Course: A Global History of Architecture
Length: 12 weeks, 8 hrs/wk
Instructor: Mark Jarzombek
Quote:How do we understand architecture? One way of answering this question is by looking through the lens of history, beginning with First Societies and extending to the 16th century. This course in architectural history is not intended as a linear narrative, but rather aims to provide a more global view, by focusing on different architectural “moments”….
…Why study the history of architecture? Architecture stages cultural dramas. Buildings, in that sense, are active, designed to do something. Different buildings activate their surroundings in different ways. We go to history to see how these experiments were done.
To call this course “The History of Architecture” does it a disservice, since it’s a history of so much more – of cultures, religions, trade and commerce, and, as we go from the first indications of human modifications of the environment, from the 70,000-year-old ochre and beads of Blombos Cave in South Africa, to the pre-Holocene peoples of Europe, Asia, and the Pacific Rim, through the Bronze and Iron ages to Classical civilizations, across the innovations of Chinese, Indian, and Middle Eastern peoples reaching the European Gothic and Renaissance periods via trade, to the exploitation of New World peoples by Old World commerce, the history of our brilliance, our goodness, our stupidity and cruelty, our human-ness. It’s really quite amazing, how much is packed into these twelve weeks.
I’ll admit, I was a bit confused at first – I never expected lemurs to lead off an architecture course – and I wondered if it had simply been mistitled, and should be Archeology or Anthropology. But that was ok, too, it was interesting whatever it was, and eventually I caught on to the point: our skyscrapers, our political systems, our religious belief and the way we furnish our houses, all that proceeded from that paleolithic cave. Somewhere in the last four weeks, the quote above about cultural dramas and activating surroundings appeared, and I fully realized the value of this approach. I do think an introductory video would be a big help, however.
I’m beginning to understand that the term “architecture” encompasses more than buildings. The arrangement of places for various activities – sleeping, eating, burials, ceremonies – was prevalent in some of the early discussions of First Societies, the earliest examples of people living in groups, today exemplified by the !Kung (or San: yes, like the guy from The Gods Must Be Crazy). Yet many of their customs are still with us: eating together, forming circles, rituals for coming of age and hunting (or, as we’d put it, going to work). Prof. Jarzombek is a specialist in First Societies, so we spent a fair amount of time with the Gravettians and the Magdalenians, noting the differences between the two.
I’ve taken world history courses that didn’t cover history as well as this course, in terms of the big picture. Where were the most active population centers, and why? What beliefs, available materials, and situational needs motivated the culture and thus the architectures? Climate changes and environmental upheaval such as earthquakes changed trade routes, motivated invasions and migrations, and offered or shut down trade. It was all fascinating, one long story of people moving around, adapting to new conditions. Yet some major world history events were ignored: The Crusades, for example, are not mentioned. Sometimes the timeline got a little blurred, since there was necessarily some back-and-forth as the focus switched geographical areas (and I assume there’s a “Part 2” course that picks up where we left off, but that hasn’t made it to moocland yet). I felt like I understood the general flow of human history much better by the end of this course, and once I got used to the presentation style (it took a couple of weeks), I had a great time.
And then of course there were buildings, plenty of buildings. Stonehenge, pyramids, Angkor Wat, the basilica of St. Peter, the Hagia Sofia and Dome of the Rock were all featured, but there was a great deal besides: the coastal villages of the Haida, the Maasai in Kenya and the Hammer in Ethiopia, Maltese cave temples, the roof-accessible houses of the early city at Çatal Hüyük (now Turkey), the city of Cahokia – the Native American metropolis that was larger than the London of its time, and remained the largest city in what is now the US until Philadelphia of the early 19th century – steppes, caves, shores, mountains, forests… well,I could go on, but you get the idea. From the adjoining square houses of Turkey, accessible only from the roof, to the amazing rock-cut temples in India, the beautiful mosques with fantastic arches and domes to Hindu and Buddhist shrines and Greek temples and Christian basilicas and Gothic cathedrals to Versailles, it was just amazing to see what people come up with no matter what their level of technology.
The final lecture was a fascinating look at buildings over time, a subject mentioned several times during the course but really brought to fruition at the end. Some buildings, like Greek and Roman temples, weren’t meant to be expanded; new buildings were added later on. The Egyptians, on the other hand, were happy to expand the temple at Karnak over the years, and the same happened with Christian churches and Muslim mosques. Buildings that were originally pagan temples became churches, mosques, synagogues as populations changed. Then we looked at issues of restoration and preservation. Interesting questions about authenticity came up. And then there’s the amazing approach of Jorge Otero-Pailos, who, among other things, removes layers of dirt from buildings using a special rubber compound, then displays those layers in sequence, in a kind of archaeology of soot. Without the course preceding this lecture, would it have affected me so deeply? I suspect not.
I’m pretty sure this was a pre-existing OCW recycled as a mooc. Sometimes this repackaging works, sometimes it doesn’t; here, I think it did, although I have to admit the content had far more to do with my enthusiasm than the presentation. The ‘live” in-class lecture approach is a bit less polished than a multiple-take video, but I still prefer it, as read-to-camera so often comes off as stilted and nervous. The professor’s enthusiasm and off-the-cuff commentary more than made up for image quality and occasionally confusing syntax.
I did have a hard time finding a good image of the professor for this post. I always try to find a snip that is representative of the course, visually interesting on its own, and reasonably flattering. In this case, where most of the videos were shot in the dark with the prof wandering in and out of projector light, I had to make some compromises, but I don’t think that sort of thing weighs heavily on anyone’s decision to take the course or not.
The lectures were basically slide shows accompanied by narratives about a period, or descriptions of the architecture under consideration.The visuals were sometimes hard to see, but most of them are available online elsewhere, with the exception of maps drawn on Google Earth scenes, which were… pretty messy, to be honest, and not intuitive. But I understand his point about maps showing current nation boundaries being useless in this context; his maps did contain useful information about migration patterns and available resources. They’re worth getting used to.
Each week includes two lectures, both about 90 minutes. They estimate 8 hours a week is required for the course; that sounds reasonable to me, though it took me longer because of the way I do things (and I’m slow). A free online textbook was provided; it’s huge, and I found it difficult to use, but I’m not that comfy with online books; someone more used to Kindles and such might find it much easier. A print version is available; it’s pricey, but if I were a freshman humanities student, I’d invest in it. For that matter, if I could find a used copy for $15, I’d buy it.
Grading was based on “homework” – a few multiple-choice questions following most of the lectures – and on four exams given at regular intervals. The homework doesn’t count for much; the exams are weighted far more heavily; view the homework as practice for the exams, and as extra credit. The exam questions are half multiple choice, half labeling or identifying; no surprises, all information retrieval, though once in a while a topic not explicitly covered in the lectures (but presumably in the text) will show up.
I found Cerego invaluable here; there was just too much stuff to remember it all without constant reinforcement. While it’s time-consuming to enter important points from each lecture into a quiz set, it serves as studying, and it was very much worth it when the exams rolled around. And it’s still nice to see the early material cropping up, reminding me of the rest of the lecture around key points. Makes me smile.
The discussion boards were very active with “official” threads for topics Staff set up; I didn’t participate so I can’t speak to the quality of discussions or staff presence. I personally dislike overdirected commentary, but it does provide structure, so it’s really a matter of preference.
I’d highly recommend the course for its broad approach and fascinating content, with the caveat that the presentation isn’t as “slick” as some courses made for moocs. I’m more than willing to make that tradeoff. I feel like I know the world better as a result of this course, and that’s as good as education gets.