module specification

This module focuses on the process of designing building projects. This is done through to the introduction of more complex criteria, than at the previous level, and anticipates a higher level of spatial and material resolution.  The module develops skills in the integration of structural, material, environmental and experiential strategies that are tested through the resolution of the design projects. Students are expected to offer articulate explanations of their proposals, be able to discuss their ethical and professional considerations, present their case for specific social and environmental strategies, demonstrate an understanding of the relationship between building technologies and the execution of their design. 

Students learn to develop and present their building designs using the range of techniques developed in Design Skills 2.1. The design process continues to be expansive and exploratory, and emphasizes the creative and imaginative thinking involved.  Students are involved in the primary research associated with their project/s and work in groups as well as independently.  They cultivate a shared understanding of the project contexts and their briefs enabling them to work collaboratively and share tasks, review each other’s work, and enrich their own ideas.

The module fosters the development of a personal position and working methods as part of the attributes required by a designer.  The projects are presented through drawings, models and prototypes using a range of media.

The aim of this module is to rehearse the production of architectural projects in preparation for the comprehensive project undertaken in the final year.  It opens up the complex territory of architectural design and gives the student more opportunity to determine the variables and develop coherent proposals. The process is controlled through setting projects at different scales and levels of complexity. Students learn to interpret contexts and briefs that are ambiguous, full of uncertainty and often unfamiliar.  They work towards producing coherent building designs that respond to their site and context whilst becoming more capable of testing and evaluating their potential impact on the users and the cultural and natural environment.

Completion and pass (120 credits) of Level 4 equivalent. Co-requisite AR5001A Design Skills 2.1

Students study within a design Studio that provides the project framework and a supportive working environment.  Within this context students are expected to work with some independence in generating their detailed projects and developing their architectural designs. The project work is structured by written briefs that are particular to the aims and ambitions of the Studio whilst fulfilling the learning outcomes of the module.

The module focuses on the design of building projects that range in scale, scope and complexity. The briefs for the projects are strongly related to their sites and contexts. Students analyze and explore the potential of a location or framework of ideas in the development of a strategic and conceptual approach to design that can be tested spatially, materially and environmentally.

Indicative schedule:
Autumn term
Project 1: interpret briefs and develop design strategies; optional field trip study; ‘Project Review’ (crit). ‘Portfolio Review’ (internally assessed)

LO (1,2,3,4,5)

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.

Material specific to each studio is visible on weblearn, with ‘Turnitin’ facilitating the submission of a progressive reflective summary which is uploaded at both formative and summative stages so you may receive the studio tutors written feedback.

On successful completion of this module students will be able to:

1. interpret a project brief, research precedents and develop design strategies that respond to the client, users, social, cultural and environmental context;

2. demonstrate growing skill, care, imagination and design ability in spatial planning, the articulation of scale and the use of materials in the resolution of projects;

3. begin to produce thoughtful and well-tested design proposals that create inhabitable spaces, integrate cultural and technical demands, respond to the needs of users and environmental concerns;

4. design, evaluate and present a building project that synthesises technical, environmental, material, structural and constructional strategies;

5. present a project and communicate its design strategies using a range of appropriate techniques.

The module is assessed as a whole, in portfolio. The assessment criteria are based on how well the student has fulfilled the learning outcomes.

The portfolio will normally include a set of design drawings at a variety of scales and including digital and material models of the projects. Modes of documentation may include: drawings; photographic material; multi-media material; quantitative data; qualitative data; 3D models, web-based material and prototypes. All 3D, direct action and multi-media work should be recorded in graphic form and explained to a standard suitable for assessment purposes. The development work should also be included in the portfolio to show how the building projects have progressed, their source and reference material, ideas and experiments.

The practical work the module covers is key in supporting the studio-based design work, however, most of the skills, knowledge and understanding gained is also generic to architectural design practice and/or transferrable.

The portfolio will normally include the range of drawings and models indicated in the module learning outcomes and in the forms required by the specific studio project briefs. The work will be evaluated in terms of range, depth, invention, creativity and originality as well as standards of accuracy and skills of execution. Although there are not independently assessed, stand-alone exercises, evidence in the portfolio is required of key stages in the development of the work, both material and conceptual, demonstrating an effective learning process.

Written formative feedback is given through weblearn.

The specific bibliography is studio and project related and may vary from year to year. The following titles are indicative.

Core Text:

Atelier Bow-Wow, (2010)The Architectures of Atelier Bow-Wow : Behaviorology, New York: Rizzoli/

Tsukamoto, Y., Kaijima, M. and Wan, A., (2015) Zukai Atorie Wan = Graphic anatomy Atelier Bow-Wow, Tokyo: Toto Publishing

Oppenheimer Dean, A., Chua, L. and Robinson, C., (2002) Rural Studio : Samuel Mockbee and an Architecture of Decency, New York: Princeton Architectural Press

Momoyo, K., Kuroda, J. and Tsukamoto, Y., (2012) Made in Tokyo, Tokyo: Kajima Institute Publishing

Mitchell, M. and Tang, B. (2018) Loose Fit City : The Contribution of Bottom-up Architecture to Urban Design and Planning, Laurence King

Kuma, K. (2007) Kengo Kuma : Materials, Structures, Details, Basel: Birkhauser

Norberg-Schulz, C., and Postiglione, G., (1998) Sverre Fehn : Works, Projects, Writings, 1949-1996, New York: Monacelli Press

Other Texts:
Stanford, A. and Dieste, E., (2012) Eladio Dieste : Innovation in Structural Art, New York: Princeton Architectural Press

Nordenson, G. and Riley, T. (2008) Seven Structural Engineers : The Felix Candela Lectures, New York: The Museum of Modern Art

Jean Prouve : The Poetics of the Technical Object. (Weil am Rhein: Vitra design Museum, 2007), /z-wcorg/

Journals:
‘2G.’, 2G., 2016
‘Building Design.’, Building Design.
‘El Croquis.’, El Croquis., 2002
Institut for Internationale Architektur-Dokumentation (Munchen), ‘Detail English Edition : Review of Architecture and Construction Details. English Edition : Review of Architecture and Construction Details.’, Detail English Edition : Review of Architecture and Construction Details. English Edition : Review of Architecture and Construction Details., 2004
Royal Institute of British Architects., ‘RIBA Journal.’, RIBA Journal., 1960
‘The Architects’ Journal AJ’, The Architects’ Journal AJ, 2012

Websites:
‘ArchDaily.’, 2008 <http://www.archdaily.com/>
‘DIVISARE’, DIVISARE
Fairs, Marcus., ‘Dezeen’, 2006
‘Http://Www.dogma.name’, Http://Www.dogma.name
‘Http://Www.spatialagency.net’,
‘Www.iconeye.com’, Iconeye.com