19th Century

Architectural Program Accreditation

  • Mention of a program in architecture going through accreditation processes every eight to nine years (previously every five).

  • Importance of maintaining high standards during the visitors’ assessment of the program.

  • Current conditions of the Connorson Building do not affect class schedules.

Upcoming Assessment Dates

  • Second exam scheduled for April 2 at 10:30 AM.

  • Discussion about a quiz: two options for timing.

    • Option 1: March 26 (this Thursday).

    • Option 2: March 31 (next Tuesday).

  • Majority preference indicated for March 31, quiz will cover:

    • Seventeenth-century France, specifically:

    • Bodhi Gaul

    • Château of Versailles

    • Eighteenth-century architecture, including:

    • Banqueting House by Inigo Jones

    • St. Paul's Cathedral by Christopher Wren

    • Notable eighteenth-century architects:

    • James Gibbs and Mount Pesenot

    • Ideal city concept based on the salt tax.

  • Transition into nineteenth-century architecture following spring break.

Architectural Styles and Concepts

  • The upcoming lectures will shift from academic revival styles to technologies in architecture, specifically iron and glass structures, indicating a phase of modern architecture.

  • The relationship of grades and grading criteria, which focuses on:

    • Importance of maintaining a minimum grade to pass and progress within the professional program.

  • Attendance sheet mentioned, noting one student dropped the course post-spring break.

Grading System and Clarification

  • Grades from previous quizzes and exams available on Canvas.

  • Confusion regarding Canvas' grading statements explained:

    • Statement indicating that assignments do not count toward the final grade is misleading.

    • Actual weight of each grade detailed, with the exam carrying more importance than the quiz.

  • Encouragement to approach the instructor for any clarifications about grading standing.

  • Announcement of potential academic alerts for students in danger of failing, emphasizing the requirements for passing.

Transition to Today's Lesson Topic

  • Shift from Gothic Revival discussions to the Ecole des Beaux Arts (School of Fine Arts) as a significant architectural institution founded in Paris, with principles extending back to 1701 (under King Louis XIV).

  • Details about the evolution of the Ecole des Beaux Arts through historical events and educational reforms.

  • The context of architecture education and the unique ethos of the Ecole des Beaux Arts and its influence on architecture schools today, including Oklahoma State University's architecture program.

Explanation of Architectural Theory

  • Introduction of the concept of polemical architectural theory and its relation to historical context, particularly focusing on the writings of Mr. Puget advocating for the Gothic Revival versus other architectural styles.

  • Definition of a polemic:

    • An aggressive argument that denounces opposing views while promoting one’s own.

  • Puget's contrasting visual analysis of imagined towns reflecting Gothic versus modern architecture:

    • The old town (Catholic town of 1440) revered for its Gothic structures juxtaposed with the modern industrial town (1840) seen as inferior with factories overshadowing classical monuments.

  • Significance and symbolism behind thematic representations and the balance of architectural principles:

    • Use of a scale analogy emphasizing moral value linked to architectural aesthetics, tying Gothic architecture to Christianity and moral correctness.

Influential Architectural Philosophers

  • Discussion of Vitruvius’ triad of architectural principles:

    • Utilitas (utility/function), Firmitas (firmness/structure), and Venustas (beauty/form).

  • Establishing Gothic architecture as the only style satisfying these principles fully according to Puget’s view.

The Ecole des Beaux Arts Structure

  • Presentation of the facilities, emphasizing that studios for students were not on-campus but elsewhere, with a self-directed approach to design education.

  • The artistic studio (atelier) system where students operated semi-independently:

    • No women permitted until the twentieth century.

    • An overview of competition-based projects with required plans for advancing through the program.

Grand Prize Competition

  • Description of the prestigious competition for advanced students to win the Grand Prix de Rome, which provided lifetime employment and significant recognition.

  • Explanation of the process involved:

    • Initial eight-hour design session, followed by two months of development and strict adherence to the original plan to qualify for the competition.

  • Specific examples of past competition projects, highlighting the creativity and architectural legacy of Ecole des Beaux Arts.

Prominent Architectural Works

  • Introduction of the Paris Opera House by Charles Garnier as a significant example of Ecole des Beaux Arts architecture.

  • Overview of the socio-political context surrounding the need for a new opera house after an assassination attempt on Emperor Napoleon III.

  • Focus on the architectural design elements seen in the Opera House, such as:

    • The grandeur and Baroque revival style embraced in the execution of the structure, showcasing a blend of classical influences.

  • Historical reception of this building and its re-evaluation within the modern architectural discourse post-1975, leading to greater appreciation of its artistic merit.

Conclusion

  • The culmination of these discussions reflects on the philosophical underpinnings that have shaped architecture education and design principles, alongside the ethical dimensions influencing style preferences and professional trajectories in architecture.