The first object I have chosen is the Eames chair. I chose this because of the high regard the Eames’s work has and how much we discuss their work in class. We have drawn this chair and will have to memorize it for the exam. This image links with the Whitehall classroom building and University of Kentucky because it is where I first learned about the Eames’s work. This chair describes my place in the world through design by increasing my knowledge of designers and the objects they have created. Before taking this class, I had no prior knowledge of names of specific chairs or their designers, which have improved my perception of interior design altogether.
UK ID: 910874148
November 22nd, 2013
Unit 3 Summary
As we ended our third unit of explorations, we were reminded to discuss the actual meaning of explorations. An exploration refers to a discovery to seek information or resources. In this Unit we explored worlds fairs for multiple class periods. The worlds fairs of the 19th century focused on reform and the concept of surface versuses substance. We discussed the reformation of worlds fairs from a global history of architecture perspective. The first fair we explored was the 1933 Chicago word’s fair as well as the NY world’s fair in 1939. Both of these fairs were political activities centered around deep political events. The government formed a bureau of international exhibitions whose purpose was to show off art and culture in world’s fairs. The image below is of the Chicago world’s fair. I chose this image to incorporate into Unit 3 because we discussed world’s fair for a lot of the class time focused on this unit. The Chicago world’s fair was the most important and significant because it was the last fair that looked to the past backwards of the 19th century. Cracker jacks, Aunt Jamima, and Wrigley’s gum are all part of the Chicago fair¾products of which are professor Patrick’s favorite. We discussed the world’s fairs as being celebratory events that reflect hopes and fears of people. These fairs are about looking forward and backward at the same time and tend to be temporary. There were a total of 191 fairs in the world, 64 of which are US fairs.
In 1904, the St. Louis fair focused on lighting and the presence of electricity. Louis Sullivan explains where tall buildings came from. He says, “Tall commercial buildings arose from pressure of land prices.” Sullivan designed the Auditorium building and developed his own system of order in buildings, going back to nature. He also designed the guaranty building in Buffalo, NY. He used terra-cotta material for decorative purposes. He also designed the Wainright building in St. Louis, MO and used narrow windows in his design. We discussed Frank Lloyd Wright who worked for Sullivan. We mentioned Wright’s home and studio and the Ward-Willets house where the chimney was the hearth. Wright also created Falling water in Bear Run, PA in 1934. We did an in class activity featuring two different bungalow homes. We compared and contrast the differences of the layout and interior as featured in the arts and crafts Bungalow magazine. We covered the topic of the Bungalow meeting classical revival. The classical revival of world fame was featured in the Paris opera by Charles Garnier and was said to “see and be seen.”
In unit 3, we also discussed the Secession building in Vienna. It symbolizes moving in a new direction during the secession movement by Josef Olbricht. Another designer, Le Corbusier was known as the Raven and it was said that “when he was born, there was no modern architecture, when he died there was little else.” Corbusier created the huge Villa Stein building in France and Unite d’ habitacion. Another building by Lloyd Wright was the Guggenheim museum in NY. The floor of the museum was slanted and had curved walls which presented a hanging issue we discussed would be unstable although unique. We wrapped the unit up with designers Louis Kahn and Roche and Dinkeloo. Kahn designed the Richard’s medical research building that led to an organization of towers. It softened international style with the use of brick. Roche and dinkeloo were involved in the Knights of Columbus headquarters and the college life insurance building. The insurance building we looked at was a clear representation of pyramids about afterlife.
The snout house is all garage with a muscled front facade. The image link I have attached shows an actual snout house and the garage formation that takes place on the front of the house. We have explored design forays in class that have one aspect of a house or building that usually takes over one part. Usually, it will be a patio, greenhouse or garden in houses we recently explored that take over the house. The garage on the snout house takes up much of the street and making it hard to fit through the front door. This style of house can be seen in the layout of single family houses, multi family homes, and duplexes. http://gossipsofrivertown.blogspot.com/2011/03/more-about-union-and-first.html?m=1
My experience with the timeline challenge was chaotic. It was helpful to set up time periods from the 1700s to 2000s. I learned that we do not work as well together in a small and crammed space. We used different colors of string to show patterns of materials. Michael’s idea of doing a chart was clever to put the patterns in order and show what materials were really important in different times. By learning about what materials were most important throughout the 19th and 20th centuries, my sense of design shifted by gaining knowledge of the most usable products and materials of the specific times in history. The five different colors of string were used to show the five different objects/buildings chronologically. We put up our pictures of materials, spaces, places, and buildings where we had our chair cards outside the interior room.