“An implicit rather than explicit principle for the conservative and male-dominated design professions, it will not be found stated in large type in textbooks on land use.” (Hayden S170)

“Dwellings, neighborhoods, and cities designed for homebound women constrain women physically, socially, and economically.” (Hayden S171)

“White, male skilled workers are far more likely to be homeowners than members of minority groups and women, long denied equal credit or equal access to housing.” (Hayden S171)

“Men were to receive “family wages,” and become home “owners” responsible for regular mortgage payments, while their wives became home “managers” taking care of spouse and children.” (Hayden S172)

“In a brilliant discussion of the “patriarch as wage slave,” Stuart Ewen has shown how capitalism and antifeminism fused in campaigns for homeownership and mass consumption: the patriarch whose home was his “castle” was to work year in and year out to provide the wages to support this private environment.” (Hayden S172)

“Women who stayed at home experienced what Betty Friedan called the “feminine mystique” and Peter Filene renamed the “domestic mystique.”” (Hayden S173)

“According to Colleen McGrath, every thirty seconds a woman is being battered somewhere in the United States.” (Hayden S175)

“She finds that matching her complex family requirements with the various available offerings by landlords, employers, and social services is impossible.” (Hayden S175)

“The problem is paradoxical: women cannot improve their status in the home unless their overall economic position in society is altered; women cannot improve their status in the paid labor force unless their domestic responsibilities are altered.” (Hayden S176)

“In general, feminists of that era failed to recognize the problem of exploiting other women workers when providing services for those who could afford them. They also often failed to see men as responsible parents and workers in their attempts to socialize “women’s” work. But feminist leaders had a very strong sense of the possibilities of neighborly cooperation among families and of the economic importance of “women’s” work.” (Hayden S179)

“Suppose forty households in a U.S. metropolitan area formed a HOMES group and that those households, in their composition, represented the social structure of the American population as a whole. Those forty households would include: seven single parents and their fourteen children (15 percent); sixteen two-worker couples and their twenty-four children (40 percent); thirteen one-worker couples and their twenty-six children (35 percent); and four single residents, some of them “displaced homemakers” (10 percent).” (Hayden S181)

“In creating and filling these jobs it will be important to avoid traditional sex stereotyping that would result from hiring only men as drivers, for example, or only women as food-service workers.” (Hayden S182)

“Women must transform the sexual division of domestic labor, the privatized economic basis of domestic work, and the spatial separation of homes and workplaces in the built environment if they are to be equal members of society.” (Hayden S187)

“When all homemakers recognize that they are struggling against both gender stereotypes and wage discrimination, when they see that social, economic, and environmental changes are necessary to overcome these conditions, they will no longer tolerate housing and cities, designed around the principles of another era, that proclaim that “a woman’s place is in the home.”” (Hayden S187)

“The inferno of the living is not something that will be. If there is one, it is which is already here, the inferno that we inhabit every day, that we create by being together.” (Calvino 1972, Purcell 141)

I think this is implying that we as human citizens are living in hell with one another.

“The law also establishes that the development of urban land (whether in the formal sector or in the favelas) should be determined not only by its exchange value, but also by the “social use value” of the land and its surrounding area (Fernandes, 2006).” (Purcell 142)

This is implying if building new land will be a use of the social construct within the Brazilian city.

“Equal access for women to the power and resources of government will result in important material gains for people who are currently discriminated against.” (Purcell 143)

“Any citizen who believes that he or she has been wronged . . . may file a complaint with the ombudsman. This Charter is not intended to serve as the basis for a legal action nor to be used in a judicial or quasi-judicial form. (City of Montreal, 2006)” (Purcell 143)

“Member of Community-Based Organizations (CBOs) work on issues such as gentrification, environmental justice, homelessness, cultural preservation, juvenile justice, and the well-being of gay, lesbian, bisexual, and transgender (GLBT) youth.” (Purcell 144)

“Henri Lefebvre was a French intellectual whose career spanned most of the twentieth century. His work ranges widely, from radical philosophy to rural sociology to urban studies to state theory. His thought is held together, however, by an unwavering commitment to the project of imagining and achieving revolutionary change in human society.” (Purcell 144)

“As that understanding of socialism might suggest, although Lefebvre was very much a Marxist, he was by no means an orthodox one.” (Purcell 145)

“As a result, the default agenda of Marxism, which is an inadequate one, has become for a worker’s party to seize the state and abolish classes and the property relation. “Revolution,” Lefebvre says, “was long defined either in terms of the political change at the level of the state or else in terms of the collective or state ownership of the means of production ….Today such limited definitions of revolution will no longer suffice” (1991/1974, p. 422).” (Purcell 145)

“He hoped that an analysis of space, and specifically of the “lived spaces” that people actually experience, would be able to apprehend human life as a complex whole and avoid reducing our understanding of experience to small fractions of life, such as class status, gender, race, income, consumer habits, marital status, and so on.” (Purcell 145)

He was about the intersectionality spectrum of all these things, not just one thing from another.

“He argues that such a project requires what he calls a new “contract of citizenship.” This seems odd, given that Marxists have tended to ignore questions of citizenship and rights. Lefebvre acknowledges this, admitting that rights are generally agreed to be liberal-democratic, or what he would call a bourgeois, project. But as usual he works against the grain to argue that it is possible to recapture a revolutionary potential from the project of rights.” (Purcell 146)

“Rather rights are always the outcome of political struggle. They are the manifestation, the end result of collective claims made by mobilized citizens. Because they result from struggle, they are always subject to further struggle, to renewed political agitation.” (Purcell 146)

“As autogestion develops, as it becomes generalized throughout society, people increasingly realize their own power. They come to see themselves as perfectly capable of managing their affairs on their own.” (Purcell 148)

“For him the city is not only the context in which industrial capitalism developed most fully, but it also contains the seeds of the destruction of capitalism. Moreover, the city is already producing, here and there, the beginnings of an alternative society beyond capitalism.” (Purcell 148)

“Appropriation is thus closely linked to both de-alienation and autogestion, to inhabitants making the space of the city their own again.” (Purcell 149)

“The right to the city is not users claiming more access to and control over the existing capitalist city, a bigger slice of the existing pie. Instead it is a movement to go beyond the existing city, to cultivate the urban so that it can grow and spread.” (Purcell 150)

“The urban does not yet exist in its mature form; rather it is still partial, an occluded image of what it can become.” (Purcell 151)

“The right to the city is similarly a beginning, an opening, a starting out down the path toward a possible urban world. That possible world is a long way off, and it is also, at the same time, right in front of us.” (Purcell 152)

Unit 1 FBED

Thesis: The environment of the High Museum of Art conveys a family-friendly environment for all people to enjoy.

I. Families, especially ones with younger children, are at the museum exposing the children at such an early age about the art that is there.

II. Students and young artists would go to the High in groups or by themselves writing about or sketching out the art pieces on notebooks. There was also a group with an instructor that evaluated the concept of such art pieces.

III. The High Museum has activities for younger people such as children to do such as learning how to draw and create art themselves.

Conclusion: The High Museum signifies the value of its visitors by allowing them to come into groups whether in relation or for academic or even for fun. It promotes the study of art to the people when they are sketching them, taking pictures of them as well even teaching them to younger ones.

Unit 1 PSR

Thesis: It was my first time at the High Museum, and I was wandering around it taking it all in prior to my friend arriving.

I. I took playful pictures of myself and the art.

II. I elaborated on being able to experience the peacefulness yet joyfulness of the High as I would see peers on social media do.

Conclusion: I plan to visit the museum again sometime soon and take more pictures as well.

Unit 2 FBED

Thesis: The sounds of Centennial Olympic Park are very ambient meaning that you can hear the sounds of city surroundings within the park.

I. The rustling of cars passing through can be heard as their engines are running. This also includes the bell-like sound of the Streetcar passing through as well.

II. The sound of the rushing of wind is heard to signify that it is a breezy day.

III. You can hear these sounds as well as see where they are coming from when watching the video.

Conclusion: The city surrounds the park making it noticeable to hear when sitting in one spot in the park.

Everything we had discussed and went over in class was presented in the midterm, especially in the first part. How I prepared for the prompt question for the second part was I annotated the hard copy that was given to us in class prior to the exam by highlighting and writing in the margins my notes for it. It really helped me to be able to understand the article as well as use some personal experience and relation to it especially when asked to compare and contrast the description of the environment displayed in the text to my experiences at this campus.

How does the design of Georgia State University’s library affect people’s’ relationships on that space?

Thesis: Georgia State University Library promotes interaction, togetherness and group work among students.

T: The computers are aligned together so when students whether they are partnered in pairs or groups are able to interact and collaborate with one another. Some have walls built around them like a mini cubicle space but are still in an open space.

T: The second floor of Library North near the computers and study rooms are chairs that are grouped in fours around a small coffee table. This interior of the chairs promotes the idea of group work and collaboration among students that are studying, however, from sitting in these chairs and also passing them while going through the library, most of the students that sit together are not interacting with one another.

T: In the library, there are some but very few spaces where students that to study alone are located. There are some cubicles students can occupy in closed spaces such as the ones near the bookshelves in the third and fourth floors. Sometimes, students would even sit between bookshelves to create and amend their own space.

Conclusion: Students are limiting interaction with other students by attempting to create their own closed-out cubicle space. This isn’t anything personal towards other students regarding to communication and relationships with one another. This is primarily for academic reasons being if a group of students were studying at a table and a student by themselves was studying at the next table over it is because that one student is probably more comfortable working alone than in pairs or groups.

The Academic Blog, We Make Money Not Art, was founded by Regine Debatty who is a writer, curator, and critic. She is known for her writings on the intersection circulating between art, science, technology and social issues. She also ran a weekly art and science programme #A.I.L. (Artists in Laboratories) from 2012 to 2014.

http://we-make-money-not-art.com/

One article I read was “The Woodpecker: Could Fake Birds Save Our Forests?”, which was posted on August 30th a few weeks ago, talks about the artist Richard Vitols explored a way to replace some of the bird species with artificial ones. He installed thrifty custom-made woodpeckers in a forest near Dusseldorf and visited weekly documenting the “health” of the artificial woodpeckers. He also made observations to see how the other inhabitants of the forest interacted with them. After his observation, some would be knocked down from their positions, others would have insects living in them if they battery was no longer in use. His experiment is still a working progress. And in September, he will be traveling to the LabVerde in the Brazil Amazon rain forest to further explore tree sound emissions and insect behavior under a different climate. Once he returns to Europe, he plans to build a second generation of artificial birds hoping they will be stronger and monitored 24/7.

Link to the article: http://we-make-money-not-art.com/the-woodpecker-could-fake-birds-save-our-forests/

• A particular organization: continuously updating
• can comment (comments invited)
• title and tag line
• about me
• lists
• definitions
• examples
• visuals
• academic tones: focus, purpose, claim,  specific topic, tone

9/7:

Today we went over summarizing a quote in Schindler’s essay, “Architectural Exclusion: Discrimination and Segregation Through Physical Design of the Built Environment”. Partnered with Black Candebat, while we were assigned for Part B in the the first section of the excerpt, we went over it and went onto the second section finding a quote that best described what message the author was sending to its audience.

“In Detroit in 1940, a private developer constructed a six-foot-high wall – known as the Eight Mile Wall – to separate an existing black neighborhood from a new white one that was to be constructed.”

• In Section II Part A, this quote described and portrayed the most prominent example of how architecture was used as an exclusionary device to segregate demographic groups. Detroit was one of the largest sites of racial segregation in the United States, so much to the fact it was displayed physically the most out of all the other cities in the country. The 8-mile wall was used because there was a white only neighborhood being constructed to a neighboring black neighborhood. To segregate this, they petitioned and decided to construct a wall to separate and exclude the non-white demographic group from being part of the new neighborhood.

Also, I have Googled photos of the Eight Mile Wall to give a visual example.

“Negro children standing in front of half mile concrete wall, Detroit, Michigan. This wall was built in August 1941, to separate the Negro section from a white housing development going up on the other side” – Library of Congress