PROGRAMME HANDBOOK 2011-12 - unige.it pag/erasmus/1213... · 2.0 ADMISSIONS POLICY AND PROCEDURES...

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Lincoln School of Architecture

Masters of Architecture (R.I.B.A. Part II)

PROGRAMME HANDBOOK 2011-12

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CONTENTS 1.0 COURSE AIMS MASTERS OF ARCHITECTURE (R.I.B.A. Part II)

1.1 Introduction 1.2 Aims and Objectives

1.2.1 Aims 1.2.2 Objectives

1.3 Mode of Study 1.4 Course Structure

1.4.1 Modularisation and the Module System. 1.4.2 Credit Accumulation and Transfer (CATS) Scheme.

2.0 ADMISSIONS POLICY AND PROCEDURES

2.1 General 2.1.1 Admissions policy 2.1.2 Admissions Policy - Part-Time Students. 2.1.3 Credit Accumulation from other Courses. 2.1.4 International Students - Direct Entry to MArch Course.

2.2 Admissions procedure 2.2.1 Admissions sequence

3.0 TEACHING METHODS

3.1 Studios 3.1.1 Student Choice and Progression 3.1.2 Project-Based Learning and Studio Groups 3.1.3 Seminars 3.1.4 Workshop 3.1.5 Library 3.1.6 Lectures 3.1.7 Group Work 3.1.8 Student-Centred Learning

4.0 MONITORING

4.1. Procedures 4.1.1 Project Briefing 4.1.2 Tutorials 4.1.3 Project Reviews 4.1.4 The Review 4.1.5 Self -Assessment and the Personal Development Plan 4.1.6 Assessment Panel 4.1.7 The Award Board

4.2. Definitions 4.2.1 "Pass" 4.2.2 "Fail" 4.2.3 "Pass Distinction" 4.2.4 Attendance

5.0 COURSE CURRICULUM - LEVEL ONE.

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5.1 Aims and Objectives (Level 1) 5.1.1 Aims 5.1.2 Objectives

5.2 Design - project work in studios (Level 1) 5.3 Technical work (Level 1) 5.4 Humanities (Level 1)

6.0 COURSE CURRICULUM - LEVEL TWO

6.1. Aims and Objectives (Level 2) 6.1.1 Aims 6.1.2 Objectives

6.2 Design - project work in studios (Level 2) 6.3 Technical work (Level 2) 6.4 Professional Practice (Level 2)

7.0 ASSESSMENT

7.1 General 7.2 Level One Assessment 7.3 Level Two Assessment 7.4 Provision for withdrawal, illness and re-examination 7.5 Counselling

8.0 PROGRAMME DELIVERY PATTERN

8.1 Masters of Architecture Modules 8.2 Course Diagrams 8.3 Module Description

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1. Course Aims MASTERS OF ARCHITECTURE (R.I.B.A Part II)

1.1 Introduction The Masters of Architecture is awarded by the University of Lincoln and meets all the Criteria for Validation held in common by the Royal Institute of British Architects (RIBA) for validation and the Architects Registration Board (ARB) for prescription at Part 2, and all points of the European Union Directive (EC2005/36) and is accredited by the Commonwealth Association of Architects.

The programme is distinctive in that it emphasises skills in design/research through individual study and groupwork in seminars and studio activities and at the same time develops critical reflection on personal aims, achievements and design philosophy within a framework of structured theoretical debate and individual research.

The Masters of Architecture adopts a student-centred teaching and learning strategy and provides a balanced programme of study combining theory, technology and design project modules with opportunities for independent research. The School believes in providing as much choice as possible to accommodate each student’s personal interests and needs. The programme team believes in offering as much choice as possible in order to support individual’s particular interests.

At Stage One, students are given the opportunity to develop their design and research skills, and are encouraged to identify their particular interests through exposure to a variety of design and research approaches in a studio context.

At Stage Two, students are encouraged to develop their own programme of work within a structured studio framework. As far as possible students at both stages are encouraged to take responsibility for their own learning by being actively involved in decision-making about the course and the projects undertaken. They are encouraged to engage with practical and/or research problems that will further their personal career goals and begin the acquisition of knowledge and skills that will continue beyond the duration of the course.

1.2 Aims and Objectives The programme is seen as primarily vocational and concentrates on the education of aspiring practicing architects. The aims and objectives of the course can be summarised as: 1.2.1 Aims (a) To consolidate the student's knowledge base in the subject of Architecture. (b) To further develop the students’ capabilities in the design of the built environment. (c) To develop the student's critical faculties. (d) To prepare the student for the profession of Architecture.

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1.2.2 Objectives

(a) To provide an education capable of being used for:

Subsequent education and/or professional qualification as an architect. Subsequent education and/or professional qualification in subjects related to

architecture. Continuing study and research as the basis for an academic career

(b) To develop skills in discussion and team working specific to the career as a practicing architect. (c) To develop critical awareness of personal aims and achievements 1.3 Mode of Study

The predominant mode of study is full-time over two years (six terms). The alternative route provided is a part-time route for those students wishing to combine education with practice. The presence of full-time and part-time students brings benefits to the course in terms of closer practice liaison and experience, as well as allowing wider access to education.

1.4 Course Structure. 1.4.1 Modularisation and the Module System

The Masters of Architecture adopts a structure in accordance with the criteria for the validation of courses for exemption from the RIBA’s Part 2 Examination in Architecture and ARB prescription at Part 2. Each stage (the equivalent of one full time academic year) is 1200 hours of study. There are 120 credit points per stage arranged in modules of 15 points (or multiples of 15 points). Each 15 point module involves 150 hours of student learning, of which a maximum of 37.5 hours is staff contact time.

1.4.2 : Credit Accumulation and the Transfer (CATS) Scheme

By using the module system with credit accumulation, students can transfer from other courses. Those students who have to withdraw or suspend their studies will have measured achievements to take away with them, and may rejoin the scheme in full-time or part-time mode. It should be noted that whatever mode of attendance the programme is undertaken in, the same programme staff, curriculum and award apply. Attendance frequency by part-time students is dependant on the number of modules taken.

2.0 Admissions Policy and Procedures 2.1 General.

The size and profile of intake is decided in accordance with the following policies. The entry requirements and procedures from first enquiry to enrolment are summarised below.

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2.1.1 Admissions policy

The postgraduate course is open to students who have been awarded a degree in Architecture, or equivalent and it is preferable to have exemption from the RIBA Part 1 examination. Students can be accepted without Part 1 examination at the university’s discretion but need to be aware that Part 1 and Part 11 are required before they can engage with Part 111 examination. For further details they should contact the Architects Registration Board

It is desirable for students to have completed a year out after being awarded part 1 before admission onto the course but applications are dealt with on a case by case basis. Students taking part in a formally supported year out will normally be required to successfully complete the requirements of that course.

Pre-requisites for entry onto the course are as follows;

A good honours degree Evidence of design ability A good technical understanding Ability to communicate verbally and through drawing, and writing Evidence of academic understanding of architecture The work displayed in the student’s portfolio, as well as performance at the interview, are important criteria in assessing suitability for the course.

2.1.2 Admissions Policy - Part-Time Students.

Applicants for the part-time course must fulfil the same requirements and undertake the same procedures as the full time students. However it is possible for part-time students to commence the course in the academic year immediately following their undergraduate degree.

2.1.3 Credit Accumulation from other Courses.

It may be possible to transfer credit from other courses both from within the University and elsewhere. Any application for credit will be discussed at interview and an assessment made of the value would be given before an offer is made. Students transferring from other schools would need the written backing of the other establishment before transferring.

2.2 Admissions procedure

Students who wish to apply for the course must fill in an application form which can be done by following the Link www.lincoln.ac.uk it can also be obtained from, and returned to-

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Admissions Officer for AAD University of Lincoln Brayford Pool Lincoln LN6 7TS Tel: + 44 [0] 1522 886408 Fax: + 44 [0] 1522 886146

2.2.1 Admissions sequence

Applications are invited throughout the academic year to attend interviews with a portfolio of work or submit work electronically. Where appropriate, guidance is given to applicants on the content of the portfolio for entry onto the MArch. Applicants are notified of the decision of the School in writing and advice may be given.

3.0 Teaching Methods 3.1 Studios

The studio entails flexible teaching, with research teams offering a range of projects at postgraduate level. They carry out tutorials, seminars, lectures, and design project work. Students are encouraged and supported to investigate a range of themes to contextualise their design studio projects. Each studio offers a particular bias in relation to their research interests.

3.1.1 Project-Based Learning, Student Choice and Studio Groups

The school believes in offering as much choice as possible in order to support individual’s particular interests. An important aspect of the course is the correct routing of students within studio and the appropriate integration of any specialist investigation with design work. Guidance, direction and advisory teaching on both individual and group project work is carried out within the design and research studio groups, by tutorials, critiques and reviews. As such, the students’ performance during the first semester Year Five will be closely monitored and reviewed to ensure the student is correctly placed for the remainder of his/her study.

3.1.2 Seminars

Seminars are generated by studio, theory or research project groups, and they enable discussion and development of all aspects of student work. They may be led by staff, students, or outside participants. Seminars could follow a conventional format using seminar papers, readings or audio-visual material to initiate discussion, or they could take a less structured and discursive approach. Seminars also can be occasions for debate between studios.

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3.1.3 Workshop and Computer Facilities

There are extensive workshop facilities within the School. As well as the main and model-making workshops, the School also provides laser cutting and digital fabrication facilities. In addition a well-equipped computer suite is available. The many computer programmes for exploring spatial qualities and the technical competence of the students’ design complement the possibility of making both full-size and scaled models. A Primer/Introduction has to be taken by every student who intends to use the workshops.

Exhibition and Risk Assessment

Students intending to put work on public display inside or outside the building must submit a drawing of the installation layout and a risk assessment form for approval by the responsible tutor. The layout drawing must show all 3-D, kinetic and graphic elements, including electrical fittings, cables and IT devices. The risk assessment must show that all potential hazards during manufacture, installation, exhibition, demounting and disposal have been taken into account and that risks to health and safety have been reduced to an acceptable level. Students and staff in any doubt about the risks associated with an activity should contact the University Health and Safety Advisor, Colin Staniforth: ext: 6947, email: [email protected]

NO EXHIBITION WORK IS TO BE UNDERTAKEN WITHOUT WRITTEN APPROVAL.

3.1.4 Library

The University Library has available a growing number of CD ROM, tape/slide and video packages for use by both staff and students, which cover in considerable depth and detail all aspects of architecture and related disciplines. There is also a materials library situated alongside the RIBA East Midlands Regional office on the 2nd Floor of the architecture building.

3.1.5 Lectures

In some modules lectures are offered to provide a foundation for more specialised coverage of topics in studios and seminars. In addition, all students have access to a programme of lectures given by visiting speakers. A lecture course on advanced technology, sustainable cities and architectural theory with invited practitioners and academics underpins the design and research teaching. This series runs throughout the academic year and is compulsory for first year students and open to the whole programme. In addition, the architecture student cohort within the school is responsible, with staff guidance, for initiating, organising and delivering a visiting lecturer programme, which is open to the whole School.

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3.1.6 Group Work

The staff team believe that students need to develop a responsible approach to group work and opportunities exist to carry out joint research within the core modules and project work.

Visits: Educational visits are organised by the studios and may include project site visits, excursions to exhibitions, lectures, debates, cultural events, or meetings with professionals. At least one visit is organised each year within the school which is open to all courses and stages.

3.1.7 Student-Centred Learning

Students are encouraged to take responsibility for their education, by being actively involved in the decision making with regard to their course. The course encourages each student to be an independent learner by equipping them with the required skills and knowledge base which will continue to develop beyond the two years of the programme.

4.0 MONITORING 4.1. Procedures

The method of continuously monitoring and assessing students’ progress is best understood when considered in eight clearly defined stages. These are:

Project Briefing Tutorials Project Reviews The Review Self-Assessment - the P.D.P. Assessment Panel The Progress Board meeting The Award Board meeting

4.1.1 Project Briefing

Students will be given, at the beginning of Stage 1, an Introductory Design Project brief at an initial project briefing session. This is a clearly defined and oriented programme of study with a designated design outcome and will be carried out within studio groups based on their individual interests, suitability to the respective group’s research focus, and their personal preference. The choices made by students are recorded and kept on file. Once students are placed within a studio group and the Introductory Design Project has been completed, they receive project briefs specific to individual modules of study from their studio group tutors. These project briefs are monitored by the programme team for compliance with module specific learning outcomes and the University’s ethical guidelines.

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4.1.2 Tutorials

During the course of a project, students will be involved in studio tutorials, either individually or as a group. At these tutorials the tutor(s) will assess the guidance requirements of the student and offer advice on the proposed direction of studies or design work. Students are encouraged to keep a record and their own assessment of tutorial advice, and to include these within their Personal Development Plans.

4.1.3 Project Reviews

Project Reviews can be interim or final. Interim reviews are usually held once or twice in each semester and there is normally a final review at the end of each semester or at the end of a project when this does not coincide with the end of the semester. Failure to submit for final reviews will, except under extenuating circumstances, result in a fail award. The review performs an important tutorial role for all students attending, and involves peer group criticism alongside the commentary of staff and invited critics. A review feedback sheet includes recommendations of issues to address and work to be completed before the final assessment. Review feedback sheets are filed centrally and students are encouraged to keep a copy in their Personal Development Plans.

4.1.4 The Review A staff panel in the presence of the student conducts the formal review of a student’s progress. Reviews occur at intervals during each semester. It is always the intention to provide for an element of consistency in the composition of the review panels. All studies and assignments must be available, but attention is concentrated on records to date, the current or most recent project, partly finished work and the verbal and written explanation of the student’s future studies. The student should prepare for the review by carrying out a self-appraisal and by updating their P.D.P. The review panels’ advice and recommendations (and direction given for future work) are recorded and filed centrally for use at subsequent reviews. The student should also keep a copy in their Personal Development Plan.

4.1.4 Self -Assessment and the Personal Development Plan

In addition to the review panel comments the student is encouraged to complete the self-assessment section of the review sheets. Students are also asked to monitor their own progress and achievements against their set aims within the Personal Development Plan. The P.D.P offers each student the opportunity to follow an individual, cohesive plan of study that fits within the overall framework of the Master of Architecture programme. By constantly reviewing aims and achievements, and recording progress, the Personal Development Plan builds up into a very useful document covering the two years spent on the course. It is envisaged that students will then continue the use of the document as a basis for recording achievement and developing a useful C.P.D. (Continuing Professional Development) programme after qualification. The P.D.P is normally available at points of review and assessment and is useful in monitoring each student’s progress.

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4.1.5 Assessment Panel

At the end of each second semester a meeting of the staff involved in reviewing the student's assignments recommends marks to the Board of Examiners. These recommendations are based on the students’ final presented project work and agreed assessment criteria, and may take into account ancillary items such as the quality and ambition of the project proposal, recommendations recorded on review sheets by staff and the comments made by students. Work achieving a mark of 70+ is informally noted as a pass with distinction to reflect the standard required for the award of MArch with Distinction.

5.0 COURSE CURRICULUM Full-time Year One 5.1 Aims and Objectives (Year 1) 5.1.1 Aims

To develop the students skills in research, analysis and method of working. To encourage a responsible attitude to group work and to working with others. To encourage positive self-appraisal and criticism. To consolidate the students awareness of theory and technology in respect of

the built environment. To encourage leadership and organisational qualities.

5.1.2 Objectives At the end of the first year’s studies, students should:

Demonstrate an ability to comprehensibly understand the criteria that

determine the problems associated with the detailed resolution of a complex design problem.

Have an awareness of the implications of their design decisions within the context of the built environment.

Demonstrate their understanding of the way design theory and technology can inform a design solution.

Be confident in taking a lead role in discussions and other work base group activities.

5.2 Design - project work in studios (Year 1)

Students are required to carry out design work in all four semesters of the M.Arch course. The periods of study vary between semesters and some of the modules are linked with other modules. We encourage students to develop their own programme of design work within the framework offered. Each student should, in conjunction with their tutors develop a cohesive programme of design work for the duration of the course. This programme of work will be monitored and amended as necessary through the review system. Students are encouraged, in level 1 of the course, to initiate projects of an experimental and exploratory

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nature as well as (and to complement) more pragmatic approaches. Students should also see the course as a chance to specialise and to produce a portfolio illustrating a range of acquired skills.

5.3 Technical work (Year 1)

The technology within the first year of the MArch course is assessed through both design project and written work. Students are required to verbally and graphically communicate the technical resolution of their design work at project reviews and through illustrated Technical Awareness report.

5.4 Humanities (Year 1)

Students are required to undertake an in-depth study of a topic of their choice, based on a problem or question formulated after critical review of relevant literature, and culminating in the submission of either a Dissertation or an equivalent Research Project. The work is undertaken through consultation and agreement with year tutors and the module co-ordinator, and is supported in the first semester by a series of seminars exploring theoretical methods in architectural research. During the second semester students are expected to manage a self-structured programme of research. This is to be assisted by group seminars focusing on common research problems and tutorials with the year tutors and a Research Project supervisor, both of which the student is required to attend.

6.0 COURSE CURRICULUM Full-time Year Two 6.1. Aims and Objectives (Year 2) 6.1.1 Aims

To develop intellectual thought and activity To develop the student’s critical faculties. To prepare the student for the profession.

6.1.2 Objectives At the end of the Master of Architecture course students should:

Be able to display a clear expression of an architectural proposition Demonstrate a thorough awareness of the technical requirements of design for

the built environment. Have developed management skills and a professional attitude through active

participation in the taught modules, studio activities and the wider life of the School.

6.2 Design - project work in studios (Year 2)

In Year Two the design modules offer flexibility whilst still maintaining the requirement for students to address all aspects of design. The modules can be

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linked with the expectation that a student will produce a single thesis project that addresses all learning outcomes from Level 2 design modules.

6.3 Technical work (Year 2)

There is a 15 point technology module in Level Two which is linked to the student's design work and assessed as a component part of the final presentation. Students are required to seek tutorials and guidance about the needs of their project work from the appropriate specialist staff at the school and external consultants. A record of these consultations should be kept centrally and in the student's P.D.P.

6.4 Professional Practice (Year 2)

Students are required to attend the Professional Practice lectures in Semester 1 level 2 and they are also invited to attend to the regular meetings and C.P.D. events arranged by the local branch of RIBA, which are often held at the school. The Personal Development Plan is seen as a useful tool to promote a professional outlook on each individual’s development.

7.0 ASSESSMENT 7.1 General

The Master of Architecture Programme is modular. The purpose of the assessment programme is to monitor and measure the student's performance during - and at the end of - the course. Formative assessment is continuous throughout the course and is based on defined interim submissions. Summative assessment takes place at the end of each module of study.

All marking is performed in accordance with the relevant University assessment regulations, available on the University portal (Taught Postgraduate Awards - General Principles and Assessment Regulations 2010-11). If work is deemed to have failed, recommendations are made for retrieving the failure.

7.2 Level One Assessment

Students must submit all assignments, and satisfy all assessment criteria outlined in the description of modules taken. Design modules will be assessed by means of exhibition of work and a verbal presentation to tutors and peers (the project review) or by the submission of a design portfolio.

Assessment will be Pass or Fail. 7.3 Level Two Assessment

In the final year there is automatic progression between Semesters Three and Four. Students must submit all assignments, and satisfy all assessment criteria outlined in the description for all modules. Design and technology modules will be examined through an exhibition of project work and verbal presentation by the student. Assessment will be Pass, Fail or Distinction.

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The Award Board of Examiners confers one of the following results for each of the students on completion of two years full time study or equivalent:

The Award of Master of Architecture with Distinction. (ARB/R.I.B.A. Part 2) The Award of Master of Architecture. (ARB/R.I.B.A. Part II) Fail

8 PROGRAMME DELIVERY PATTERN

Stage One modules aim to reintroduce the student to the rigours of academic activity following a placement year. They provide a platform for developing skills in research, analysis, self-appraisal, criticism and team working, and for consolidating the student's understanding of theory and technology relating to the built environment. The Introductory Design Project re-introduces students to the integrative process of project-based learning which will characterise their learning experience during the course. Exposure to design studio groups with strong theoretical agendas allow critical engagement with current issues in design theory and practice, which is used to inform both written and design work. In the Technical Awareness module, students are required to analyse and evaluate all the main technical issues pertaining to their design work, and to set out their area of technological investigation and strategies for the year. The Research: Methods and Project module gives students the opportunity to investigate the social and cultural contexts of architecture, and to undertake design based enquiry or design-related research through an independently managed research project of their choice, as part of research studio groups. The work is supported by group tutorials and research methods seminars. Two Design Project modules can provide a platform for the practical, complementary development of themes discussed in the Research module. Stage Two modules aim to deepen knowledge and understanding related to the resolution of complex design problems in architecture, to encourage critical, theoretical, cultural, and contextual awareness along with autonomy in practice, with particular emphasis on students’ ability to work independently and to synthesise and integrate the full range of skills taught to them into an architectural thesis project. A series of modules in the final year of the course offers flexibility whilst still maintaining the requirement for students to address all aspects of design. The Comprehensive Design Project is linked to a technology module, Technical Appraisal, which consists of the technology content of the comprehensive design project and concerns itself with technology integration and the actual technical resolution of the final building proposal. All of these modules are normally linked to enable students to carry out a year-long comprehensive design project. Students are required to attend Professional Practice seminars in Semester A, and they are also invited to attend the meetings and events of the local branch of the RIBA which are often held at the school. The Personal Development Plan is used as a tool to promote a professional approach to each student’s development.

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Part-time students are required to complete the same modules as full-time students, but over a longer period of time. Dependent on their work commitments, students can embark on a three-year or four-year programme of study, but are not permitted to take longer than five years to complete. Transfer between full-time and part-time study is permitted at any point to offer further flexibility in response to changing circumstances. Part-time students are integrated into the design and research studio groups, and sit their individual modules in parallel with the full-time student cohort. While the duration and tutorial input for each individual module are the same as for full-time students, part-time students will not take modules concurrently. For further details, refer to following full-time and part-time course diagrams.

8.1 MASTER OF ARCHITECTURE MODULES Module title Credit points Core/Optional Stage One ARC9100M Introductory Design Project 15 Core ARC9101M Design Project A: Cities + 30 Core ARC9007M Design Project B: Building 30 Core ARC9122M Technical Awareness 15 Core ARC9009M Research: Methods and Project 30 Core Total Core Modules 120 5 Total Optional Modules 0 0 Stage Two ARC9008M Critical Theory 15 Core ARC9014M Comprehensive Design: Concept 15 Core ARC9013M Comprehensive Design: Brief and Context

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Core

ARC9011M Comprehensive Design: Project 45 Core ARC9127M Technical Appraisal 15 Core ARC 9125M Professional Practice 15 Core Total Core Modules 120 6 Total Optional Modules 0 0

For details of each module contributing to the programme, please consult the module specification section.

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8.2 COURSE DIAGRAMS

Table 2: Full-time Programme Delivery Pattern Each shaded cell = 15 credits

Year

1

Sem

A

Introductory Design Project

Technical Awareness

Design Project A: Cities +

Research: Methods and Project

Sem

B

Design Project B: Building




Year

2

Sem

A

Critical Theory

Professional Practice

Comprehensive Design: Brief and Context

Comprehensive Design: Concept

Sem

B

Technical Appraisal

Comprehensive Design: Project



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Table 3: Part-time Programme Delivery Pattern (Example 1)

Each shaded cell = 15 credits

Year

1

Sem

A


Technical Awareness


Sem

B




Year

2

Sem

A



Sem

B



Critical Theory

Year

3

Sem

A




Sem

B


Technical Appraisal

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Table 4: Part-time Programme Delivery Pattern (Example 2)

Each shaded cell = 15 credits

Year

1

Sem

A


Technical Awareness

Sem

B



Year

2

Sem

A



Sem

B



Year

3

Sem

A



Sem

B

Critical Theory


Year

4

Sem

A



Sem

B


Technical Appraisal

Section 1: BASIC MODULE DATA

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Module Title: Introductory Design Project Faculty: Architecture Art and Design Department: Architecture Programme: Master of Architecture Credit Rating: 15 Level: M Pre-requisites: None Co-requisites: None Barred Combinations: None Module Co-ordinator: Nader El-Bizri [email protected]

Section 2: Module Synopsis

The module introduces students to postgraduate level study and its intellectual and creative requirements, re-familiarises them with project-based learning in a studio context, and challenges their perceptions of design theory and practice. Creative exploration of ideas, formulation of individual philosophical and cultural points of reference, and a willingness to critically appraise their own and their peers’ work and working methods encountered during previous study and time spent in practice, are core requirements for successful negotiation of the course. Experimentation, by means of an iterative and integrated design process, enables students to make, and communicate visually, connections between design and a philosophical and theoretical framework, and focus general interest towards clear study goals and objectives.

Section 3: Outline Syllabus

While project briefs will vary thematically, the following activities will typically be performed in the course of this module: Compilation and communication of architectural, philosophical and cultural points of

reference, and their discussion in group seminars Exploration of concepts and ideas through design Experimentation with and critical evaluation of design tools, methods and media such as

drawing, static and dynamic physical and digital modelling, photography and film Development of personal study goals and objectives Project documentation and communication

Section 4: Learning Outcomes

On successful completion of the module the student will be able to: 1. Demonstrate an understanding of critical design practices, evaluate alternative

methodologies and articulate a clear rationale for a particular approach towards a design project

2. Develop and creatively apply appropriate strategies, techniques and methods of communicating the theoretical, contextual, visual/conceptual and technical aspects of a design project

3. Evaluate skills, knowledge and competences, make informed decisions on future academic and vocational plans, plan and manage time, and take responsibility for the direction and nature of his/her studies

4. Engage in critical discussion and appraisal of individual and group work 5. Communicate ideas coherently through a range of media

Section 5: Teaching and Learning Strategy / Methods

The module is typically delivered in a year group context and utilises peer group activity to encourage debate and critical reflection. While seminars and set readings introduce modes of

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critical design practice, group and individual tutorials are designed to focus on students’ working methods and experimentation with a variety of media. Individual discussions with tutors on students’ design work help formulate students’ personal interest and philosophical standpoint, and help clarify their subsequent choice of design studio groups.

Section 6: Assessment

Assessment Method Weighting Learning Outcome(s) Portfolio 100% All

Section 7: Relationship to Professional Body

This module forms an essential part of the programme validated by RIBA and prescribed by ARB at Part 2. For details, refer to Programme Specification Appendix III / Mapping of Master of Architecture curriculum to RIBA/ARB criteria.

Section 8: Indicative Reading

Reading specific to the year group’s thematic focus are made available at the start of the module from the module co-ordinator. Select Bibliography Diane Ghirardo (ed), Out of Site: A Social Criticism of Architecture (Seattle: Bay Press, 1991) Dean Hawkes, The Environmental Imagination (Abington: Taylor and Francis, 2005) David Leatherbarrow, Uncommon Ground: Architecture, Technology and Topography (Cambridge, Mass: MIT Press, 2002) Jonathan Hale, Building Ideas: An Introduction to Architectural Theory (John Wiley and Sons, 2000) Colin Rowe & Fred Koetter, Collage City (Cambridge, Mass: MIT Press, 1984) In addition, students are required to make use of appropriate databases, journals, periodicals and subject literature covering cultural and architectural theory, design and research practice and technology as demonstrably relevant to their projects. Students are also required to peruse, in the course of their independent study, literature detailing designers’ and architects’ work, methods of visual analysis and communication and creative working methods in art and architecture, as well as any supporting literature providing and underpinning students’ individual cultural and philosophical points of reference, works of literature and publications from related disciplines.

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Section 1: BASIC MODULE DATA Module Title: Design Project A: Cities + Faculty: Architecture Art and Design Department: Architecture Programme: Master of Architecture Credit Rating: 30 Level: M Pre-requisites: None Co-requisites: None Barred Combinations: None Module Co-ordinator: Nader El-Bizri [email protected]


Design Project A deals with the large scale. It looks to develop students’ capacity to think holistically, to demonstrate a systemic understanding of context and the function of architecture in society. Projects developed within studio groups typically identify boundary conditions of an architectural project, addressing urban / regional, national and global issues through design. This includes issues of sustainability, cultural, historic and social, as well as physical cause and effect relationships shaping the world, and dynamic properties of societies shaping cities and landscape. Individual or groups of students are required to explore these issues through design, resulting in a strategy for intervention which informs a physical and conceptual masterplan and generic design brief. This may form the basis for development at building scale during Project B.


The module is taught in the context of parallel design studio groups with individually different design approaches and thematic focus. Physical areas of study, abstract properties or theoretical fields of investigation, are suggested by design studio tutors, as are methods for devising design strategies for proposed interventions. Activities will typically include recording of existing properties, visualisation of complex abstract or physical relationships, architectural design and masterplanning on a large scale, and formulation of a strategy for architectural intervention


Upon successful completion of this module students will be able to: 1. Work within a peer group to collect, record, analyse and synthesise design data within a

studio group 2. Demonstrate knowledge of forces that impact on societies and shape cities and landscapes 3. Critically evaluate design options addressing complex social, cultural and organisational

issues with clear reference to relevant urban design theories and current practice. 4. Demonstrate the ability to visualise complex relationships through creative application of

and experimentation with a range of media


Teaching of design modules takes place in the context of design studio groups, running in parallel and according to different approaches and methodologies. To varying degrees, the following modes of teaching are deployed, resulting in individual and group submissions.

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Frequency and timing of these activities vary between studios and are determined at the start of the project by studio tutors and approved by the programme leader. Group and individual research Student and tutor-led seminar presentations Group and individual tutorials Study visits and field trips






Group reading lists are available at the beginning of each year from design studio tutors, outlining a studio agenda. In addition, students are advised to utilise literature concerned with urban and landscape design, systems and issues of a wider social, political, economical or historic agenda. Select Bibliography Mike Davies. City of Quartz (Verso, 2006) Rem Koolhaas, Delirious New York (Monacelli Press, 1997) Walter Benjamin, The Arcades Project (Belknap Press, 2002) Michael Sorkin, Local Code (Princeton Architectural Press, 1996) Keven Kelly, Out of Control (Basic Books, 1995) Manuel DeLanda, A Thousand Years Of Nonlinear History (Zone Books, 2000) F. Braudel, Civilization and Capitalism, 15th – 18th Centuries (University of California Press,

1992) Colin Rowe and Fred Koetter, Collage City (Cambridge, Mass: MIT Press, 1984) (Students will also be encouraged to research articles and reviews in up-to-date journals and periodicals such as Casabella and Harvard Architecture Review)

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Section 1: BASIC MODULE DATA Module Title: Design Project B: Building Faculty: Architecture Art and Design Department: Architecture Programme: Master of Architecture Credit Rating: 30 Level: M Pre-requisites: None Co-requisites: None Barred Combinations: None Module Co-ordinator: Nader El-Bizri [email protected]


This module addresses issues raised during Design Project A and develops them at building scale. Typically, this results in a complex proposal for a single or series of buildings drawing upon the systemic and conceptual work undertaken at larger scale during Design Project A.


The module is taught within design studio groups. Design studio tutors guide the formulation of a detailed design brief and suggest methods towards its resolution as a building through drawing and physical and digital modelling.


Upon successful completion of this module students will be able to: 1. Critically appraise the technical, environmental and budgetary aspects of building design

and their impact on an overall design concept 2. Carry out a complex design project at building scale 3. Demonstrate an ability to synthesise complex design inputs to generate and test design

options for a building 4. Critically assess their own work and that of their peer-group.


Teaching of design modules takes place in the context of one of a series of parallel design studio groups, running in parallel and according to different approaches and methodologies. To varying degrees, the following modes of teaching are deployed, resulting in individual submissions: Group and individual research. Student and tutor-led seminar presentations Group and individual tutorials



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Group reading lists are available at the beginning of each year from design studio tutors, outlining the studio agenda. In addition, students are advised to utilise up-to-date journals and periodicals and current construction literature Detail Magazine Ernest Neufert, Architects’ Data (Wiley-Blackwell, 2005) Andreas Deplazes Constructing Architecture: Materials, Processes, Structures (Birkhauser,

2009) Luis Fernandez-Galiano, Fire and Memory: On Architecture and Energy (Cambridge, Mass: MIT

Press, 2000) Richard Weston, Materials, Form and Architecture (Yale University Press, 2005) Christian Schittich, In Detail: Building Skins (Birkhauser, 2007) Edward Ford, The Details of Modern Architecture (Cambridge, Mass: MIT Press, 1990)

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Section 1: BASIC MODULE DATA Module Title: Technical Awareness Faculty: Architecture Art and Design Department: Architecture Programme: Master of Architecture Credit Rating: 15 Level: M Pre-requisites: None Co-requisites: Design project A & Design project B Barred Combinations: None Module Co-ordinator: Nader El-Bizri [email protected]


The purpose of this module is to set out the areas of technology impacting upon and forming part of design projects A&B, as well as outlining key areas of technological interest. In part, it results in a statement of technological intent or strategy, anticipating physical and methodical problems inherent in the physical, conceptual and theoretical project context addressed in the related preparatory design module Design project A Cities+ & Design project B Building. Issues of construction techniques, materials, and economics, sustainability and wider technological issues of a more theoretical nature are addressed and developed through out the year in parallel with the design projects.


A general and individual attitude towards technology, its role in the process of architectural design and its impact upon the construction and operation of buildings is developed and formulated. Technological issues and issues of sustainability and architecture’s impact on the environment are addressed at concept stage and formatted into an illustrated statement of technological intent, with reference to precedents and reference projects, detailed study of key issues and relevant technical principles, and in each case evaluation of each issue on design decisions.


Upon successful completion of this module, students will be able to: 1. strategically influence the direction of their final projects 2. identify technical issues relevant to proposed design projects, and demonstrate awareness

of the impact of technology on design concepts and the generation of an architectural brief 3. produce a concise report which demonstrates strategic awareness and knowledge of

principles and theories associated with sustainable construction technology


Production of the Technical Awareness documents is largely self-directed, with reference to material relevant to the individual issues raised. Students are advised on the direction of the document and sourcing of relevant technical information during design tutorials in the design studio context.


Illustrated report of 2000 words or equal equivalent, including a strategic statement of technological intent, evidence of research into existing methodologies and current technologies, reference projects and examples and a full bibliography and reading list.

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Assessment Method Weighting Learning Outcome(s) Report 100% All




Rethinking Architecture: A Reader in Cultural Theory: Amazon.co.uk: Neil Leach Group reading lists will also be available at the beginning of each year provided by the studio tutors.

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Section 1: BASIC MODULE DATA Module Title: Research: Methods and Project Faculty: Architecture Art and Design Department: Architecture Programme: Bachelor of Architecture Credit Rating: 30 Level: M Pre-requisites: None Co-requisites: Technical Awareness Barred Combinations: None Module Co-ordinator: Dr Carl O’Coill [email protected]


This module constitutes the main research component of the programme and is taught in the context of parallel research studio groups, along within defined fields of research and following group and project specific research methodologies. The module incorporates two distinct parts: Research Methods, which introduces the strands of research on offer by the research

studios, outlines appropriate methodologies for the chosen subjects of study and their theoretical basis, and guides students towards informed choices between research studio groups;

Research Project, during which a research studio tutor directs the group towards establishing the area of group enquiry and points it at related research. He/she advises students on extending their reading in a chosen direction, and generally guides students through a research process towards, initially, formulation of a structured research proposal and programme informed by individual research interest. Subsequently substantial individual research is evidenced through written and verbal presentation.


Introduction to research strands and methodologies, choice of research studio Development of research topic in research studio context Writing of structured research proposals Gathering, structuring, analysing and evaluating data Interpretation and presentation of research findings Preparation of a dissertation and research presentation


Upon successful completion of this module, students will be able to: 1. Distinguish between and critically evaluate the potential of a range of research strands and

methodologies to reframe their own interests, ideas and practice in terms of systematic and rigorous enquiry

2. Develop an appropriate topic for research by critically reviewing the existing knowledge base and formulate a complex research problem which explores current limits of theoretical and/or research understanding

3. Independently manage and complete a structured programme of research, analysing and synthesising information and ideas to create a response to the research problem towards a focused argument and, where appropriate, propose new hypotheses and speculations or develop a new approach to existing situations

4. Engage in critical discussion and debate with staff and peers about their own work and the work of others and contribute to and present group research

5. Demonstrate the ability to communicate through writing which adheres to academic conventions and fulfils the requirements for clear, analytical and logical presentation of research

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Initially, lectures and presentations are used to introduce research studio topics, offering key texts to illustrate and seminars to discuss points of reference, field of enquiry and related topics. Individual and group discussions facilitate the correct choice of research studio groups and the framing of individual interests. Within research studio groups, teaching and learning methods vary, but typically involve seminars and tutorials to guide the process of developing topics of inquiry and writing a research proposal, and to encourage and develop interpersonal skills, analytical thinking and clear communication. Students are encouraged to work alongside postgraduates in all disciplines across the school. The integrated nature of the postgraduate programme in the school promotes peer group teaching and learning. Students are expected to design and deliver individual or group seminar presentations summarizing research findings.


Research Methods Formative assessment will be provided at regular intervals based on verbal presentations of research findings to staff and students, and on a 1000 word draft written research proposal outline. Summative assessment is via a 2500 word written research proposal, supported by the submission of a research file containing notes from lectures and reading, draft proposals, annotated bibliography and keyword list/glossary. The research proposal is to contain the following: Introduction to topic and aims of the project Literature survey and analysis Research question: definition of terms and scope of enquiry Methodology: theoretical positioning and method of enquiry Work plan: breakdown of tasks and time scales Research Project Formative assessment is via draft written assignments and project crits, with written feedback provided to advise students on where they can add to or improve work before summative assessment. Summative assessment is via an illustrated 8000 word dissertation or research report, supported by a research presentation, using any combination of appropriate techniques, media and materials. Assessment Method Weighting Learning Outcome(s) Research Proposal 30% 1, 2, 4, 5 Research Project 70% 3, 4, 5



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Research studio reading lists will be provided by research studio tutors. In addition, students are required to make use of appropriate databases, journals, periodicals and subject literature relevant to their own research interest and the research studio agenda. The following general literature on research methods is suggested: Alasuutari, Pertti. (1995) Researching Culture: Qualitative Method and Cultural Studies,

London: Sage. Burrell, Gibson. & Gareth Morgan. (1979) Sociological Paradigms and Organizational Analysis.

Heinemann Educational Books. Emmison, M. & Smith, P. (2000) Researching the Visual, London: Sage. Fellows, R & Liu, A (1997) Research Methods for Construction, Oxford: Blackwell Science. Gray, Ann (2003) Research Practice for Cultural Studies: ethnographic methods and lived

cultures, London: Sage. Hassard, John (1993) Sociology and Organization Theory: positivism, paradigms and

postmodernity, Cambridge University Press. Leeuwen, T. van & Jewitt, C. (2001) Handbook of Visual Analysis, London: Sage. Lobban, Christopher S. & Maria Schefter (1992) Successful lab reports: a manual for science

students, Cambridge University Press. Maxwell, J. A. (1996) Qualitative Research Design: An Interactive Approach, London: Sage. Nielson, J. M. (1990) Feminist Research Methods, Boulder: Westview Press. Potter, S. (ed.) (2002) Doing Postgraduate Research, Open University / London: Sage. Sharp, J., Peters, J. & Howard, K. (2002) The Management of a Student Research Project,

Aldershot: Gower. Turabian, K. L. (1996) A Manual for Writers of Term Papers, Theses and Dissertations, 6th

edn., University of Chicago. Wodak, R. & Meyer, M. (2001) Methods of Critical Discourse Analysis, London: Sage. As is the following on specifically architectural research: Nesbitt, K Theorising a New Agenda for Architecture Mallgrave, H. F. Architectural Theory: An Anthology Hays, K. M. Oppositions Reader: Selected Essays 1973-1984

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Section 1: BASIC MODULE DATA Module Title: Professional Practice Faculty: Architecture Art and Design Department: Architecture Programme: Master of Architecture Credit Rating: 15 Level: M Pre-requisites: None Co-requisites: None Barred Combinations: None Module Co-ordinator: Philip Hyde [email protected]


The module consists of two elements: Personal Development Plan Practice Management The Personal Development Plan is fundamental in providing coherence and rationale to the student’s programme of study. The emphasis is on the personal monitoring of development through being critically aware of past achievement and future aims. Students are able to organise their own programme of study based on their own appraisal of personal and academic objectives and personal strengths. The document also records the students’ progress through supporting contract, crit and review sheets. The principal aims of the Practice Management element are that students will:- Develop a critical understanding of the standards and expectation of professional practice Appreciate the complexities of operating a practice Be able to evaluate alternative procedures and practices involved in running a project Be able to satisfy client demands through effective communication at all stages.


The Personal Development Plan requires the student to continually update, through the duration of the course, a record of the student's progress and personal development. Based on this the student must assess the action to be taken to achieve the student's short and long term objectives. The student is required to outline, develop and maintain a coherent plan of work. At the end of the module the plan will be reviewed as part of the end of year portfolio examination. The syllabus content for the Practice Management element covers four areas which are sub-divided as shown below: The Profession Practice Management Professional Ethics Starting A Business Indemnity Insurance Running a Practice Role & Responsibilities Office Procedures Architect's Appointment Management & Organisation Structures Marketing & Promotion Financial Management

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On completion of the Personal Development Plan element the students should be able to: 1. critically assess their own progress in the context of the aims 2. evaluate the success or otherwise of the learning programme 3. present to a third party a concise document outlining their development, which also records

their learning contracts entered into and their associated critique, review and tutorial sheets.

4. review their future academic programme in the light of requirements for a professionally accredited programme of study

On completion of the Practice Management element the students should be able to:- 5. explain the standards expected of the profession 6. critically analyse the various processes involved in starting up and managing a practice 7. plan and prepare a project through the various stages of design and construction 8. apply the above knowledge in the various stages of a project


Speak to Phil Hyde regarding up dated information

The Personal Development Plan element will utilise group seminar and individual counselling of students throughout the study period. A variety of teaching and learning methods will be used to achieve the aims and objectives of the Practice Management element. The module is presented in ten 1.5 hr. lectures/seminars plus ten 1.5 hr. workshops/case studies. At the joint lectures /seminars the tutor will give an introductory lecture which will form the basis for discussion in the seminar. The lectures themselves are intended to set the parameters for a particular subject module, to highlight the key points and to clarify areas where students are likely to encounter problems during their reading. The seminars will allow students to present their own experiences and understanding of the subject to the group. This enables the tutor to monitor student progress and provides an opportunity for the student to seek clarification of issues raised by the lecture. Discussion will encourage critical and analytical thinking, improve the students' technical competence, and enable them to further reinforce and extend their understanding of areas covered in the lectures and private study. The workshops will allow the students to apply the knowledge gained in the lectures/seminars through exercises, which the students will be required to carry out in groups or individually. The work carried out in the workshops will be submitted at the end of each session for assessment. In order to provide a real world perspective relevant case studies from practice will be used to draw together theory and practice. The module is accompanied by a collection of Student Notes specially prepared for the course. The Student Notes have been prepared as no single book entirely covers the subjects in this module: relevant books are listed at the end of this section. Before each seminar students are required to undertake preparatory reading from sections of the Student Notes .


Students are required to take a written three-hour examination at the end of the module. The examination is in two parts. The first part contains unseen examination questions whilst the second part comprises of pre-seen examination questions. The pre-seen examination paper is an open-book examination containing questions pre-chosen by the tutor. Students are required to answer a limited number of these questions and must use appropriate references to prepare and support their answers.

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Assessment of the Personal Development Plan element will be through the submission of the student's PDP at the end of year portfolio submission. Assessment Method Weighting Learning Outcome(s) Written Examination 80% 5, 6, 7, 8 Personal Development Plan 20% 1, 2, 3, 4


This module forms an essential part of the programme validated by RIBA and prescribed by ARB at Part 2. For details, refer to Programme Specification Appendix III / Mapping of Bachelor of Architecture curriculum to RIBA/ARB criteria.


ARCUK, Conduct and Discipline Cox, Stanley, Architectural Practice & Management Handbook O'Hara R.A., Legal Responsibilities of Architects Professional Studies in Architectural Practice RIBA, Risk Management for Architects RIBA, Architects' Job Book RIBA, The Architect as Arbitrator RIBA, Code of Professional Practice RIBA, Appointment of an Architect (SFA 92) Blacoe, Robert J, The Contract Responsibilities of the Architect: Professional Studies in Architectural Practice Nicholson M.P., Architectural Management

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Section 1: BASIC MODULE DATA Module Title: Critical Theory Faculty: Architecture Art and Design Department: Architecture Programme: Master of Architecture Credit Rating: 15 Level: M Pre-requisites: None Co-requisites: None Barred Combinations: None Module Co-ordinator: Dr Francesco Proto [email protected]


This module gives students the opportunity to investigate the social and cultural context of architecture, view their own design and design-related research in a theoretical context, and explore and question the relationship between social and cultural theories and architectural projects and architects’ research. A series of lectures and seminars explores the function and use of theory in architectural and design investigations. Through selected readings, lectures and seminar discussions, a variety of social and cultural perspectives will be considered. Students are expected to evaluate the strengths and weaknesses of competing theories, their potential for their own work performed in design and research studios, and their application through the work of others.


Seminars on social and cultural theory including the following topics: positivism, phenomenology, structuralism, Marxism and post-Marxism, post-structuralism, post-structural social theory and postmodernism.

Seminars on case studies of theorised architectural projects Group tutorials to establish individual theoretical framework of current design projects.


Upon completion of the module, students will be able to: 1. Distinguish between a variety of social and cultural theoretical perspectives. 2. Identify and evaluate theoretical positions encountered during a review of relevant literature

on the student's current design or design related research, as well as in the work of others. 3. Independently use a wide range of resources in support of self-directed learning.


Key concepts and theoretical methods are introduced and discussed in lectures and discussion seminars. Students are to attend all weekly group tutorials during which they evaluate the strengths and weaknesses of competing theories through group readings and presentations, assess and discuss architectural examples, and establish their own theoretical agenda in relation to their design and design related research.


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Assessment will be based upon A verbal presentation demonstrating the student's ability to recognise and discuss the

theoretical framework of their own work in the studios and /or the work of others A 2000 word written assignment, which includes a review of relevant literature, readings and

reference projects, a description of encountered theories and justification of own theoretical position.

Assessment Method Weighting Learning Outcome(s) Presentation 50% 1, 2, 3 Written Assignment 50% 1, 2, 3


This module forms an essential part of the programme validated by RIBA and prescribed by ARB at Part 2. For details, refer to Programme Specification Appendix III / Master of Bachelor of Architecture curriculum to RIBA/ARB criteria.


Kate Nesbitt, Theorising a New Agenda for Architecture (Princeton Architectural Press, 1996) H. F, Mallgrave, Architectural Theory: An Anthology (Wiley-Blackwell, 2005) K. M Hays, Oppositions Reader: Selected Essays 1973-1984 (Princeton Architectural Press, 1999) Neil Leach, Re-Thinking Architecture (Routledge, 1997) Ulrich Conrads, Programs and Manifestoes on 20th Century Architecture (Cambridge, Mass: MIT Press, 1975) Michael Brawne, Architectural Thought and the Design Process: Continuity, Innovation and the Expectant Eye (Architectural Press, 2003) Charles Jencks and Karl Kropf, Theories and Manifestoes of Contemporary Architecture (Academy Press, 1997) In addition, selection of articles, chapters or passages from books illustrating the application of theoretical perspectives considered in the seminars, and a bibliography of relevant theoretical sources are made available to the students during seminars.

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Section 1: BASIC MODULE DATA Module Title: Comprehensive Design: Concept Faculty: Architecture Art and Design Department: Architecture Programme: Master of Architecture Credit Rating: 15 Level: M Pre-requisites: None Co-requisites: Critical Theory Barred Combinations: None Module Co-ordinator: Trevor Elvin [email protected]


This module constitutes the concept stage of the final thesis design project and aims to develop a design concept for Comprehensive Design Project, through experimentation and explorative design enquiry. In parallel with its related module Critical Theory, it establishes the ambition, frame of reference and theoretical area of investigation for the final thesis design. Students have the opportunity to experiment with methodologies and formulate a personal agenda and strategy for a year-long project including addressing issues on a conceptual and experimental level and placed in an individual philosophical context, with emphasis on exploitation of synergies within the group through the exchange of ideas and design skills.


Dependent on the studio group agenda and studio tutors’ individual design approaches, methods of conceptual investigation vary, Activities undertaken in this module may be performed in groups, resulting in group submissions, and will typically include exploration of abstract design inputs and properties through experimentation and an iterative

process of design production of conceptual drawings and models of abstract properties application of a range of media and materials, informed by architectural references and

references from related artistic disciplines experimentation with design tools and techniques to generate an initial formal and graphic

language


Upon successful completion of this module students will be able to: 1. work within a peer-group to offer direction to the programme of design investigation within

the group 2. demonstrate sound technical knowledge, methodical rigour and imagination in a creative

and exploratory design process 3. demonstrate the ability to rationalise abstract design information and formulate an

architectural concept


Teaching of design modules takes place in the context of one of a series of parallel design studio groups, running in parallel and according to different approaches and methodologies. To varying degrees, the following modes of teaching are deployed, resulting in individual and/or group submissions: Group and individual research. Student and tutor-led seminar presentations Group and individual tutorials

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Section 7: Relationship to professional Body



Studio reading lists will be provided by studio tutors at the beginning of each year, of relevance to the studios’ individual conceptual approaches and design and building technologies explored through conceptual design. In addition, students are required to provide their own reading and explore material of relevance from a wide range of journals and periodicals from the fields of art, architecture, landscape design, or other related disciplines.

Section 1: BASIC MODULE DATA

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Module Title: Comprehensive Design: Brief and Context Faculty: Architecture Art and Design Department: Architecture Programme: Master of Architecture Credit Rating: 15 Level: M Pre-requisites: None Co-requisites: None Barred Combinations: None Module Co-ordinator: Trevor Elvin [email protected]


This module establishes the theoretical and physical context for the final thesis design, establishes cultural, social and economic boundary conditions, analyses design parameters and enables the student to develop a detailed design brief of adequate complexity and ambition for the Comprehensive Design Project.


Dependent on the studio group agenda and studio tutors’ individual design approaches, methods of preparing the ground for thesis design vary. Activities undertaken in this module may be performed in groups, resulting in group submissions, and will typically include site investigation and analysis massing studies and preparation of three dimensional master plans user group definition and analysis study and critical evaluation of reference projects development of a design brief


Upon successful completion of this module, the student will be able to: 1. Describe possible or identify actual clients through the study of user groups and design

clienteles 2. Apply individual and maturely formulated theoretical and philosophical standpoints

informing systemic design decisions and underpinning the development of a detailed design brief

3. Evaluate the implications of social, cultural, political, economic and/or historical conditions on the development of a detailed design brief

4. Critically appraise, within a peer group, reference projects and methods of analysing site and context

5. Devise strategies for addressing technological issues effected by a site’s environmental conditions


Teaching of design modules takes place in the context of one of a series of parallel design studio groups, running in parallel and according to different approaches and methodologies. To varying degrees, the following modes of teaching are deployed, resulting in individual and/or group submissions: Group and individual research. Student and tutor-led seminar presentations Group and individual tutorials


Assessment Method Weighting Learning Outcome(s)

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Portfolio 100% All




Group reading lists are available at the beginning of each year from design studio tutors, outlining a studio agenda. In addition, students are advised to utilise literature concerning itself with urban and landscape design, systems and issues of a wider social, political, economical or historic agenda Davies, M. City of Quartz Koolhaas, R Delirious New York Benjamin, W The Arcades Project Sorkin, M Local Code Kelly, K Out of Control DeLanda, M A Thousand Years Of Nonlinear History Braudel, F Civilization and Capitalism, 15th – 18th Centuries Rowe, C and Koetter, F Collage City and up to date journals and periodicals

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Section 1: BASIC MODULE DATA Module Title: Technical Appraisal Faculty: Architecture Art and Design Department: Architecture Programme: Bachelor of Architecture Credit Rating: 15 Level: M Pre-requisites: None Co-requisites: Comprehensive Design Project Barred Combinations: None Module Co-ordinator: Trevor Elvin [email protected]


This module constitutes the technology component of the Comprehensive Design Project. It enables students to identify the technical requirements of their building projects, critically analyse and choose from a range of technologies, and develop an integrated technical resolution of their projects.


Construction methods, sequence and techniques, economics, structural concepts, material choices and environmental and servicing strategies are explored and evaluated, as is the impact on design of regulations and health and safety considerations during construction and occupation. Production of composite details addresses the integration of technical knowledge in a coherent architectural design, while testing of possible structural and servicing strategies, material choices and chosen construction techniques are evidenced through models, diagrams, material samples and mock-ups.


Upon successful completion of this module, the student will be able to: 1. consult with specialists to obtain and develop appropriate and integral technical solutions

for the building type and resolve constructional problems with rigour and through creative application of subject knowledge

2. produce clear detailed architectural drawings and models explaining structure, construction and services accommodation and their spatial integration

Problems and solutions should be of a standard and level of sophistication which could be realistically utilised in an architects practice.


Teaching of technology modules takes place in the context of design teaching in parallel design studio groups. Group and individual research, student and tutor led presentations, group and individual tutorials in the studio context contribute to technology integration into individual projects, as do tutorials and consultations with specialist consultants. Year-wide lectures on technology and sustainability underpin and broaden knowledge in the field.


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Submission of a bound and illustrated technology report, comprising chapters clearly explaining and illustrating: Building Structure Environmental and Servicing strategies Construction technology Building operation Full set of architectural drawings, including general arrangement plans and sections,

composite detail drawings and supporting diagrams Assessment Method Weighting Learning Outcome(s) Report 100% All




General Deplazes, A., Constructing Architecture: Materials Processes Structures, Birkhauser, Basel, 2005 Detail Magazine, Review of Architecture and Construction Detail Structure/construction Balmond C, informal, Prestel, 2002 Berger, H., Light structures, structures of light, Birkhauser, Berlin, 1996 Beukers, Adriaan and van Hinte Ed, Lightness: the inevitable renaissance of minimum energy

structures, Rotterdam, 1998 Chilton J. C., Space Grid Structures, Architectural Press, Oxford, 2000 Gabriel J-F (ed.) Beyond the Cube: Architecture of Space Frames and Polyhedra, John Wiley,

1997 Gorman M. J., Buckminster Fuller: Designing for Mobility, Skira Editore, Italy, 2005 Koch K-M and Habermann K. J. Membrane Structures: The Fifth Building Material, Prestel

Verlag, 2004 Kronenburg R., Flexible: Architecture That Responds to Change, Laurence King, 2007 Motro R., Tensegrity: Structural Systems for the Future, Butterworth-Heinemann, 2003 Nerdinger W. (ed.) Frei Otto, Complete Works: Lightweight Construction - Natural Design,

Birkhauser Verlag AG, 2005 Otto F. and Rasch B., Finding Form: Towards an Architecture of the Minimal, Schanz (ed.),

Edition Axel Menges, 1996 Pearce P., Structure in Nature is a Strategy for Design, MIT Press, new edition, 1978 Stattmann N, Ultra Light - Super Strong: Neue Werkstoffe Fur Gestalter / A New Generation of

Design Materials, Birkhauser, 2004 Environmental Design Kwok, A and Grondzik W, The green studio handbook – Environmental strategies for schematic

design, Architectural Press, 2007. McMullan R, The environmental science in building, 6th edition, Palgrave Macmillan, 2007. Sassi P, Strategies for sustainable architecture, Taylor & Francis, 2006. Berge B, The ecology of building materials, Architectural Press, 2003. Roaf S. Closing the Loop – Benchmarks for sustainable buildings, RIBA Enterprises Ltd, 2004. Slessor C, Sustainable architecture and high technology - Eco-Tech, Thames and Hudson,

1997.

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Hawkes D, McDonald J and Steemers K, The selective environment – an approach to environmentally responsive architecture, Spon Press, 2002.

Addington M and Schodek D, Smart materials and technologies for the architecture and design professions, Architectural Press, 2005.

Steel J, Ecological architecture – a critical history, Thames & Hudson, 2005. Roaf S, Fuentes M and Thomas S, Ecohouse 2 – A design Guide, Architectural Press, 2004. Roaf S, Crichton D and Nicol F, Adapting buildings and cities for climate change, Architectural

Press 2005. Ward I, Energy and environmental issues for the practising architect, Thomas Telford, 2004. Snell c and Callahan T, Building Green – a complete how-to guide to alternative building

methods, Lark books, 2005. Guy S and Moore S, Sustainable architecture, Spon Press, 2005. William T, Radford A and Bennetts H, Understanding sustainable architecture, Spon Press,

2003. Thomas R, Environmental design – an introduction for architects and engineers, Spon Press,

2001. Section 1: BASIC MODULE DATA Module Title: Comprehensive Design Project

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Faculty: Architecture Art and Design Department: Architecture Programme: Masters of Architecture Credit Rating: 45 Level: M Pre-requisites: None Co-requisites: Comprehensive Design – Concept, Technical Appraisal,

Comprehensive Design – Brief and Context, Critical Theory Barred Combinations: None Module Co-ordinator: Trevor Elvin


This module builds upon site and concept investigations performed during design modules Comprehensive Design – Brief and Context and Comprehensive Design – Concept. It addresses issues as identified in Critical theory, and forms the basis for Technical Appraisal. In combination, these modules form a year-long final thesis project, which forms the culmination of design teaching.


Development of an architectural design project, demonstrating the successful engagement in an iterative year-long design process, from conceptual exploration, large scale systemic investigations to detailed building resolution. Particular emphasis lies on the integration of a consistent philosophical and theoretical position, thorough understanding of context, construction knowledge and design ability towards an architectural response to a complex, ambitious and self-generated brief. Projects are expected to demonstrate maturity and imagination in the way they are directed and communicated, using appropriate and up to date techniques of visual communication and modelling.


On successful completion of this module, students will be able to: 1. Apply and understand the theoretical and methodological principles and concepts of their

chosen design studio in the development of a comprehensive design project. 2. Design a complex building or an agreed equivalent and offer a detailed resolution of the

following issues: - spatial organisation and quality of a proposal , and its external and internal appearance - a building’s relationship to its environment - adequacy in the choice of construction methods, structure, material and finishes - impact of detailing on a building’s character, aesthetic appearance, and technical performance - impact on design of regulations and budgetary considerations 3. Clearly communicate and present in exhibition format, with use of supporting reports,

his/her design to the general public


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Teaching of design modules takes place in the context of one of a series of parallel design studio groups, running in parallel and according to different approaches and methodologies. To varying degrees, the following modes of teaching are deployed, resulting in individual submissions: Group and individual research. Student and tutor-led seminar presentations Group and individual tutorials


100% Portfolio or pin-up exhibition, supported by verbal presentation. Assessment Method Weighting Learning Outcome(s) Portfolio Exhibition 100% All and adhering to the following performance grading:

70-100% Excellent performance, All the relevant criteria for distinctions are deployed 60-70% Good performance Most of the relevant criteria are deployed, work is well presented and a sound grasp of theoretical/conceptual/design/construction technology integration is demonstrated.

50-60% Average performance

Many of the relevant criteria are deployed, work is adequately presented and adequate theoretical/conceptual/design/construction technology integration is demonstrated.

50% Satisfactory performance Some of the relevant criteria deployed, work is well presented and displays a limited grasp of theoretical/conceptual/design/construction technology integration. Below 50% Unsatisfactory performance None or too few of the relevant criteria are deployed, work shows major deficiencies with respect to theoretical/conceptual/design/construction technology integration.

CHARACTERISTICS OF DISTINCTION: * Original exploration of current, relevant and complex architectural issues. * High ambition in the definition of a brief and specification of an architectural thesis and

high level of skill and originality in the deployment of design strategies and methods * Excellent planning and exploration of spatial qualities * Evidence of integration of technology, harmonising materials, structure, services and

construction appropriate to concept and context to achieve a highly integrated design resolution.

• Excellent and considered visual and verbal presentation to exhibition standard, demonstrating an high level of visual coherence and deploying presentation techniques and methods of the highest standard.

Section 7: Relationship to professional Body

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Group reading lists are available at the beginning of each year from design studio tutors, outlining a studio agenda. In addition, students are advised to utilise current construction literature Neufert, E. Architects’ Data (3rd Edition) Deplazes, A Constructing Architecture: Materials, Processes, Structures and up to date journals and periodicals concerned with design and building construction: Detail Magazine Architects’ Journal Architectural Review ElCroquis Topos

PROGRAMME HANDBOOK 2011-12 - unige.it pag/erasmus/1213... · 2.0 ADMISSIONS POLICY AND PROCEDURES...

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