CP5012 - Critical & Contextual Studies 2 (Architecture) (2020/21)
|Module specification||Module approved to run in 2020/21|
|Module title||Critical & Contextual Studies 2 (Architecture)|
|Module level||Intermediate (05)|
|Credit rating for module||30|
|School||School of Art, Architecture and Design|
|Total study hours||300|
|Running in 2020/21||
Critical and Contextual Studies 2 continues to orient and critically engage students in the history and theory of their discipline, its extent and conventions, and its broader social and material context in culture and contemporary practice. It builds on studies undertaken in Level 4 and prepares students as independent thinkers, capable of selecting an appropriate topic and producing a sustained piece of independent study in the form of a dissertation in Level 6.
The module continues to situate the student within the process of constructing knowledge about their discipline, its history, context, and its professional and ethical dimension. It rehearses the analytical and discursive skills students need to become knowledgeable about the authorities, objects and methods in their field; to understand the roles, locations and responsibilities of important players whilst examining the broader ethical questions relevant to their discipline; and to become conversant with current debates across the subject area. This process may be approached from the point of view of the producer or consumer, the critic or the professional, the academic or the practitioner.
Students are encouraged to think creatively and to take responsibility for the development of their own learning. The module recognises that the student is also an active contributor in the process: what students bring to the construction of knowledge counts – and how effectively they construct this knowledge depends on how well they understand the field of their discipline.
Prior learning requirements
Completion and pass (120 credits) or prior level
The module offers a sequence of three intensive teaching blocks structured to include surveys in the history of their discipline, research and writing workshops, seminars, library sessions, visits and tours in addition to guided independent learning. Each of these blocks culminates in a summative assessment. Assessments include a range of different modes of written assignments such as presentations, case studies and essays. The syllabus and assessments are designed to support the development of academic skills, including inductions to using libraries and archives, critical reading skills, presentation skills, writing skills, working with feedback, avoiding plagiarism, referencing, as well as note taking, planning and time management skills. The following themes and activities are indicative.
Modern Architecture and Modernity L.O 1–5
In the lectures, the work of contemporary architects and urban designers is studied in detail from social, artistic, theoretical and practical viewpoints. In the seminars advanced theories about architecture, cities and citizenship are introduced. The seminar series is based on student presentations and discussion of a number of key contemporary texts. Students are encouraged to think beyond the individual building as a discrete object and to reflect on the wider context of the city. The course introduces the student to a range of ‘non-architectural’ texts on the city that are nevertheless relevant to the debate on its design. These may include texts by geographers, philosophers, writers, historians and economists as well as architectural and urban theorists.
Professional Architecture: Duties, Constraints, Organisation L.O 1–5
This block furthers the students understanding of an architect’s relationship to the construction industry and related professionals, specialists and experts. Through lectures and seminars and using case studies, the historical development of the building industry is explored and the ways of communication and cross referral of information is examined. Forms of agreement, procurement routes and contractual situations are studied as students become more familiar with management issues, both in organising the design and building process and in the business of running a practice. In the question and discussion sessions students are encouraged to examine a broad range of possibilities and opportunities that can be found within current urban design, planning and regulatory conditions.
Architects, Architecture and Society L.O 1–5
Roles, Impact, Policy: This block sets out to engage students with current architectural work, and professional practices through a series of presentations of contemporary projects made by practitioners of architecture. These will be supported by lectures, seminars and local visits in order that students will gain an understanding of the profession. Students will become familiar with a broad spectrum of clients, consultants, stakeholders and advisory bodies who have a part to play in the commissioning and making of architecture, and also the relevant planning, legal and statutory approvals processes required in order to get a project built within the UK and the EU and in relation to the development of urban design. Students are asked to consider these and the wider international implications of professional activity through question and answer sessions.
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.
On successful completion of the module students will be able:
1. to research and formulate a comparative knowledge of different aspects of their discipline, its specialisms and broader contexts; and to distinguish how their work relates to and arises from previous work in their discipline;
2. deploy critical and analytical skills in oral and written discussions; and to develop, structure and communicate an argument or similarly rigorous and evidenced line of enquiry;
3. produce cogent oral/visual and written presentations, using appropriate scholarly methods, conventions and protocols;
4. demonstrate an understanding of the ethical and professional responsibilities appropriate to their practice;
5. demonstrate an understanding of the relationship between the theories and practices of art, its creative application and architectural design.
The module is assessed in a sequence of summative assessments submitted at the end of each teaching block. Students receive formative tutorials before each submission, and feedback during the first session of the following block. This helps students to build and improve skills as the syllabus progresses and distributes time spent preparing for assessments evenly throughout the year. Assessments comprise different types of written texts and modes of presentation, for example:
1. essay (2,500 – 3,000 words);
2. case study (1,000 – 1,500 words);
3. the third assessment item includes a written component and be equivalent in ambition, scope and scale to the essay or case study and rehearse skills required for the dissertation the following year.
The word-count for the whole module is between 4,000–7,500 words. The order of assessment types is not developmental.
Overall module assessment criteria:
1. breadth and depth of knowledge of an aspect of the subject area;
2. clarity and coherence in presenting an argument or similarly rigorous line of enquiry;
3. deployment of critical and analytical skills in oral and written discussions;
4. cogency of oral/visual and written presentations, and appropriate use of scholarly methods, conventions and protocols;
5. understanding of critical context, ethical dimensions, and the broader construction and limits of knowledge.
Students must pass all three coursework components individually at 40% in order to be eligible for the BA (Hons) Architecture award.
Assessment briefs and teaching syllabi are designed to support the development of academic skills, including inductions to using libraries and archives, critical reading skills, presentation skills, writing skills, working with feedback, avoiding plagiarism and referencing, as well as note taking, planning and time management skills. The following themes and activities are indicative.
Modern Architecture and Modernity
• Frampton, K. (1980) Modern Architecture; A Critical History, London, Thames and Hudson
• Berman, M. (1988) All That is Solid Melts into Air: the Experience of Modernity, Harmondsworth: Penguin
• Colomina, B (1996) Privacy and Publicity: Modern Architecture as Mass Media, Cambridge: MIT Press
Professional Architecture: Duties, Constraints, Organisation
• Nigel O. (2013) The Handbook of Practice Management, London: RIBA Publications
Architects, Architecture and Society
• Davies, C. (2005) The Prefabricated Home, London, Reaktion Books
• Hertzberger, H., L. Ghait, M. van Vlijmen, and I. Rike. (2016) Lessons for Students in Architecture
• Holliss, Frances, ‘Beyond Live/Work : The Architecture of Home-Based Work’, 2015 ‘Http://Www.spatialagency.net’,
• Minton, A. (2012) Ground Control : Fear and Happiness in the Twenty-First-Century City, London: Penguin
Journals, Websites and Databases
• Websites: www.greatbuildings.com
• Electronic databases: Art full text, JSTOR
• RIBA Journal
• Architectural Review
• Architecture Today