module specification

AR6003 - Integrated Design Audit (2018/19)

Module specification Module approved to run in 2018/19
Module title Integrated Design Audit
Module level Honours (06)
Credit rating for module 30
School The Sir John Cass School of Art, Architecture and Design (The Cass)
Total study hours 300
 
210 hours Guided independent study
90 hours Scheduled learning & teaching activities
Assessment components
Type Weighting Qualifying mark Description
Coursework 50% 40 IDA Process Diary - a diary (20,000 words)
Coursework 50% 40 IDA Report - a report (4,000 words)
Running in 2018/19
Period Campus Day Time Module Leader
Year City Tuesday Morning

Module summary

The module enables the student to demonstrate their integration and synthesis of key areas of professional architectural knowledge within the context of their major design project. The project follows the process of design development, using consultants from within the department and externally to introduce a range of perspectives, issues and interests. This process is recorded, evaluated and reviewed in relation to the major design project.

The module provides a practical framework through which students can demonstrate compliance with the professional practice and academic discipline of architecture, as outlined by the Architects Registration Board’s Prescription of Qualifications Criteria (GC1-GC11).

This module promotes the integration of key fields of professional architectural knowledge in the major design project. Students will be required to demonstrate that within their design project they have a knowledge, understanding of and ability within the following core areas:

A. Cultural context
B. Management, practice and law
C. Environment, services and energy
D. Structures, materials and construction.

The module is delivered principally within the design studio. It is supported by seminars and tutorials by specialists, both from within the department and externally.

The module requires students to learn from a diverse range of sources and consultants. This use of external consultants, gathering of information and cross-disciplinary collaboration simulate the dynamic, interdisciplinary and fast-changing nature of contemporary architectural practice, giving students an understanding of practice and an ability to work in teams.

Prior learning requirements

Completion
and pass (120 credits) of
previous level

Syllabus

The core areas of the syllabus are:  LO 1, 2, 3, 4, 5

A) Cultural context
• the socio-political, intellectual and technical influences that shape design;
• the influence of architectural histories and theories on contemporary design practice;
• the contemporary situation of the built environment and the imperative for sustainable building practices and materials;
• the critical analysis of seminal and contemporary architectural precedent to uncover organisational and technological strategies, and aspects of best-practice, to inform a comprehensive design proposal;

B) Management, practice and law
• the influence of statutory requirements: building regulations, town planning and development control policies on the design of a comprehensive design proposal;
• the role of the architect implied by the design and the management, organisational and practice structures necessary to realise it;
• the role of the architect to effectively communicate the scope, build-up and complexity of a project sufficient to satisfy statutory requirements, enable preliminary understanding of costs and meet the performance requirements of the end-user;
• the way a design proposal might be financed, procured and realised in relation to the contemporary construction industry;

B) Environment, services and energy
• the design of architectural proposals in response to local climatic conditions;
• the design and integration of building services into a comprehensive design approach;
• the design of high-performance architectural environments with regard to daylighting, thermal comfort and acoustics;
• the strategic design and integration of passive, active and mixed-mode strategies of environmental comfort and control to reduce a building’s energy requirements and carbon footprint;

C) Structures, materials and construction
• the physical properties and characteristics of the materials, components and products used in the design;
• the investigation and critical assessment of alternate structural, material and constructional systems and their relationship to local material, material handling and production, and construction contexts;
• the critical analysis of architectural precedent to inform the selection and design of appropriate structural, material and constructional systems;
• the assessment and selection of materials against a comprehensive understanding of sustainability: embodied energy and whole-life-cycle analysis;
• the influence of building regulations and expected lifecycles on material selection, and systems of construction and detailing.

Balance of independent study and scheduled teaching activity

Scheduled teaching ensures that independent study is effective and addresses the learning outcomes and assessment tasks. Students are expected to, and have the opportunity to, continue with their studies outside of scheduled classes. There will be a range of learning strategies deployed and individual learning styles will be accommodated. The module’s learning outcomes, its contents and delivery, have been scrutinised and will be regularly reviewed to ensure an inclusive approach to pedagogic practice.

The module and course utilise the University’s blended learning platform to support and reinforce learning, to foster peer-to-peer communication and to facilitate tutorial support for students. Reflective learning is promoted through assessment items and interim formative feedback points that ask students to reflect on their progress, seek help where they identify the opportunity for improvement in learning strategies and outcomes, and make recommendations to themselves for future development. Throughout the module, students build a body of work, including reflections on progress and achievement.

The School’s programme of employability events and embedded work-related learning within the curriculum supports students’ personal development planning. Through these initiatives, students are increasingly able, as they progress from year to year, to understand the professional environment of their disciplines, the various opportunities available to them, and how to shape their learning according to their ambitions.

Learning outcomes

On successful completion of this module students will have the knowledge and understanding to:
1. show how their understanding of the core areas of the syllabus has informed their design process of complex buildings in concept and resolution;
2. gather, process and make use of information, processes and strategies necessary to develop a well resolved design proposal, including managing, coordinating and learning from consultants across a wide range of disciplines, and integrating knowledge acquired from taught courses, consultancy, industry, testing, prototyping and participatory processes;
3. make and communicate clear strategic decisions in relation to the wider political, economic, professional, environmental, industrial and legal context informing their design;
4. integrate knowledge of sustainability, structures, materials and construction into a coherent architectural design;
5. communicate with professional, technical and lay audiences.

Assessment strategy

Scheduled teaching ensures that independent study is effective and addresses the learning outcomes and assessment tasks. Students are expected to, and have the opportunity to, continue with their studies outside of scheduled classes. There will be a range of learning strategies deployed and individual learning styles will be accommodated. The module’s learning outcomes, its contents and delivery, have been scrutinised and will be regularly reviewed to ensure an inclusive approach to pedagogic practice.

The module and course utilise the University’s blended learning platform to support and reinforce learning, to foster peer-to-peer communication and to facilitate tutorial support for students. Reflective learning is promoted through assessment items and interim formative feedback points that ask students to reflect on their progress, seek help where they identify the opportunity for improvement in learning strategies and outcomes, and make recommendations to themselves for future development. Throughout the module, students build a body of work, including reflections on progress and achievement.

The School’s programme of employability events and embedded work-related learning within the curriculum supports students’ personal development planning. Through these initiatives, students are increasingly able, as they progress from year to year, to understand the professional environment of their disciplines, the various opportunities available to them, and how to shape their learning according to their ambitions.

Bibliography

Textbooks:

Core Text:
Banham, R., (1984)The architecture of the well-tempered environment, University of Chicago Press

Ching, F. D. K. (2013) Building structures illustrated: patterns, systems, and design, Wiley

Ching, F. D. K. and Shapiro, I. M. (2014) Green building illustrated, Wiley

Deplazes, A. (ed.), (2013) Constructing architecture: Materials, processes, structures a handbook: 2013, Birkhauser

Heywood, H., (2013) 101 rules of thumb for low energy architecture, RIBA Enterprises

Heywood, H., (2015) 101 rules of thumb for sustainable buildings and cities, RIBA Enterprises

Lyons, A., (2014) Materials for architects and builders, Routledge

McMullin, P. W., and Price, J. S., (eds) (2016) Introduction to Structures, Routledge

Moxon, S., (2012) Sustainability in interior design, Laurence King

Pelsmakers, S., (2014) The environmental design pocketbook, (RIBA Enterprises

Other Texts:
Constructing Excellence, (2003) A guide to standard forms of construction contract, SCALA
Cousins, M., (2015) Architects’ legal pocketbook, Routledge
Greeno, R. and Hall, F. (2015) Building services handbook, Routledge

Herzog, T. et al., (2004) Timber construction manual, Birkhauser Verlag AG

Kind-Barkauskas, F. et al., (2002) Concrete construction manual, Birkhäuser

Ross, A., Baden-Powell, C. and Hetreed, J., (2008) Architect’s pocket book, Architectural Press
Schulitz, S. et al., (2000) Steel construction manual, Birkhauser Verlag AG

Schittich, C., et al., (2007) Glass construction manual, Springer

Stone, G., Speaight, A. (ed.), (2010) Architect’s legal handbook, The law for architects, Architectural Press/Elsevier

Journals:
Architect's Journal
Detail Magazine
RIBA Journal

Websites:
arb.org.uk
archdaily.com
architecture.com
environment-agency.gov.uk
historicengland.org.uk
london.gov.uk
planningportal.gov.uk
hse.gov.uk
rics.org.uk
wrap.org.uk