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12 week project.
In the span of just over a decade the renowned architect Richard Neutra constructed four apartment buildings in the Westwood area of Los Angeles next to UCLA. The Landfair and Strathmore apartments were completed in 1937, The Kelton apartments in 1942, and just a few years later, in 1948, the Kievman apartments appeared on the market. Though all four projects have been commonly referred to as “apartments” they nonetheless exhibit a built form drastically different from Neutra’s earlier Jardinette apartments in Hollywood, as well as his much later Poster apartments in East Los Angeles. The four Westwood apartments are clearly not houses as they all incorporate multiple distinct living units on each lot, however they also do not conform to a typical stacked apartment type, with multiple units aligned in a uniform configuration. Authors have attempted to reconcile this hybrid apartment form by associating it with other more familiar building types, referring to the Landfair apartments as a modern adaptation of the row house and Strathmore apartments as being Neutra’s update of the bungalow court. However these translations of more traditional housing typologies are ill fitting and do not reflect Neutra’s incorporation of garages or his adjustment for the relatively small lot size on which these buildings sit. In this paper I argue the apartments by Neutra in Westwood point to a unique transformation as he translated his approach to the single family house into the multiple-unit apartment. A formal analysis of the apartments, combined with their reception at the time and in the years to come, reveal how Neutra transformed the relationship between public and private space in buildings that sit somewhere on the spectrum between house and apartment.
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The architecture of education is well documented by notables such as Henry Barnard in the early 20th century and Horace Mann in the 19th century. However, very little has been written regarding the period just before Mann. In 1770, education begins to take place outside of the home. Through the American Revolution questions about boys and girls’ education arise and labels for the purpose of a woman in society develop such as Republican Motherhood and Republican Womanhood. This project examines three female educational environments between 1770 and 1830. Martha Jefferson’s fashionable French convent school, the Abbaye de Pentemont, under constant construction from 1747 to 1790, is explored for its neo-classical palatial architecture. Closer to Jefferson’s Southern home, the Moravian Female Academy, committed to equality in education and community values, was founded in Winston-Salem, North Carolina in 1772 and expanded into its own building in 1805. Lastly, the study visits Miss Sarah Pierce’s pious and pioneering Protestant school from 1792, later to become the Litchfield Female Academy in Connecticut.
These three schools vary widely in culture and design. Yet, there are common physical and pedagogical themes that begin to arise from this Revolutionary period. Some examples of themes include: the significance of status and class; the question of form versus function; architectural symbolism and identity; beliefs about what skills women should be taught and the curriculum they desire, need, and deserve; the fusion of religion and education and its architectural evidence; the power of one zealous woman and female accomplishment in adversity; the camaraderie and mentoring that develops among female students far from home; the concern for safety both regarding the building’s construction and the women’s moral protection; and despite the intense surveillance, the local male/female antics that ensue around the architecture of these women’s educational spaces. Although, Thomas Jefferson and others of this era saw female education as primarily a means to marriage, it is clear that the architecture of these three buildings from the late 18th and early 19th century sought so much more. Evident in their physical and social environments are lasting elements of motherhood, womanhood, and citizenry, as well as independence, spirit and personal pride.
Hispanic Scholarship Fund
The Hispanic Scholarship Fund is accepting applications for grants to help Hispanic graduate and undergraduate students complete their degrees in all fields of study.
Qualifications: Full-time students of Hispanic background who are U.S. citizens or permanent residents.
Applications are available
Amount: Amount of individal awards: $1,000 to $3,000
Bevin and Vito Cetta Endowed Scholarship Fund
To provide financial aid to one of more deserving undergraduate or graduate students of African-American descent who are enrolled full-time in the University of Virginia School of Architecture.
Qualifications: Applicants must be enrolled full-time in the University of Virginia School of Archiecture and of African-American descent.
Frederic Lord Holloway Endowed Scholarship Fund
To provide scholarships to students enrolled in the University of Virginia School of Architecture. The fund was established in memory of Frederic Lord Holloway (CLAS '74) by his parents.
Qualifications: Applicants must be enrolled in the University of Virginia School of Architecture
Peter R. Kutscha Endowed Memorial Scholarship in Historic Preservation
Provides a scholarship to a School of Architecture graduate of undergraduate student or students, based primarily on financial need with consideration to merit, who has proven interest in the study of historic preservation.
Qualifications: Student(s) must be enrolled in the School of Architecture
Study in the Veneto Provides fellowships to students in the School of Architecture who study abroad as part of the School's programs in Vicenza and Venice, Italy.
Qualifications: Applicant must be enrolled in the School of Architecture
Joseph Bosserman Fellowships
Joseph Bosserman Fellowships provide support to graduate students in the School of Architecture to the extent that they are used for payment for tuition, fees, room, board and other educational expenses. Named in honor of former dean Joseph Norwood Bosserman, who led the School from 1966-1980.
Ella R. and Milton L. Grigg Endowed Scholarship Fund
To award scholarships to students enrolled in the University of Virginia School of Architecture. The endowment is the result of the sale of property given to Mrs. Grigg in memory of her husband, a local architect.
Laura Kaye Scholarship
Provides support to an undergraduate student in the School of Architecture based on financial aid.