Selected Graduate Design Studio Projects

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THE MASTER OF ARCHITECTURE II - ADVANCED DESIGN STUDIO

This is a critical moment for the re-thinking of the object of architecture, approaching architectural discourse critically; questioning the very boundaries of Architecture itself. The discipline has been characterized in recent years by an anti-intellectual attitude. Moreover, it has been a reflection of an ideology of extreme consumerism and, as thus, "object" oriented architecture.

The innovative and visionary work produced in the Advanced Design Studio, while exploring specific problems, simultaneously addresses the question of the place and relevance of the problem in architectural discourse. Without prescribed boundaries, the projects address a myriad of critical issues affecting architectural discourse, ranging from urban theory to the present condition of globalization and the continual emergence of new scientific developments and technologies. Emphasis is placed on the design process developed through a series of productive readings. Drawing is emphasized as a tool for critical thinking and as an intrinsic part of the process completed by models.

Professor Diana Agrest

 

2012-2013

Fall 2012

Spring 2013

Thesis 2013

 

2011-2012

Fall 2011

Spring 2012

Thesis 2012

 

2010-2011

Fall 2010

Spring 2011

Thesis 2011

 

2009-2010

Fall 2009

Spring 2010

Thesis 2010
 

 


 

 

 

 

 

  • Founded by inventor, industrialist and philanthropist Peter Cooper in 1859, The Cooper Union for the Advancement of Science and Art offers education in art, architecture and engineering, as well as courses in the humanities and social sciences.

  • “My feelings, my desires, my hopes, embrace humanity throughout the world,” Peter Cooper proclaimed in a speech in 1853. He looked forward to a time when, “knowledge shall cover the earth as waters cover the great deep.”

  • From its beginnings, Cooper Union was a unique institution, dedicated to founder Peter Cooper's proposition that education is the key not only to personal prosperity but to civic virtue and harmony.

  • Peter Cooper wanted his graduates to acquire the technical mastery and entrepreneurial skills, enrich their intellects and spark their creativity, and develop a sense of social justice that would translate into action.