This module provides an introductory survey of the history of urban development from the ancient period to the end of the twentieth century. It focuses on the forces that have led to the development of cities in the past, and achieves this through the lens of a multi-disciplinary perspective and the utilisation of various methodologies. Such a standpoint is adopted in order to allow for the exploration of the impacts of matters like politics, economics, culture and identity, art and architecture, intellectual thought, law, transportation, and military technology upon urban society at different times in history, and to recognise how they influenced the design and shape of the built environment, and so city living. Central to the programme is the use of comparative analyses which assist in identifying and contrasting patterns of urban change. As such differences in urban design that became evident in the past will be made clear. Furthermore such an approach helps illuminate and clarify the imprint upon urban space and the urban mind of agents affecting the urban development process, including visions and concepts (built and unbuilt) that have swayed social development. Importantly too in utilising this analytical perspective students are granted opportunities to test hypotheses under the guidance of their teacher about the causes and effects of urban transition, in so doing helping explicitly comprehend the narrative of historical urban development in both factual and conceptual terms.

The course is designed with particular outcome-based learning objectives in mind:

1. To develop an understanding of the causes of urban development and the various agents that act upon cities (e.g. cultural, social, environmental, economic, legal, etc.) so as to expand already held knowledge about urban places across the world.
2. To recognise the relationship between the evolution of the design of urban settlements and the nature of societies.
3. To know how and why various contexts affect the shape and appearance of urban places within distinct historical periods.
4. To train to see and read urban places through the use of maps and various visual sources in order to recognise distinct architectural and urban design styles belonging to particular eras of the past.
5. To demonstrate historical knowledge via a small tutorial presentation.
6. To exhibit critical thinking and basic research skills through the writing of academic essays.

Teaching takes place within two complementary learning situations, these being:

1. Weekly Lectures to be given by Prof. Morley. Lectures will be given via the use of PowerPoint, and where appropriate DVDs and other teaching resources shall be incorporated into the classes so as to make the classes as visually stimulating as possible. At the start of each lecture the academic objectives of the class will be outlined so that students will know the purpose of the lesson.
2. Tutorials.These shall be given regularly throughout the term in so doing presenting valuable opportunities to not only clarify knowledge collected from the lectures, but to furthermore discuss various matters about cities in history.

Lectures

The lectures are designed to not only be informative but to allow, where possible, for active student participation. What this means is that once inside the classroom students are not passive learners who merely sit and listen to the teacher talk. Instead lectures will include various exercises to engage students with the subject being presented to them. The goal of such a strategy is to promote learning motivation, to encourage debate, and the development of different thinking and analysis processes.

Tutorials

The tutorials, 4 in total – each 60-70 minutes in length, grants students the chance to discuss the topics introduced in the lectures, and opportunities to help sort out any problems in understanding that the students may have.
To prepare for the tutorials materials are given within the Course CD but during the term each student will be asked to take responsibility for a small part of a tutorial. This is to be accomplished by giving a short presentation. The purpose of this exercise is that it will give everyone the chance to grasp part of the course in greater depth, and so will help everyone better prepare for the written assignments. To provoke discourse during the tutorials, and to ensure that everyone participates in the classes those persons not presenting will be asked to submit online a question related to the themes to be discussed in the class. The purpose of this is straightforward to, as noted previously, allow for student involvement, active learning and where possible deeper learning and thinking.
At the start of each tutorial a detailed answer sheet designed by Prof. Morley will be distributed by the Tutor. This will act as a reference point for the class discussions, and shall expand upon many themes raised initially in the lectures. It will also help with work for the assignments.

Course Lecture Arrangement

Week 1. Introduction Class: The First Cities (Friday, September 14^th 2012)

Week 2. Greeks and Romans (Friday, September 21^st 2012)

Week 3. The Medieval Era, Cathedrals and Urban Places (Friday, September 28^th 2012)

Week 4. The Renaissance and Baroque City: Humanism to Autocracy (Friday, October 5^th 2012)

Week 5. The London Terraced House and Square (Friday, October 12^th 2012)

Week 6. Coping with Change (i) Coketowns: Dirt, Disease, Death, Deprivation (Friday, October 19^th 2012)

Week 7. Coping with Change (ii) London and Paris in the mid-19^th Century (Friday, October 26^th 2012)

Week 8. National Development (i) The City Beautiful: The North American City (Friday, November 2^nd 2012)

Week 9. National Development (ii). Enthusiasm for Utopia: Ebenezer Howard, Tony Garnier, and Le Corbusier (Friday, November 9^th 2012)

Week 10. Colonial and Post-Colonial Urban Statements: New Delhi and Canberra (Friday, November 16^th 2012)

Week 11. No Class, Prof. Morley will be on leave (Friday, November 23^rd 2012)

Week 12. City Faces (i). Identities and Nationalism: Antoni Gaudi and Barcelona (Friday, November 30^th 2012)

Week 13. City Faces (ii). Skyscrapers and their Meanings (Friday, December7^th 2012)

Week 14. Concluding Lecture: Chinese Metropolis (Date to be confirmed)

Grading
Students shall be given a term grade based on:
 

1. Participation – 30% of total term score. This grade is given in relation to:

(i)     Attendance of lectures and tutorials
(ii)   Participation (leading a short tutorial discussion of about 5 minutes in length, the asking of questions in classes, and engagement with online discussions on the HIST5539A Facebook group)
(iii)  Introductory composition (400-500 words) relating to your understanding of the video to be watched as preparation for tutorial one.
 

2. Short paper (1500-2000 words) – 30% of term grade.
 

3. Take-home examination (2000-2500 words) – 40% of term grade.
 

However always remember: speak with Prof. Morley or Ms Dian should you have any questions about how your term grade is composed, or how your work shall be graded. We are happy to assist you! 

Please note:

 (i) All assignments submitted will be returned in PDF format via email. All work to be returned includes the assignments plus a grade sheet designed by Prof. Morley that breaks down the score of your work. This informs you of not only your grade but exactly how you achieved it. Detailed comments about your work will be given by your Tutor.

(ii) Amended versions of any assignment cannot be submitted at a later date.

Assignment Preparation Sheets
As noted previously students will be asked during the term to formally submit written work. For HIST5539A students submit two essays: a short paper assignment, and the take-home examination. For each piece of work a list of questions shall be given many weeks ahead of the hand-in date along with guidelines for this particular written task. Students then answer one question from the list distributed by Prof. Morley.

As previously mentioned all students will have access to assignment planning documents immediately after the assignment question sheet is handed out. The planning sheets offer assistance in appreciating the true meaning of the question, the context of the subject involved, grasping which reading materials are most useful to composing the assignment, and the best way to then use source materials.

Tutorials
The tutorials, 4 in total – each 60-70 minutes in length, grants students the chance to discuss the topics introduced in the lectures, and opportunities to help sort out any problems in understanding that the students may have.

To prepare for the tutorials materials are given within the Course CD but during the term each student will be asked to take responsibility for a small part of a tutorial. This is to be accomplished by giving a short presentation. The purpose of this exercise is that it will give everyone the chance to grasp part of the course in greater depth, and so will help everyone better prepare for the written assignments. To provoke discourse during the tutorials, and to ensure that everyone participates in the classes those persons not presenting will be asked to submit online a question related to the themes to be discussed in the class. The purpose of this is straightforward to, as noted previously, allow for student involvement, active learning and where possible deeper learning and thinking.

At the start of each tutorial a detailed answer sheet designed by Prof. Morley will be distributed by the Tutor. This will act as a reference point for the class discussions, and shall expand upon many themes raised initially in the lectures. It will also help with work for the assignments.

Tutorial Dates and Themes
As part of your undertaking of HIST5539A you are required to attend four tutorials. These shall take place immediately after the lecture. Each tutorial offers an opportunity to discuss, evaluate and note aspects of the urban past raised within the lectures so as to clarify and elucidate your knowledge of cities and their development. Where possible particular skill-building activities will be introduced. Provisionally, the following dates and topics are set for the tutorials:

1. Friday, September 28th 2012 – Week 3 – Introduction, and city development debate.

2. Friday, October 19th – Week 6 – Comparing pre-industrial cities, map reading.

3. Friday, November 2nd – Week 8 – Cities/buildings, identity, and nationhood.

4. Friday, November 30th – Week 12 – Cities, national development, and urban history.

Core Texts and Journals

The key texts for course HIST5539A are:

 – John Reader, Cities  UL HT111. R43 2004

 – Lewis Mumford, The City in History  UL HT111.M8/ARL HT111.M8

However other texts of relevance to parts of the course are:

 – Edmund Bacon, The Design of Cities   CC Res NA9050.B22 1974

 – Peter Hall, Cities in Civilisation  CC Res HT 111. H345 1998

 – Paul Hohenberg and Lynn Hollen Lees, The Making of Urban Europe 1000-1994   UL HT131.H658 1995

 – Spiro Kostof, The City Shaped and The City Assembled   CC Res HT111.K63

 – A.E.J. Morris, History of Urban Form   CC Res /ARL HT166.M59 1993

 – Donald Olsen, The City as a Work of Art   CC Res NA970.O47 1986

 – Jan de Vries, European Urbanization 1500-1800   CC Res/UL HT131.D4

For primary sources relating to aspects of the course, e.g. modern cities, please refer to:

     http://www.library.cornell.edu/Reps/DOCS/homepage.htm

Students will be expected to make use of other materials listed within this document as the course unfolds to prepare for both classes and assignments. At the same time many journals will be of use to this preparation process. In particular publications such as Urban History, Social History, Town Planning Review, Planning Perspectives, Journal of Urban History, The Economic History Review, Journal of Urban History, and the Journal of Social Medicine will have relevance to particular lectures and assignment questions.

Class References
Week 1. Introduction Class: The First Cities (Friday, September 14^th 2012)

Welcome!
In this opening session a synopsis of the course and the subject of Urban History shall be put forward.

Keywords:         Tell         Stoa         Temenos         Harappa         Indus Valley                    

References:   

9031. Benevelo,The Origins of Modern Town Planning   CC Res/ARL NA9031.B36
9032. Hegemann andE. Peets,The American Vitruvius   CC Res/ARL NA9030.H4

F.R. Hiorns, Town Building in History   CC Res/ARL NA9090.H54 1958

114. Algaze,Ancient Mesopotamia at the Dawn of Civilisation  UL HT114.A524 2008
115. Lloyd,The Making of English Towns: AVista of 2000 Years   CC Res ARL HT133.L56 1984

A.E.J. Morris, History of Urban Form   UL/ARL/CC Res HT166.M59 1993

Eliel Saarinen, The City: Its Growth, Its Decay, Its Future   ARL/CC Res NA9030.S2

9030. Unwin,Town Planning in Practice CC Res/ARL NA9030.U6 1994
9031. Fraser and A. Sutcliffe,The Pursuit of Urban History UL HT111.P87

Week 2. Greeks and Romans (Friday, September 21^st 2012)

What were Greek and Roman cities like? Did they share similar features? Did they contrast with each other in any ways? How did Greek and Roman cities express the concept of power – power of the people, religion, authority?

Lecture DVD: “Engineering an Empire”

Keywords:         Ur         Coliseum Agora         Forum         Athens         Polis         Acropolis Grid Plan Miletus         Rome

References:   

Sir Leonard Woolley, History Unearthed   ICS CC165.W6 1963

Mary Boatwright, Hadrian and Cities of the Roman Empire   ARL DG295.B63

O.F. Robinson, Ancient Rome: City Planning and Administration   UL/ARL HT169.R7 R63

John Stambaugh, The Ancient Roman City   UL HT114 .S7 1988

A.E.J. Morris, History of Urban Form   UL/ARL/CC Res HT166.M59 1993

Ada Gabucci, Ancient Rome: Art, Architecture & History   ARL N5760 .G3213 2002

N.F. Jones, Ancient Greece: State and Society   UL DF275.J66 1996

Ruth Whitehouse, The First Cities   UL DS71.W5

A Kaiser, Roman Urban Street Networks   ARL DG78.K34 2011

Week 3. The Medieval Era, Cathedrals and Urban Places (Friday, September 28^th 2012)

What were the main characteristics of the Medieval City? What architecture dominated towns and cities at that time? Why? Were all European Medieval Cities alike? What was housing like at that time? What were the main factors in controlling its form?

Lecture DVD: “Carcassone”

Keywords:         Gothic Cathedral         Organic Growth         Market Place         Burgage Plots         Mercantile         City Wall         Jutting         Borough

Key-places:         Chartres         London         Bruges         York               

References:   

David Nicholas, The Growth of the Medieval City   UL HT115 .N53 1997

Jeffrey Singman, Daily Life in Medieval Europe   UL D119 .S55 1999

117. Pirenne,A History ofEurope   UL D117.P52 1958
118. Pirenne,Medieval Cities UL JS61.P5 1969

Mark Girouard, Cities and People   UL/ARL HT111.G46

1. Dyer,Everyday Life in Medieval England UL DA185 .D94 2000

Bell, C., and Bell, R., City Fathers   ARL HT169.G7B4

115. Saalman,Medieval Cities UL/ARL HT115.S2 1968

P.G. Hall, Cities in Civilization   UL HT111 .H345 1998

Week 4. The Renaissance and Baroque City: Humanism to Autocracy (Friday, October 5^th 2012)

How did the Renaissance conceptualise the ideal city? What were the areas of Renaissance urban planning, its design components and aesthetic considerations? What cultural factors affected the Renaissance concept of planning? How did military developments affect urban design? What were the principles on which the 16^th century Popes, such as Pope Sixtus V, re-planned Rome, or aristocratic leaders redesigned their palaces? In what ways were their approaches innovative? Why do you think their ideas were copied and continued elsewhere in Europe during the next 300 years?

Lecture DVD: “Versailles”

Keywords:         Geometric perspective         Boulevard         Wren’s London Plan         Axial lines         Autocracy         Spatial enclosure (place)         Grand Manner

Key-places:         Sforzinda         Florence         Versailles         London         Rome

References:   

Jacob Burckhardt, The Architecture of the Italian Renaissance   ARL NA1115.B813 1985

June Osborne, Urbino   UL Oversize/ARL DG975.U72 O83 2003

Denys Hays, From Roman Empire to Renaissance Europe   UL D118.H3

801. Gebelin,Versailles ARL DC801.V56 G42 1965
802. Zepnik, D. Favro and R. Ingersoll,Streets: Critical Perspectives ARL NA9053.S7S82 1994
803. Wittkower,Art and Architecture inItaly 1600-1750   ARL N6916.W5 1999
804. Nevola,Siena: Constructing theRenaissance City  ARL NA1121.S54 N48 2007

Week 5. The London Terraced House and Square (Friday, October 12^th 2012)

What were the main characteristics of the London terraced house? How were residential areas laid out from 1660 until the 19^th century? How did this form an Italianisation of London? Why do you think the form of terraced housing changed so little in over 200 years? What led to its abandonment? Were other British cities developed in the same way as London? Did the ideas practised in London also have an effect in the British Empire?

Lecture Video: “Murray House, Hong Kong: A History”

Keywords:         Terraced House         Geometry         Piazza         Italianising         Inigo Jones         Squares, Crescents, Circuses         John Nash         Speculative Development         Standardisation

Key-places:         Bedford Square         Covent Garden         Bloomsbury Square         Belgrave Square         Russell Square         Regent Street         Bath         Edinburgh New Town         Melbourne         Hong Kong 

References:   

Stefan Muthesius, The English Terraced House   ARL NA7328.M88 1982

James Ayres, Building the Georgian City   ARL NA966.A98 1998

John Summerson, Georgian London   ARL NA970.S95 1991

Andrew Byrne, Bedford Square   ARL NA970.B9 1990

Walter Ison, The Georgian Buildings of Bath   ARL NA971.B2I8 1980

Peter Borsay, The Image of Georgian Bath   ARL DA690.B3 B57 2000

W.A. Brogden, The Neo-Classical Town   ARL NA972.N46 1996

640. Cranfield, Georgian House StyleARL NA640.C73 1997
641. Downes,TheGeorgian Cities of Britain   ARL NA966.D68 1979

A.J. Youngson, The Making of Classical Edinburgh   ARL NA9189.E3Y6 1988

Faulkner, T.E., ‘The Early Nineteenth Century Planning of Newcastle upon Tyne’, Planning Perspectives, vol. 5 (1990), pp.149-167

Barnes, H., Newcastle-on-Tyne, The Town Planning Review, vol. 10 (1923), p.1-10

Week 6. Coping with Change (i) Coketowns: Dirt, Disease, Death, Deprivation (Friday, October 19^th 2012)

Was Charles Dickens’ fictional industrial town Coketown true of living conditions in the early-1800s in Europe? What problems were industrial settlements experiencing regardless of their location (including ones in the US)? How were these towns contributing (or not) to national economic development? How did the rich and how did the poor live? What impact did people like Friedrich Engels, a first-hand observer of modern urbanisation, have? How did Britain control its environmental problems, and how did this affect its colonies?

Lecture DVD: “How We Built Britain”

Keywords:         Industrial Revolution         Urbanisation         ‘4 Ds’         Public Health         Slums         Paternalism         Philanthropy         Back-to-Back Terraced House         Suburbs         Public Health         Edwin Chadwick

Key places:         Glasgow         Saltaire         Manchester         Birmingham

References:    

133. Briggs,Victorian Cities ARL HT133.B7 1993/CC Reserve HT133.B7 1968

G.E. Cherry, The Evolution of British Town Planning   UL/ARL HT169.G7C459

Hazel Conway, People’s Parks: The Design and Development of Victorian

Parks in Britain   ARL SB484.G7C59 1991

Charles Dickens, Hard Times   CC PR4561.A1 1988

Friedrich Engels, The Condition of the Working Class in England   UL HD8389.E5

1. Metcalf,VictorianLondon   ARL DA683 .M4 1972
2. Morley, ‘Chaos, Contagion, Chadwick and Social Justice’,Yale Journal of Biology and Medicine, vol. 80.2 (2007)
3. Morley,British Provincial Civic Design and theBuilding of Late-Victorian and Edwardian Cities, 1880-1914  ARL NA9050.5 .M67 2008

H.J. Dyos and M. Wolff, M., The Victorian City: Images and Reality. Past and Present and Number of People and The Victorian City: Shapes on the Ground   UL DA533.V5

J.M. Richards, ‘Sir Titus Salt or the Lord of Saltaire’, The Architectural Review, vol. 80 (1936)

R.K. Dewhirst, ‘Saltaire’, The Town Planning Review, vol. 31 (1960)

F.M.L. Thompson, The Rise of Suburbia and The Rise of Respectable Society   CC Reserve HT133.R57 1982

J.R. Kellett, ‘Impact of Railways’, in R.J. Morris and R. Rodger, The Victorian City   ARL HT133.V5 1993

M.J. Daunton, Housing the Workers   ARL/UL HD7287.95.H68

11. Hamlin,Public Health and Social Justice in the Age of Chadwick UL WA11.FA1 H28 1998
12. Dennis,EnglishIndustrial Cities of the 19th Century   ARL HT133.D4 1986

Richard Rodger, Housing in Urban Britain, 1780-1914   ARL HD7333.A3 R625 1995

Anthony Wohl, The Eternal Slum   UL HD7334.L7W6

William Ashworth, The Genesis of Modern British Town Planning   ARL NA9185.A795

William Ashworth, ‘British Industrial Villages in the 19^th Century’, Economic History Review (1951)

Week 7. Coping with Change (ii) London and Paris in the mid-19^th Century (Friday, October 26^th 2012)

What were the principle difference between the growth of Paris and London in the 19^th century? How do you explain these differences? Who were the main actors in the transformations that took place? Was Paris designed to be a work of art or did the urban renewal agenda incorporate other factors? Did Paris’ development affect London, and if so how and why?

Lecture Video: “Paris: The Imperial City”

Keywords:         Haussmann         John Nash         Social Control         James Pennethorne         Parks         Slums         Boulevards         Governance         Imperialism         Aston Webb

References:   

Howard Saalman, Haussman: Paris Transformed   ARL HT169.F72P367 1971

Anthony Sutcliffe, The Autumn of Central Paris   UL HT169.F72P368

1050. Sutcliffe,Paris: An Architectural History ARL NA1050.S87 1993
1051. Weeks,The Man Who MadeParis   ARL HT178.F72 P343 1999

Thomas Hall, Planning Europe’s Capital Cities   ARL NA9183 .H27 1997

Shelley Rice, Parisian Views   ARL TR72.P37 R53 1997

Robert Herbert, Impressionism: Art, Leisure and Parisian Society   NA Oversize ND550.H47

Jacob Larwood, The Story of the London Parks   UC ASL DA689.P2 S3

Donald Olsen, The Growth of Victorian London   CC Reserve HT169.G72L6474

S.E. Rasmussen, London: The Unique City   ARL DA677.R273 1982

258. Sheppard,London: The Eternal Wen UL HC258.L6S5 1971

Roy Porter, London: A Social History   UL DA677.P67 1995

L.D. Schwarz, London In the Age of Industrialisation   ARL HB2676.L66S38 1992

Week 8. National Development (i) The City Beautiful: The North American City (Friday, November 2^nd 2012)

How did the rapid urbanisation of the US from the late-1800s affect American thinking about the city? What is the relationship between architects and the American City by about 1900? What was the nature of the City Beautiful Movement? What impact did it have? Why did the City Beautiful, a strictly American concept, spread to places like Manila, Guangzhou and Nanjing? How did the City Beautiful cross cultural borders? Why did the City Beautiful Movement die?

Keywords:         World’s Fair, 1893         Chicago         Daniel Burnham         City Beautiful         Imperialism         Internationalisation         Modernity

References:   

W.H. Wilson, The City Beautiful Movement   ARL HT164.U6W55 1989

737. Smith,The Plan ofChicago   ARL NA737.B85 S65 2006
738. Sutcliffe,Towards the Planned City UL/CC Reserve HT166.S97

J.W. Cody, Building in China   ARL/UL NA737.M87 C63 2001

J.W. Cody, Exporting American Architecture 1870-2000   ARL NA712 .C629 2003

T.S. Hines, Burnham of Chicago: Architect and Planner   ARL NA737.B85 H56 1974

1. Baldwin Hess, ‘Transportation Beautiful’,Journal of Urban History, vol. 32, no. 4 (2006)

J.A. Peterson, The Birth of City Planning in the United States   ARL HT167.P47 2003

K.L. Kolson, Big Plans   ARL/UL HT153.K64 2001

167. Tehranian,Modernity, Space and Power ARL/UC ASL HT167.T44 1995

I.A. Steffensen-Bruce, Marble Palaces, Temples of Art   ARL NA6695.A74 1998

9050. Morley,British Provincial Civic Design and theBuilding of Late-Victorian and Edwardian Cities, 1880-1914  ARL NA9050.5 .M67 2008
9051. Morley, ‘Representing a City and Nation:Wales’s Matchless Civic Centre’,Welsh History Review vol. 24.2 (2009)

Week 9. National Development (ii). Enthusiasm for Utopia: Ebenezer Howard, Tony Garnier, and Le Corbusier (Friday, November 9^th 2012)

What was the distinctive contribution of these three individuals to urban development in the 20^th century? What were the similarities between the approaches the adopted? What were the differences? How effective do you think each was in establishing a new model of urban development? How optimistic were they? Why did idealistic European ideas have an influence in places like India by the 1950s? Do these ideas have any historical comparisons with ideal cities from the Renaissance?

Keywords:         Letchworth         Hampstead Garden Suburb         Cite Industrielle         Contemporary City of 3 Million People Modernist Architecture         Green Belt         ‘Streets in the Sky’         Chandigarh

References:    

9053. Wiebenson,Tony Garnier ARL NA9053.N4W54

Ebenezer Howard, Garden Cities of To-Morrow   ARL HT161.H6 1946

Robert Fishman, Urban Utopias in the 20^th Century   CC Res HT161.F57 1982

161. Creese,The Search for Environment ARL HT161.C7 1992

Le Corbusier, The City of Tomorrow and its Planning   ARL NA9030.J413 1947a

Patrick Abercrombie, ‘Modern Town Planning in England: A Comparative Review of the ‘Garden City’ Schemes in England’, The Town Planning Review, vol. 1 (1910), and ‘Modern Town Planning in England: A Comparative Review of the ‘Garden City’ Schemes in England, Part 2’, The Town Planning Review, vol. 1 (1910).

9185. Ashworth,The Genesis ofModern British Town Planning   ARL NA9185.A795
9186. Sutcliffe,British Town Planning: The Formative Years ARL HT169.G7B7
9187. Miller,Raymond Unwin: Garden Cities and Town Planning ARL NA997.U59M55
9188. Miller,Letchworth: The First Garden City DA690.L557 M55 2002

S.V. Ward, The Garden City: Past, Present and Future   UL/ARL NA9095.I46 2001

1. Shatkin, ‘Colonial Capital, Modernist Capital, Global Capital’,Pacific Affairsvol. 78, no. 4 (2005/6).

Week 10. Colonial and Post-Colonial Urban Statements: New Delhi and Canberra (Friday, November 16^th 2012)

How did the design and plan of environments such as New Delhi and Canberra express sentiments relating to colonialism? What forms did these environments have, and how did they use historicism to establish modern city environments? In the case of Canberra, how did politics affect the design of the city? Is Canberra today the product of urban planning or government attitudes? In what ways was the competition to design Canberra an international scandal, and how did this influence the selection of prize winners? Additionally, did the Indian wish to free itself from colonialism lead to new city types or a re-use of British ideas?

Lecture Video: “Sir Edwin Lutyens: Architect of the British Empire”

Keywords:         New Delhi         Canberra         Colonialism         Sir Edwin Lutyens         Walter Burley Griffin         Le Corbusier         Baroque         City Beautiful         Nation/Nationhood

References:    

178. Reps,Canberra1912   ARL HT178.A82 C36 1997
179. Mort,OldCanberra: A Sketchbook  ARL NC371.M68 A4 1987 
180. Volwahsen,Imperial Delhi: The British Capital of the Indian Empire ARL NA1508.N49 V65 2002

R.G. Irving, Indian Summer  ARL 997.L8 I7 1981

997. Wilhide,Edwin Lutyens: Designing in an English Tradition ARL 997.L8 W55 2000
998. Hussey,The Life of Sir Edwin Lutyens ARL NA997.L8 H87 1984

A Hopkins, Lutyens Abroad  ARL NA997.L8 L88 2002

737. Turnball and P.Y. Navaretti,The Griffins inAustralia and India  ARL NA737.G65 A4 1998
738. Prakash and V. Prakash,Chandigarh: The City Beautiful ARL NA1508. C44 P724 1999
739. Kalia,Chandigarh: The Making of an Indian City ARL H169.I5 K35 1999
740. Kalia,Chandigarh: In Search of an Identity ARL HT169.57.I42 C485 1987

Week 11. No Class (Friday, November 23^rd 2012)

Week 12. City Faces (i). Identities and Nationalism: Antoni Gaudi and Barcelona (Friday, November 30^th 2012)

How and why did Barcelona develop in the way it did from the mid-1800s? What factors affected its development from the second half of the nineteenth century to the early-1900s? What role did Antoni Gaudi play in this process? And how did his identity as a Catalan affect his architectural work? How is Gaudi’s work now perceived given his image at the centre of Barcelona’s tourist industry, the local cultural renaissance, and the fall of Franco?

Lecture DVD: “Visions of Space – Antoni Gaudi: God’s Architect”

Keywords:         Catalonia, Spain         Ildefons Cerda         Antoni Gaudi         Nationhood         Sagrada Familia         Cultural Growth         Casa Batllo         Cultural Heritage         Tourism

References:    

Arturo Soria y Puig, Cerda  UL HT131. C473 1999

Ignasi de Solà-Morales, Antoni Gaudi  ARL NA1313.G3 S6413 2003

James Johnson Sweeney, Antoni Gaudi  ARL NA1313.G3 S9 1970

Xavier Guell, Antoni Gaudi  ARL NA1313.G3G84

Roberto Pane, Antoni Gaudi  ARL NA1313.G3 P36 1964

Derek Avery, Antoni Gaudi  ARL NA1313.G3 A837 2004

Tim Marshall, Transforming Barcelona  ARL HT169.S72 B378 2004

Teresa-M Sala, Barcelona 1900  ARL NX562.B37 B35 2008

Malcolm Miles and Tim Hall, The City Cultures Reader  UL HT151 .C5822 2004

Borja de Riquer i Permanyer, Modernismo: Architecture and design in Catalonia  ARL Oversize NX562.B37 M6313 2003

Yukio Futagawa, Gaudí  ARL NA1313.G3 A4 2003

Philippe Thiébaut, Gaudi: Builder of Visions  ARL NA1313.G3 T34 2002

Manuel Gausa and Marta Cervelló, Barcelona: A Guide to its Modern Architecture 1860-2002  ARL NA1311.B3 G387 2002

Week 13. City Faces (ii). Skyscrapers and their Meanings (Friday, December7^th 2012)

What were the origins of high-rise construction? Where were the earliest examples of high-rise offices and housing to be found, and what form did they take? Why did high-rise housing come to be seen as an important means of dealing with housing provision after the Second World War? What led to its eventual abandonment in Britain but its continued use in other countries? What is the significance of high-rise construction today in Asia? Why are the largest buildings in the world found in countries like Taiwan, Malaysia and the UAE? What symbolic messages/readings lie within tall buildings and why do they have great meaning to particular societies as they evolve?
To supplement the lecture documentary work Prof. Morley has undertaken with The Discovery Channel and Voom! will be utilised.

Lecture DVD: “The Vertical City Series 2: Taipei 101 Tower”

Keywords:         CIAM         Athens Charter         New York         Chicago         William Le Baron Jenny         Parker Morris Repor         Duba         Taipei 101         Petronas Towers

References:   

http://www.enhr2004.org/files/new_papers_4/Paper%20Frank%20Wassenberg%20Camb.pdf

G.E. Cherry, Cities and Plans   UL/CC Reserve HT169.G7C457

Eric Mumford, CIAM Discourse on Urbanism, 1928-1960   ARL NA680.I475 M86 2000

Eleanor Smith Morris, British Town Planning and Urban Design   CC Reserve HT169.G7 M67 1997

Kenneth Frampton, Modern Architecture: A Critical History   ARL NA500.F75 1985

Thomas Deckker, Modern Architecture Revisited   ARL HT166.M582 2000

G.H. Douglas, The Social History of the Very Tall Building in America   ARL NA6232.D68 1996

737. Turak,William Le Baron Jenney: A Pioneer of Modern Architecture ARL NA737.J46 T87 1986

R.M.Reynolds, How America Grew Up   ARL NA735.N5R49 1994

6234. Binder,TallBuildings of Asia and Australia   ARL NA6234.A78 T35 2001

Huang Tsung-yi Michelle, Walking Between Slums and Skyscrapers   UL/UK HK Studies HT169.H6 H83 2004

K.W. Schmitt, Multi-Storey Housing   ARL NA7860.S33 1966

A.C. Bossom, Building to the Skies   ARL NA6230.B6 1934

L.J. Vale and S. Bass Warner, Imaging the City   ARL NA9095.I46 2001

Week 14. Concluding Lecture: Chinese Metropolis (Date to be confirmed)

The final class of the term will present a review of the numerous themes raised throughout the course. Particular reference will be made to the modern Chinese city and the significance of the city to the national development of China. A conceptualisation of the design and plan of modern Chinese cities will be given.

Lecture DVD:  “China Rises”

Keywords:         Beijing         Shanghai         Shenzhen         Hong Kong         Globalisation         Modernity         Sustainable Development

References:

UN-Habitat, The State of the World’s Cities   UL HT151 .S644 2004

P.G. Hall, The World Cities   UL HT151.H33 1977

S.V. Ward, Planning the Twentieth Century City   ARL HT166 .W35 2002

Fulong Wu, Globalization and the Chinese City   UL HT169.C6 G56 2006

151. Léautier,Cities in a Globalizing World UL HT151.C5686 2006
152. McGranahan,The Citizens at Risk ARL GF900.C57 2001
153. Girardet,Creating Sustainable Cities UL/ARL HT241.G572 1999
154. Evans et al,Governing Sustainable Cities UL HT169.E85 G68 2005

L.F. Girard at al, The Human Sustainable City   ARL HT241.H85 2003

1. Morley ‘Abstracting the City’ in R. Hasmath and J.Hsu,China in an Era of Transition: Understanding Contemporary State and Society Actors 

Course CD
All registered students for HIST5539A shall be issued with a Course CD designed by Prof. Morley. The CD is designed to supply materials to help in the preparation process for tutorials, although it does have other uses as well. The CD shall contain:

• Contact details of Professor Ian Morley and the course’s Tutor, Ms Dian Dian.
• A course calendar that includes dates of tutorials and fieldtrips, deadlines for assignments, a copy of the course book with links to library books, etc.Tutorial 1, 2, 3 and 4 preparation materials.
• Files relating to the process of writing assignments so as to grant assistance to any student who has not written an assignment in an academic format in English for a while.
  An encyclopaedia relating to urban historical study.  

Fieldtrip

It is anticipated that a short fieldtrip shall take place before the end of the course.

The fieldtrip is composed so as to offer a valuable opportunity to see the theory of urban development and culture in practice, and to see urban transition and design processes ‘in action’.

The fieldtrip shall go to Shenzhen. The visit to the Chinese Mainland is designed to tie in with the lectures on skyscrapers and modern Chinese urbanism. The visit will afford the chance to see and understand the meaning of the contemporary metropolis to the development of China.

A time will be arranged that is most appropriate to everyone for this fieldtrip. However, in light of differing time constraints placed upon students it may not be possible to find an ideal fieldtrip date for everyone. To avoid clashes with Saturday classes the fieldtrip will take place on a Sunday.

A handout will be given to students attending the field trip informing them of urban developments in Shenzhen. This will be put onto the Web CT system prior to the fieldtrip.

E-learning
To supplement the students’ learning all course materials shall be available online through a developed version of CUHK’s Blackboard system. To access these materials registered students input their CUHK student number and password, and if they so wish, they can download materials. Materials accessible to students include chapters from books, journal papers, photos, virtual reality animation, interactive panoramas of urban environments, maps, internet links, lecture PowerPoints used by Prof. Morley, and voice recordings of the lectures. The use of online resources ensures that if for any reason a student is unable to attend a class due to illness, a business trip or other commitments that individual can still access all materials given out in the lecture, and shall not fall behind in the course. Furthermore texts pertinent to assignment questions can be uploaded by Prof. Morley if there are problems obtaining books or papers from the library. However to support student learning outside of the classroom, and to offer a structured environment beyond the lecture hall, HIST5539A uses a variety of interactive online instructional methods that include:

• An online forum. This allows, for instance, Prof. Morley to follow-up on matters discussed in the lectures but it also allows students to exchange their thoughts and experiences of living in or visiting cities. The online forum has three objectives. Firstly, to provide a communicative tool where everyone can collectively learn from each other rather than from just the traditional teacher-centred learning situation. Secondly, to build from knowledge acquired in the lecture hall. For example, by Professor Morley posting online questions it allows for the exercising of discussion, in turn extending student learning beyond the foundation of the lecture. Thirdly, it respects the fact that all students already have knowledge about cities and history, and can develop their own understanding of urban history in light of their existing know-how and experiences of the real world.
• Short documentary and virtual reality videos. These help train the eye to see cities in a more detailed way, in so doing allowing students to have a greater awareness of the urban environment in which they live or visit when on vacation or business trips.
• Assignment planning sheets to guide students through the thought and analysis processes pertinent to composing written work on the urban past. Accordingly, with the lecture, tutorials and online learning support mechanisms a coherent scholarly environment is provided for, one that has a purposeful architecture to provide for the extension of wisdom both inside and outside the classroom.

Internet Links
For each class a list of useful internet sources will be given. This is to not only allow for an additional source of information, and one of a visual nature, but to allow those students who register for the course and with limited abilities to visit CUHK’s libraries to still have access to materials pertinent to the course as it unfolds each week. Internet links will be available to registered students via the course’s Blackboard platform.

Facebook Discussion Group
At CUHK we only meet for a short time each week. This makes it difficult sometimes to construct a strong learning environment for all students. To assist in building a robust scholarly atmosphere Prof. Morley has created on Facebook a course group which as registered students you are able to join.

To join the group first of all you must become a member of Facebook. To do this go to the website’s homepage at http://www.facebook.com/. Joining this social networking site is pretty straightforward if you are not already a member! Once you are a member go to the search bar at the top right of the screen and enter HIS5539A 2012-13. Click on ‘join group’ to send Prof. Morley a message. He, as the group’s administrator, will authorise your membership.

Once you are a member you are free to contribute to the weekly discussions and if you so please to upload pictures and videos. In short all students on HIS5539A will have their own exclusive social discussion group to post about cities and their histories. The purpose of the group is manifold:

1. To provide a learning support structure outside of the classroom.
2. To engage student engagement, in so doing allowing students to learn from each other.
3. As the course is about ‘reading’ cities by having further visual awareness of cities it will train your eyes to better understand the forms and meanings of urban places. The group therefore allows for skill building from the lecture base.
4. It respects your knowledge, experiences, insights.

請注意大學有關學術著作誠信的政策和規則，及適用於犯規事例的紀律指引和程序。詳情可瀏覽此處。

學生遞交作業時，必須連同已簽署的聲明一併提交，表示他們知道有關政策、規則、指引及程序。

• 如屬小組習作，則所有組員均須簽署聲明；所有組員 (不論有否簽署聲明及不論有否直接或間接撰寫有問題的內容) 均須負上集體責任及受到懲處。
• 如作業以電腦製作、內容以文字為主，並經由大學「維誠」系統 (VeriGuide) 提交者，學生將作業的電子檔案上載到系統後，便會獲得收據，收據上已列明有關聲明。
• 學生充分知悉到他們的作業可能會被人工智能內容檢測軟件審查，以確定其原創性。
• 學生充分知悉科目中採用人工智能工具的做法。在經允許下使用某些人工智能工具的情況下，學生已按照科目老師的指示明確註明出處和引文。

未有夾附簽署妥當的聲明的作業，老師將不予批閱。

學生只須提交作業的最終版本。

學生將作業或作業的一部份用於超過一個用途 (例如：同時符合兩科的要求) 而沒有作出聲明會被視為未有聲明重覆使用作業。 學生重覆使用其著作的措辭或某一、二句句子很常見，並可以接受，惟重覆使用全部內容則構成問題。在任何情況下，須先獲得相關老師同意方可提交作業。

由大學職員/老師製作的教學材料，包括課堂筆記、作業及考試題目等，其版權屬香港中文大學擁有；學生可從大學採用的網上教學系統 (例如Blackboard) 下載由大學職員/老師製作的教學材料供其學習使用；惟未經相關職員/老師事先同意下，不得分發/分享/複製這些材料予第三者。