp, late 18th century; United States.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Furnishings And Decorative Arts

    Same scale, contrasts, classical ornament of European Neoclassical

    Adam, Hepplewhite, Sheraton, Louis

    Simpler with national symbols to establish & maintain cultural identity

    Light scale, slender proportions, straight & usually tapering legs, reeding, fluting, spade or thimble feet, contrasts of circles & rectangles

    Veneers, marquet

    **IMG_8688.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8688-png-10184133)

    **IMG_8689.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8689-png-10184135)

    **IMG_8690.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8690-png-10184137)

    **IMG_8687.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8687-png-10184139)

    **IDES312ch-22-PPTaccessible.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ides312ch-22-pptaccessible-pptx-10184145)

    **## IDES312chapter22AmericanGeorgianterms.docx**

    IDES 312-Chapter 22 – AMERICAN GEORGIAN – the 1700s-1780s

    Vocabulary terms

    CLASSICAL MOTIFS: see examples in the reading

    1. Pilasters

    2. Pediments

    3. Dentil moldings

    4. Balustrades

    5. Round arch with keystones

    6. Quoins

    COMMON INTERIOR MOTIFS: (Fig.22-1)

    7. Ear

    8. Shell

    9. Acanthus leaf

    10. Rosette

    11. Pineapple or Pinecone

    FURNITURE MOTIFS: (Fig. 22-1, 22-12, 22-16, 22-17)

    12. Classical – (columns and moldings)

    13. Rococo – shells and flowers

    14. Chinese – fretwork and bamboo

    ARCHITECTURE:

    15. Using the elevation on the bottom of page 252, define the terms listed. You may use one photo with arrows or create a list/define/picture for each component.

    INTERIORS:

    16. Show examples of
    _colors_ used in public and private spaces.

    17. Early flooring and floor cloths

    18. Using figure 22-11 identify with a photo and definition of the elements of the space as listed.

    19. Textiles: palamporees

    20. Lighting: candlesticks, wall sconce, chandelier

    FURNISHINGS AND DECORATIVE ARTS:

    21. Queen Anne

    22. Chippendale

    23. Thomas Chippendale

    24. Japanning

    25. Walnut wood

    26. Mahogany wood

    27. Maple wood

    28. Cherry wood

    29. Pine wood

    Seating:

    30. Queen Anne chairs-identify each part of the chair, top to bottom Use the photo below for terms and look up definitions.

    ![](https://www.sweetstudy.com/questions/american-georgian-chapter-22)

    31. Chippendale-style chairs – define all parts.

    32. Windsor chairs – define all parts

    33. Easy chairs – wingback chair type.

    34. QA &Chipp – Tea table

    35. QA & Chipp – Piecrust table

    36. QA & Chipp – sideboard

    37. QA & Chipp – drop-leaf desk

    38. Newport block-front chest of drawers

    39. Shell carving

    40. Bombé chests

    41. QA & CHipp – highboy – use each term from the photo on page 259, fig. 22-17 to define.

    42. QA -& Chipp – lowboy

    43. QA Philadelphia dressing table

    44. Poster beds – QA and Chippendale

    45. QA & Chipp – Canopy

    46. QA & Chipp – Tester cornice

    47. Pewter

    ## image1.jpeg

    **## IDES312ch-25-PPTaccessible.pptx**

    Architecture and Interior Design: An Integrated History to the Present

    First Edition

    Chapter 25

    American Federal

    1776 – 1820

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

    1) Math Type Plugin

    2) Math Player (free versions available)

    3) NVDA Reader (free versions available)

    1

    American Federal

    First phase of Neoclassical in United States

    Based primarily on English modes, but some French influences

    Inception coincides with establishment of U.S. government, hence its name

    Classical details & ornament, slender proportions, contrasting circular & rectangular shape

    Simpler & smaller scale than Neoclassical in England or France

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    2

    Concepts

    New nation needs an official architecture to legitimize emancipation & personify cultural identity

    Leaders acquainted with European trends

    Advocate Neoclassicism

    Models from Greece & Rome, ancient republics

    Propose Neoclassical-style national architecture

    Visual metaphor linking old republics with the new one

    Follow English models because of continuing cultural ties with England

    Robert Adam—interiors; Hepplewhite & Sheraton—furniture

    Some Louis

    influences

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    25.1

    Motifs and Architectural Details: Top from left: Eagle inlay from card table, c. 1790-1820; Rhode Island; pair of vases, c. 1810-1830; France, possibly Paris; and bottom: doorway, Wickham-Valentine House, 1811; Richmond, Virginia. American Federal.

    Table and vases courtesy of the Diplomatic Reception Rooms, U.S. Department of State

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Architecture

    Domestic, not monumental, scale for all buildings

    Wood-frame construction & mostly brick exteriors

    Designers: gentleman amateurs or master craftsmen, not architects

    Lacks strong theoretical base of European Neoclassical

    Imitative, not necessarily innovative

    Georgian forms, but taller, more slender

    Circular or elliptical forms—windows, doors, projecting porches, fan lights

    Classical moldings & ornament—low relief, delicate in scale

    Found on all building types, mostly in urban settings

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    5

    25.2

    Massachusetts State House, 1795-1798; Boston Massachusetts; Charles Bulfinch. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    25.3

    Meetinghouse, 1816; Lancaster, Massachusetts; Charles Bulfinch. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The rectangular building has a projecting front section supporting a two-stage tower, with an arcaded and pedimented corridor at the front. It consists of three high openings with round-arch tops, which frame three entry doors (the central one taller) behind. The arches have pilasters that rise to an entablature and a fully enclosed gable pediment. The pediment is lined by modillioned cornices, with plain brickwork in the tympanum. The sides of the corridor are also arched and pilastered. The tower section, whose interior houses the vestibule area, rises the width of the building corridor to the height of the gable peak, where there is a cornice line above which rises the tower, flanked by carved wooden fan designs. The first stage of the building is square, with clock faces adorning otherwise plain brick walls.

    7

    25.4a

    First Harrison Gray Otis House and floor plan, 1795-1796; Boston, Massachusetts; architecture by Charles Bulfinch. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The house is a three story brick structure, rectangular in shape, with a three-story ell extending the rear. The brick has a Flemish bond, and the trim is white marble. The roof has a set of posts above a modillioned cornice, pierced by two interior brick chimneys. It has a marble trim band that separating the floors, and the third-floor windows are short. All windows have black shutters has lintels with a keystone.

    8

    25.4b

    First Harrison Gray Otis House, dining room, 1795-1796; Boston, Massachusetts; architecture by Charles Bulfinch. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    A dining room has wooden chairs and tables. The rug spread on the floor integrates the ceiling design. The chairs have rectangular backs. The ceiling has honeysuckle motifs and a rosette in the circle, and it is compartmented with classical motifs to Roman stuccowork.

    9

    25.5a

    Gardner-Pingree House and porch ,1804-1805; Salem, Massachusetts; Samuel McIntire. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The building has an emphasis on symmetrical balance. The balustrade on the top hides low pitched roof. The top has cornice. It has brick construction, a string course layer on every floor, and windows have lintel with keystone. The windows are six over six double hung windows. The entrance has a semicircular projecting porch supported by slender columns. The house sites on street.

    10

    25.5

    Gardner-Pingree House, parlor, 1804-1805; Salem, Massachusetts; Samuel McIntire. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    11

    25.6

    Monticello and floor plan, begun 1777, remodeled 1793-1809; Charlottesville, Virginia; Thomas Jefferson. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description 1:

    The building has a three-story brick basement that has each room in a different shape. There are two main entrances, and the windows on the second story start at floor level and with the first-story windows in a single frame, which gives the impression that there is only a single story. A central octagonal dome dominates the structure.

    Long Description 2:

    It shows the hall in the center. On its top is a saloon. On the right of the salon is the dining room followed by the tea room. On the right of the hall is two chambers. To the left of the saloon is The Jefferson's room and to the left of the hall is the library. To the left of the library is an underground passage.

    12

    25.7

    Nathaniel Russell House, before 1809;Charleston, South Carolina; Russell Warren. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The building has a balustrade that hides low pitched roof and a cornice on the top. The building has brick construction, stringcourse, and relieving arches. It has a lintel with keystone and a tall double hung window with thin mullions. The entrance has a fanlight window over the entry door and double doors with panels. The house sites on street.

    13

    Interiors

    Modeled on those of Robert Adam

    Smaller, more simply decorated, fewer colors

    Elegant, refined, formal, classical elements & motifs

    Bright, clear colors

    More textiles than before because of industrialization

    Wall-to-wall carpet, window treatments, bed hangings

    Style spreads—pattern books; fashion periodicals; immigrant craftsmen, cabinetmakers & upholsterers; imported furnishings & finishes; travel

    Room use remains as before

    One exception—more dining rooms

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    25.8

    Stair hall, Wickham-Valentine House, 1811; Richmond, Virginia; Alexander Parris. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    15

    25.9

    Textiles: Toile de Jouy print with symbols of the new American Republic.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    25.10

    Lighting: Argand lamp, late 18th century; United States.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Furnishings And Decorative Arts

    Same scale, contrasts, classical ornament of European Neoclassical

    Adam, Hepplewhite, Sheraton, Louis

    Simpler with national symbols to establish & maintain cultural identity

    Light scale, slender proportions, straight & usually tapering legs, reeding, fluting, spade or thimble feet, contrasts of circles & rectangles

    Veneers, marquet

    **IMG_8688.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8688-png-10184133)

    **IMG_8689.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8689-png-10184135)

    **IMG_8690.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8690-png-10184137)

    **IMG_8687.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8687-png-10184139)

    **IDES312ch-22-PPTaccessible.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ides312ch-22-pptaccessible-pptx-10184145)

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