Architecture Year 4 Handbook

YEAR 4 Handbook
2015/2016
Student Handbook
2015 – 2016
Architectural Studies
YEAR 4
Handbook
1
YEAR 4 Handbook
2015/2016
2
YEAR 4 Handbook
2015/2016
Handbook Information
All text set in Helvetica Neue
This handbook was produced in Summer 2015
for the academic year 2015 – 2016
Department of Architecture
University of Strathclyde
James Weir Building
75 Montrose Street
Glasgow G1 1XJ
strath.ac.uk/architecture
twitter.com/stratharch
The information provided is correct
at date of publishing but may be
subject to revision during the year.
3
YEAR 4 Handbook
2015/2016
Name:
________________________________________________
Contents
Introduction to Year 4
1.1
1.2
1.3
1.4
1.5
1.6
1.7
Study Programme
Curriculum
Design Projects
Compulsory Classes and Optional Classes
Reviews and Assessment
Design Tutorials
Departmental Staff Contact Details
Design Studies Briefs
2.1
2.2
AB 418
AB 419
AB 420
AB 421
4
46
Design Studies 4A
Design Studies 4B
Cultural Studies 4
Special Study Projects 4
Optional Classes
5.1
5.1.1
5.1.2
5.1.3
29
AB 420 Cultural Studies 4: DISSERTATION
Module Descriptors
4.1
4.2
4.3
4.4
14
AB 418 Architectural Design Studies 4A
AB 419 Architectural Design Studies 4B
Compulsory Classes
3.1
6
AB 421 SSP4 Special Study Projects
Digital Media
Urban Design 1
Ecology, Sustainability and Built Environment
64
YEAR 4 Handbook
2015/2016
5.1.4
5.1.5
5.1.6
Projects Through Collaboration
MOBILELAND VIP
Criticism, Assessment and research Methods in Architecture and
Urbanism (CARMAU)
Reading Lists
6.1
6.2
6.3
6.4
Introduction
Architectural Design Studio 4A – 4B
Cultural Studies 4
Special study 4 (Optional Classes)
Portfolio and Personal Sketchbook
7.1
7.2
88
93
Portfolio
Personal Sketchbook
Portfolio Interview
96
General Regulations
97
9.1
9.2
9.3
9.4
9.5
9.6
Examinations and Progress
ARB/RIBA Part 2: Portfolio
General Information
Policies and Procedures
Equality and Diversity (including Disability Service)
Health & Safety
5
YEAR 4 Handbook
2015/2016
Introduction to Year 4
1.1
Study Programme
1.2
Curriculum
1.3
Design Projects
1.4
Compulsory Classes
1.5
Reviews and Assessment
1.6
Design Tutorials
1.7
Departmental Staff Contact Details
6
YEAR 4 Handbook
2015/2016
Introduction to Year 4
________________________________________________________________________________
1.1 Study Programme
Year 4 is the BSc Honours Year for continuing students; the first year of a two year PG
Dipl in Advanced Architectural Design, and the first year of a two year Masters in
Architectural Design International (MADi).
We refer from now to all these courses as ‘Year 4’.
The study programme for Year 4 helps the students consolidate their architectural design
skills, introduces them to the idea of architecture as responsive to ‘issues’, and provides
the setting where they begin to define an area of interest in their choice of specialist
optional classes, and within the Cultural Studies 4 (Dissertation). The Dissertation in
particular affords students the opportunity to pursue in depth, through academic inquiry,
this idea of personal interest.
On completion of the study programme, students will be able to:
•
•
•
demonstrate sophisticated and comprehensive capability in design through all its
stages and constituents;
define an area of personal interest;
document the research and critical evaluation of a chosen area of interest.
The first year of the PG Dipl/MArch in AAD counts as the first of the two years required for
Part 2 Exemption from ARB/RIBA, whilst the first year of the PG Dipl/MArch in
Architectural Design International (MADI), counts as the first of the two years course
accredited by RIBA Part 2. The second year of both courses (Year 5) will grant the full
Part 2 for either ARB/RIBA (AAD) or RIBA (MADI). As such, the Year 4 and Year 5 ethos
are closely linked and form a coherent body of study.
Fourth year is where architectural issues and interests are initiated and discovered, to
further inform work undertaken in Year 5.
The Year is organised and coordinated by the Year 4 Director. The Part 2 Director and
Director of Education are also involved in the smooth running of the year and its
constituent parts.
________________________________________________________________________________
1.2 Curriculum
The normal curriculum of Year 4 consists of 100 credits of compulsory classes, (60 of
Design Studio, 40 of Cultural Studies) and an additional 20 of Optional Classes offered as
Special Study Project 4. Details of the required classes are given below.
7
YEAR 4 Handbook
2015/2016
Classes
Semester
Credits
AB 418/AB 419 Design Studies 4A/4B
1&2
60
AB 420 Cultural Studies 4
1&2
40
AB 421 Special Study Project 4
1&2
20
It is the responsibility of the student to ensure that they have a complete academic
portfolio (including all briefs, class assignments, feedback sheets and all submissions)
available for internal and external examinations/assessment at the end of Semester 2. (Re
Portfolio, refer to the information given later in this Handbook).
________________________________________________________________________________
1.3 Design Projects
Two design projects are carried out in Year 4. One 20 credit project in Semester 1 and
one 40 credit design project in Semester 2. The objectives and nature of these design
projects are described in Section 2 of this document. Students are organised in tutorial
groups, each under guidance of an assigned pair of experienced tutors.
Project Descriptions (Briefs)
Each design project will be preceded by a project presentation by the Studio Director. All
students must attend this presentation.
Detailed project descriptions (briefs) will be discussed at the presentation, as a
supplement to the Module Descriptor. During this introduction, special events and
presentations, special reading requirements, project timetables and assessment criteria
are also presented; it is fundamental that students attend these crucial sessions, to
understand the aims, delivery, assessment and rules of the year. Project descriptions
(briefs) are included in the handbook as a supplement to the Module Descriptor.
Interim reviews or final examinations have been scheduled throughout the year.
________________________________________________________________________________
1.4 Compulsory and Optional Classes
The studio constitutes half of the overall curriculum, which students will undertake during
the year. The other half comprises both Cultural studies and Optional Classes. These are
crucial elements aimed and helping students develop analytical, critical, organisational
skills as well as explore areas of special interest in relation to the department’s research
portfolio and interests. All students are normally required to submit a written Dissertation
as part of Cultural Studies 4. The objectives and nature of this class are described later in
this document.
Students are also expected to select one Special Project class worth 20 credits from a
menu specified by the Department. The class menu and descriptions are described later
in this document.
8
YEAR 4 Handbook
2015/2016
________________________________________________________________________________
1.5 Reviews and Assessment
The criteria by which all work is assessed are defined within each Class Module
Descriptor. Each class and each design studio defines these criteria through the learning
outcomes as described in Sections 4 and 5 of this handbook.
The total submission/s of assignments cumulatively establish the learning outcomes of
the class.
Whilst these have quantitative similarities in the amount of work expected, their specific
characteristics will vary according to the programme of each project (as described in the
learning outcomes). The assessment of design work cannot be reduced to the
quantitative accumulation of points. Credit collection is not and should not be perceived
as the core objective. There will always be aspects of creative activity, which involve work
of an exploratory and unpredictable nature which cannot be quantified through checklists.
Nevertheless within each project there are general criteria irrespective of the project with
regards to presentation, development of the brief, of form, of space, of technology, by
which the project will be evaluated.
Subject classes establish assessment criteria according to individual assignment
requirements (typically a subject class will have one assignment per semester - see
Sections 3 and 5), whilst the dissertation has a number of intense assignments (see
Section 3).
The review process of Design Studies
All designs (4A and 4B) will be summarised, collated and presented by students in the
form of Design Statements. These are the complete collections of: all design development
and resolutions in relation to cultural, societal and environmental factors of relevance to
the project; all the contextual analysis within which the design task is set; the critical
investigation, analysis and use of relevant building typologies; the technological and
environmental resolution of the design task.
The Design Statements are responsibility of the students throughout the year, and are
considered the main design output for both 4A and 4B.
The Design Statements will be produced for each separate project and edited from the
consistent and continuous production of work, which will be regularly reviewed during
weekly tutorials by tutors.
Time will be allocated towards the end of 4A and 4B for the collation and production of
the Design Statements; the editorship, organisation, narrative and content of each Design
Statement constitutes a portion of the mark for both design projects- verbal presentations
and wall presentations will make up the remainder of the mark awarded. A precise
timetable with dates for the submission of all outputs will be distributed at the start of the
academic year, as well as a list of criteria of assessment.
9
YEAR 4 Handbook
2015/2016
The Design Statements will be marked by tutors, following a list of Criteria of Assessment
set for each project (which will be issued to students in due course), and moderated
across all design units.
Students will also present the projects digitally and through wall presentations to
demonstrate their ability to succinctly communicate the design development and
narrative. Format and timescales for both will be communicated in due course by the
Studio Leader.
Please note that the Design Statements will be reviewed by tutors periodically throughout
the semester therefore students are expected to attend each tutorial with substantial
progress for discussion with tutors. Following the final submission feedback will be
communicated.
At the end of the academic session, all students are required to have their complete
academic portfolio (2 Design Statements, Dissertation and SSP4 assignments) available
for inspection by a panel of external examiners who represent UK practice, academia
and international expertise. The external examiners will assess a selection of the
portfolios and interview a selection of the students in accordance with University Honours
QA practice.
Dates and modalities of external examinations will be communicated to students in due
course.
Feedback
All submissions, shall be evaluated and provisional feedback returned accordingly to
every student. Feedback will be returned normally within two weeks of submission
depending on the time of the year of the review (if for any reason this will not be the case,
students shall be advised accordingly.).
In relation to the studio work, projects will be assessed on the following factors: Design,
Technology and the Environment, Culture and Precedents, Communication and
Professional Development. Emphasis placed upon the Learning Outcome ‘Professional
Development’ in particular evaluates student’s attendance, progress, management and
independence of their learning; it is therefore paramount that students adopt from the
start a proactive attitude and use the spaces offered within the Department to be active
and engaged at all times.
All requirements of the assignment will need to be satisfactory for the work
submitted to pass.
Submission deadlines and Mitigating Circumstances
Deadlines for all submissions will be rigidly applied and extensions of time will be given
only on medical or other exceptional grounds. A medical certificate must be submitted as
evidence of illness to Ellen Thomson, (JW.302A) and Registry Office as soon as possible
after its occurrence. The Year Director must also be advised of all illnesses, absences,
medical certificates, etc. Students have an obligation to inform the University Registry at
the first reasonable opportunity of any medical or other circumstances which might
adversely affect their attendance, performance and / or ability to study.
Any mitigating circumstance in this case must be notified prior to examination.
10
YEAR 4 Handbook
2015/2016
If mitigating circumstances apply, and via the Mitigating Circumstances Committee, there
may be opportunity for resubmission of design project work which has been deemed
unsatisfactory at the Final Internal Examination in Semester 1 or 2, respectively at the
Final Internal Examination held at the end of Semester 2 (i.e. First Diet of Examinations),
or at the Second Diet of Examinations in August, in agreement with the Year Director.
Equivalent procedures apply regarding subject class submissions. Such resubmitted
work will be eligible for full grade or credit.
The Year Director/Part 2 Director/Director of Education may meet with each student
privately from time to time to discuss progress and to give an opportunity to ask
questions, air grievances, and express opinions.
A student whose progress or
attendance proves to be unsatisfactory may be given written notice and required to
attend an interview with the Head of the Department.
________________________________________________________________________________
1.6 Design Tutorials
Studio tutorials will take place on Thursday. All students must be present at 10.00am
each day for introductions.
The Studio is arranged to provide dedicated group tutorial spaces and production
workspaces. This arrangement aims to offer students space for independent work in a
nurturing and collegiate environment. Teaching staff, library, workshop, computer and
printing facilities are all at hand.
Peer learning, both within the individual units and across the year as a whole, is a very
effective learning opportunity with great benefits. It is the belief in the Department that
students often learn what is most valuable from each other, and programmes and work
places are organised to promote this exchange of ideas and skills.
All students should be aware of ongoing tutorial arrangements and the overall
Departmental timetable through the year, notice of which will be posted on the Year
notice board and/or the screens along the corridor.
Site Visits
During the year, the cohort will undertake a number of short trips to visit the sites for their
design project and related facilities; these are tutored important outings and students’
attendance is key to a good understanding of the context and issues explored through
the year.
Study Trips
There will normally be one study trip per semester in support of the design projects, and
students are advised to budget accordingly.
Guest Lecture Programme
Students are required to attend guest lecture programmes organised by the Department
which are an important and mandatory part of their wider architectural education.
Information on this is circulated through the year.
1.7 Departmental Staff Contact Details
11
YEAR 4 Handbook
2015/2016
Room No. ACADEMIC STAFF JW3.02C SALAMA, Professor Ashraf JW3.02M GRIERSON, Dr David JW3.02 MURRAY, Professor Gordon JW3.02G AGAPIOU, Dr Andrew JW3.06C GRANT, Dr Michael JW3.06D ANGUS, Michael JW3.06F BRADLEY, Fiona JW3.02E CHARLEY, Dr Jonathan JW3.06B DIMITRIJEVIC, Dr Branka JW3.06 ENSLEIN, Ulrike JW3.02I GONZALEZ-­‐LONGO, Cristina JW3.02D HOWIESON, Dr Stirling JW3.06 HILL, Derek JW3.06E LISTER, Jacqueline JW3.06 MacRITCHIE, David JW3.02 McNEISH, Colin JW3.02H PORTA, Professor Sergio JW3.06 REAT, David JW3.02F ROMICE, Dr Ombretta JW3.02J SUAU, Cristian JW3.06 WELSH, Peter ACADEMIC-­‐RELATED STAFF JW3.02L ALEXANDER, Aileen JW3.01 STOKES, Harry SECRETARIAL STAFF JW3.02B HARVEY, Lynne JW3.02B MIRREN, Catriona JW3.02B THOMSON, Ellen TECHNICAL STAFF AR112 BROWN, Charlie AR111Wshop GILLAN, Derek JW301 YOUNG, Kathryn Useful Numbers JW3.05 Departmental Library Direct Line 00 44 (0)141 548 + ext.) 12
Ext E-­‐mail address Head of Department Deputy Head of Department Director of Knowledge Exchange Director of Research/PSA Year Out 1 Director of Education 3995 3069 3171 3067 3996 [email protected] [email protected] [email protected] [email protected] [email protected] Part 1 Course Director Technology Studies Director Cultural Studies Director Year 5 Director Year 1 Director Year 2 Director PSA Year Out 2 Year 4 Director Part 2 Course Director/UD Director of Glasgow Project Office Year 3 Director 3009 3003 3985 3105 3011 3008 4282 3014 3017 3014 3173 3016 3012 3006 3201 3014 [email protected] [email protected] [email protected] [email protected] [email protected] c.gonzalez-­‐[email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] Administrator/UG Admissions Computing Officer 3002 3019 [email protected] [email protected] Admin Support Admin Support [Part 1] Admin Support [Part 2] 3023 3097 4219 [email protected] [email protected] [email protected] Chief Technician Workshop Technician Graphics Technician 3540 3545 3248 [email protected] [email protected] [email protected] 3015 YEAR 4 Handbook
2015/2016
Design Studies Briefs
2.1
AB 418 Architectural Design Studies 4A
2.2
AB 419 Architectural Design Studies 4B
13
YEAR 4 Handbook
2015/2016
Design Studies Briefs
________________________________________________________________________________
2.1 AB 418 Architectural Design Studies 4A
Introductory Project
When you grasp a door handle, you are doing more than just opening or closing a door, you are shaking
hands with the building.
Juhani Uolevi Pallasmaa
Handles matter because they are the first part of the building you touch and set up your whole experience of
the building.
Edwin Heathcote
A door handle is used to open or close a door. It can represent the first physical contact
we have with a building. It symbolises the introduction to a piece of architecture, how it
looks, how it feels, how it operates…
The boundary line between ourselves and the world is identified by our senses. All the senses, including
vision, are extensions of the tactile sense; the senses are specialisations of skin tissue, and all sensory
experiences are modes of touching, and thus related with tactility. The view of Ashley Montagu, the
anthropologist, based on medical evidence, confirms the primacy of the haptic realm: "[The skin] is the
oldest and the most sensitive of our organs, our first medium of communication, and our most efficient
protector… Touch is the parent of our eyes, ears, nose, and mouth. It is the sense, which became
differentiated into the others, a fact that seems to be recognised in the age-old evaluation of touch as ‘the
mother of the senses’"
Juhani Uolevi Pallasmaa
To Care (Part 1) – Hospice
It is not length of life, but depth of life.
Ralph Waldo Emerson
He who has a why to live can bear almost any how.
Friedrich Nietzsche
The project concerns the design of a Young Adults (16-25 years old) Hospice, to be sited
within a selected masterplan of Govan to the west of the City of Glasgow.
14
YEAR 4 Handbook
2015/2016
Hospice (Latin hospes, referring both to guests and hosts) is both a type and a philosophy of care that
focuses on the palliation of a terminally ill patient's symptoms.
Hospices (originally conceived by the Crusaders circa 1065) were established in the early 14th century
by the order of the Knights Hospitaller of St. John of Jerusalem, to provide refuge for travellers and care
for the ill and dying. Many of the foundational principles by which modern hospices operate were
pioneered in the 1950s by Dame Cicely Saunders.
She proselytised that terminally ill patients needed compassionate care to help address their fears and
concerns as well as palliative comfort for physical symptoms – which can be physical, emotional,
spiritual or social in nature. Saunders emphasised focusing on the patient rather than the disease and
introduced the notion of 'total pain', which included psychological and spiritual as well as the physical
aspects. You should acknowledge this research in your proposals.
Many children with a life-threatening or life-limiting condition now live into young
adulthood due to advances in medical care. The need for respite care to extend beyond
children’s services is important to meet the individual needs of these young people. The
journey to adulthood itself can be uncertain and because of illness young people and their
families can be faced with many challenges.
Young adults have their own unique needs that are different to those of children and a
children’s hospice no longer meets their individual requirements. Focused support
through this period of transition from children’s to adult services is essential.
The new facility would provide support for young people with palliative care needs. The
facility would provide care centred on privacy, dignity and independence.
Young adults are able to come to the new hospice for respite visits. These visits are
available throughout the year and can be booked to suit the needs of the young person.
Sometimes a visitor may stay for a couple of days, and at other times they may choose to
visit for a whole week.
Each young person is offered 14 nights respite each year. Young adults are provided with
privacy, dignity and independence during their visit and facilitate as many experiences for
them as possible. It is up to the individual to decide how they want to spend their respite
visit but is usually is a great opportunity to meet new people, try new things or relax.
Visitors usually book their respite in advance, but sometimes if an emergency occurs,
emergency support will be offered If parents or partners wish to stay, while a young
person visits, this is possible. A self-contained flat for families to use, should therefore be
considered.
Hospices rely on their architecture to do a significant amount of the passive palliative
work, setting the scene for people going through a traumatic experience. They are places
where people draw on strengths they may not have realised they had, in order to
maximise their own capacity to cope. The buildings should provide the chance for people
to read themselves differently, as individuals in unusually difficult circumstances, not as
patients, let alone terminally ill ones. The building must feel safe and welcoming. They
need to be small, and domestic in scale, yet retain a strong sense of dignity. The
architecture should exude hope, giving the users a place to turn to which is surprising,
thought provoking and even inspiring.
As well as stitching itself within the selected masterplan, the hospice should be designed
to increase the sense of connectedness between people: they are not alone in this
situation and people can find ways of moving forward from the crisis of a diagnosis. The
15
YEAR 4 Handbook
2015/2016
architecture should be thinking about the human relationships and assisting those
connections, presenting spaces that make people feel better rather than worse (like most
hospitals). As an architect, you must be aware of the balance of promoting infection
control whilst simultaneously retaining a sense of dignity for the user at all times. You are
asked to subject your own thesis ideology as to contemporary hospice design –
especially single-occupancy rooms versus ward strategy. Inherent social factors such as
culture, religion, sex, relationships and bespoke places of worship should be considered
in conjunction with fundamental considerations, such as maximising daylight and the
opportunity to be able to look out (and even step out) from inside to outside, should be
addressed. This must not however, be to the expense of simultaneously retaining a
strong degree of privacy for the more intimate spaces.
The hospice should serve as an interface, both physically and metaphysically. The
importance of the dichotomies of inside/outside, inclusion/exclusion, life/death - all
situated within its given location - is intrinsic in its design.
Design Development
The health of the eye seems to demand a horizon. We are never tired, so long as we can see far enough.
Ralph Waldo Emerson
The main facts in human life are five: birth, food, sleep, love and death.
E. M. Forster
During the studio, we will develop design proposals to a scale of 1:100 and 1:50
demonstrating an understanding of spatial organisation, programme response and
inherent structural and environmental systems.
Each of the two sites come with their own set of challenges and site specific needs.
It is therefore important to consider how your design proposal relates to issues of daylight
and lighting, its urban design impact and the massing that it will form and the relationship
between its exterior, Govan, the River Clyde and the City beyond. In particular, you
should investigate the relationship between the quality of the architecture and its impact
on the user’s experience.
Important also, will be varying scales required to meet the needs of those users.
The building should be approximately 1,200-1,500m2 including circulation.
External space is a requirement but it is at your discretion what the extent and location of
this is.
Schedule of Accommodation
•
•
•
•
16
Approximate size of the Hospice will be approximately 1,200-1,500m2;
Internal Accommodation;
Entrance (20m2);
Should be obvious, welcoming and not intimidating and include receptionist,
Accessible WC, Store;
YEAR 4 Handbook
2015/2016
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Small Cloakroom (10m2);
Relaxation Lounge/Area - a welcome/sitting/information/library area (20m2); from
which the layout of the rest of the building should be clear with as much natural
light as possible and with views externally to nature and internally to the social
spaces;
Office spaces for Clinical Staff and Non-Clinical Staff:
o Clinical Staff - Physio, Occupational Therapist, Doctors, Nurses, Play
Therapist;
o Non-Clinical Staff – Centre Head, Admin, Finance, Facilities Manager;
Multi-Disciplinary Space (30m2); a space within which private calls can be
made/taken close to bedrooms and should be located within the ward as one large
room;
Storage space (20m2); for stationary etc. accessible to the office space;
Space should be allocated for a photocopier, printer, server and other office
machinery (10m2);
Staff Changing facilities (40m2); with provision for showers, changing out of
uniforms etc.;
Kitchen and Dining Space (50m2);
Space provided for a large table (as it is normal that staff, young adults and family
members eat together at the same time), i.e. Community eating;
Multi-Purpose Room (40m2); a space sufficient to take a maximum of 14 people
lying down, should be capable of being soundproof when closed off and include
AV Equipment (including Equipment Store). Space for Pilates / Yoga / TV etc.;
Storage space (10m2);
Three counselling rooms for 3 or 4 people (3x12m2);
One complementary Therapy Room (15m2);
One Snoezelen / multi-sensory Room (25m2);
Two Consulting Rooms (2x12m2);
Clinical spaces for meetings with the Doctor;
4 Accessible WCs;
In accordance with the British Standards, be aware of visibility barrier requirements
on ingress and egress with the WCs;
Sanctuary / Multi Faith / Quiet Space including Ablutions (30m2);
10 Bedrooms (8 rooms for respite and 2 rooms for emergency admissions) at 25m2
each with En-suite facilities at 8m2 and in accordance with British Standards
(330m2); these are the key spaces in the building and should allow for an
individual’s privacy / dignity/ independence;
Viewing Room with Lounge (25m2), this is where the body would lie and the family
would spend time here until it is taken away by the undertaker. There would be no
need for a mortuary as it would be expected that the building would have between
5-10 deaths per year so it is very small scale;
Hydrotherapy Pool; a small scale 4m x 5m pool size and associated changing for
staff, Young Adult and Play Space;
Family Suite; comprising a lounge, 2no. En-suite bedrooms and a Kitchen space to
allow family members to stay;
Plant Room;
Refuse Area;
17
YEAR 4 Handbook
2015/2016
•
•
•
Note: Corridors will require to be approx. 2.5m wide to allow wheelchair
movement. It is usual that the young adults will have fobs so all doors open
automatically for their wheelchairs;
External Accommodation/Garden Areas should consider a continuous flow
between the hospice and garden spaces, and present an accessible public space
for people to share; consider how a garden can help invite you in through the door
from the street, the relationship between ‘inside’ and ‘outside’ are important, with
practical considerations about access, security and privacy. A ‘house’ protects
you from the ‘outside’; equally the ‘outside’ of a garden is a buffer to the ‘outside
world’. It is a place where you can feel sheltered but enjoy some of the kinder sides
of nature.
25 Car Parking spaces - close drop off is essential and there would likely be a
higher percentage of large disabled spaces for vehicles which are suitable for large
electric wheelchairs.
Hospice on the Edge of a Park, Lewis McNeill 2014-2015
Research
18
YEAR 4 Handbook
2015/2016
Reading:
Caring for the Dying Patient and the Family, Joy Robbins, Taylor & Francis, 1983
Hospice: Practice, Pitfalls, and Promise, Stephen R. Connor, Taylor & Francis, 1998
Medicine and Care of the Dying: A Modern History, Milton James Lewis, Oxford University Press US, 2007
End of Life Nursing Care, Belinda Poor & Gail P. Poirrier, Jones and Bartlett, Boston, 2001
Hospice and Palliative Care: The Essential Guide (2nd ed.), Stephen Connor, CRC Press, 2009
Hospice and Palliative Care: Concepts and Practice (2 ed.) Walter B. Forman, Denice Kopchak Sheehan
and Judith A. Kitzes, Jones & Bartlett Publishers, 2003
Last Rights: Rescuing the End of Life from the Medical System (revised ed.), Stephen P. Kiernan,
MacMillan, 2007
Hospice Care on the International Scene, Cicely M. Saunders and Robert Kastenbaum, Springer Pub. Co,
1997
Healing Spaces: The Science of Place and Well-Being, Esther M. Sternberg, M.D. The Belknap Press of
Harvard University Press, London, England, 2009
Lessons for Students in Architecture, Herman Hertzberger, 010 Publishers, Rotterdam
Ways of Seeing, John Berger, London, 1972
The New Metric Handbook, Davis Alder, London, 1999
The Environmental Design Pocketbook. Pelsmaker S.
Ching, F & Adams, C. 2000. Building Construction Illustrated. 3rd Edition. New York: John Wiley & Sons.
Herzog et al Timber Construction Manual Basel: Birkhauser
Schittich, C et al. 1999. Glass Construction Manual. Basel: Birkhauser.
Kind-Barkauskas, F et al. 2002.Concrete Construction Manual. Basel: Birkhauser.
Schulitz, H et al. 2001. Steel Construction Manual. Basel: Birkhauser.
Pfeifer, G et al. 2002. Masonry Construction Manual, Basel: Birkhauser.
Kolb J 2008 Systems in Timber Engineering Basel: Birkhauser
Peck M 2006 Concrete Design Construction Examples Basel: Birkhauser
Schink et al Roof Construction Manual Basel: BirkhauserForm, Space and Order, Ching
Seven Lamps of Architecture, Ruskin
An Architecture Notebook, Simon Unwin, London, 2000
Architecture, Subject is the Matter, Jonathan Hill, London, 2001
A Pattern Language, Christopher Alexander, Oxford University Press, New York, 1997
S, M, L, XL, O.M.A., Rem Koolhaas and Bruce Mau, Monacelli Press, 1995
The Design of Cities, Edmund N. Bacon, Thames and Hudson, London
Le Corbusier - An Analysis of Form, Geoffrey H. Baker, Van Norstrand Reinhold
19
YEAR 4 Handbook
2015/2016
Design Strategies in Architecture, Geoffrey H. Baker, Van Norstrand Reinhold
Conversations with Students, Louis Kahn
Thinking Architecture, Peter Zumthor
Atmospheres, Peter Zumthor
Between Humanism & Materialism, Alvar Aalto
Sverre Fehn: Works, Projects, Writings, Christian Norberg Schultz
Genius Loci: Towards a Phenomenology of Architecture, Christian Norberg Schultz
Jean Nouvel: The Elements of Architecture, Conway Lloyd Morgan
Vers Une Architecture, Le Corbusier, the Architectural Press, London
Complexity and Contradiction in Architecture, Robert Venturi, Butterworth Architecture
A View from the Front Line, Maggie Keswick Jencks, London, 1995
Modern Hospice Design, Ken Worpole, Abingdon, 2009
The Eyes of the Skin, Juhani Pallasmaa, Chichester, 2005
Viewing:
•
•
•
•
•
•
•
•
•
•
•
A Zed & Two Noughts (Peter Greenaway)
The Seventh Seal (Ingmar Bergman)
Cries & Whispers (Ingmar Bergman)
The Fountain (Darren Aronofsky)
The Tree of Life (Terrence Malick )
Maborosi (Hirokazu Koreeda)
Lightning over Water (Wim Wenders and Nicholas Ray)
Seven Pounds (Gabriele Muccino)
21 Grams (Alejandro González Iñárritu)
Blue (Derek Jarman)
Death in Venice (Luchino Visconti)
Precedents
•
•
•
•
Maggie’s Centres, UK by Page/Park, Reiach & Hall, Richard Murphy, Frank Gehry,
Zaha Hadid, Rem Koolhaas, Richard Rogers, Piers Gough et al
Robin House, Balloch, Scotland by Gareth Hoskins
Hospice Søndergård, Måløv, Denmark by Henning Larsen
The Hospic Building, Ljubljana, Slovenia by dans arhitekti
Submission
20
YEAR 4 Handbook
2015/2016
•
•
•
•
•
•
•
Location Plan (1:1,250)
Site Plan (1:500)
Curtilage Plan to include neighbouring context (1:200)
Plans, Sections and Elevations (1:100/1:50)
Site Model(s), Development Model(s) and Design Model(s) at appropriate scales.
Perspective Sketch(es) / 3D Renderings
An A3 Environmental Strategy Booklet containing explanations of the heating,
ventilating and lighting strategies for the Hospice. The booklet should also discuss
the energy supply strategy including the potential incorporation of low or zero
carbon technologies.
Please refer to the Module Descriptor as a contained in the year handbook for expected
Learning Outcomes and Programme expectation. Assessment is in both Formative and
Summative fashion and conditions will include, but not limited to, the ARB/RIBA criteria
enumerated therein.
A detailed table of contents to be used to compile the Design Statement will be issued in
the studio at the start of the project.
21
YEAR 4 Handbook
2015/2016
22
YEAR 4 Handbook
2015/2016
________________________________________________________________________________
2.2 AB 419 Architectural Design Studies 4B
To Care (Part 2) – Bath House
Introduction
Healing is a matter of time, but it is sometimes also a matter of opportunity.
Hippocrates
Health is the greatest gift, contentment the greatest wealth, faithfulness the best relationship.
Buddha
The project concerns the design of a Bath House, to be sited within a selected
masterplan of the District of Govan, to the west of the City of Glasgow.
This project will complement your previous design from Semester 1, and must be
conscious of its relationship with its partner - in addition to its own unique responsibilities
to context and programme.
Public Baths originated from a communal need for cleanliness, becoming incorporated into the social
system as meeting places. Bathing is the washing or cleansing of the body, with its principle purpose for
personal hygiene, however it is also a preventative measure to reduce the incidence and spread of
disease. From the 1840s, hydrotherapy (hydropathics) was established across Britain, with Scotland
particularly well represented. Hydrotherapy involves the use of water for pain-relief and treating illness,
having been recorded historically in ancient Egyptian, Greek and Roman civilizations. Other cultures
noted for a long history of hydrotherapy include China and Japan (Onsen) which predate the Romans
(Thermae). In addition Balneotherapy (Latin: balneum, "bath") is the treatment of disease by bathing,
considered distinct from hydrotherapy, albeit with similar practices and underlying principles. Your
design should take cognisance of these responsibilities in addition to the buildings inherent programme.
Some of the earliest descriptions of western bathing practices originate in Greece, who began bathing
techniques that formed the foundation for modern spa procedures. Similarly, the Roman bath became a
focal centre for social and recreational activity and in many ways; baths were the ancient Roman
equivalent of modern community centres. The Romans emulated many of the Greek bathing practices,
surpassing the Greeks in the size and complexity of their baths. They elevated bathing to a fine art and
their Bath Houses manifest these advancements. They were called Thermae, with a Public Bath
composed of three principal rooms: the caldarium (hot bath), the tepidarium (warm bath) and the
frigidarium (cold bath) all accessed from the Atrium, which served as a promenade for visitors to the
baths. The various components of the bathing ritual, (undressing, bathing, sweating, massage, and
resting), required separated rooms which the Romans constructed to accommodate those functions and
their designs are discussed by Vitruvius in De Architectura. The Thermae had many attributes in addition
to the baths: libraries, spaces for poetry recitals, and restaurants, such as at Caracalla, Diocletian & the
Baths of Trajan.
The elaborate rituals, and the resultant architecture, served as precedents for later European and
American Baths facilities, with their modern equivalent becoming a synthesis of library, art gallery, mall,
restaurant, gym, and spa. Having demonstrated a more humane approach to public buildings from your
previous design, you should consider how to modify and manipulate the brief you have been set, to
establish an exemplar centre for bathing within the formal park structure of your site.
Culturally, famous baths are as diverse as the famous Gymnasium in Ancient Greece to the Esalen
Institute at Big Sur, California, USA. Roman style public baths were reintroduced to Britain, by returning
Crusaders in the medieval period, with bathing taking place in public Bath Houses. In Western Europe,
the Turkish Bath (Hammam) as a method of cleansing and relaxation became popular during the
Victorian era, with formal garden spaces and opulent architectural arrangement equal to those of the
Romans reappearing by the end of the eighteenth century. Variations such as the Turkish Hammam (In
particular the Çemberlitas Hamamı by Sinan) are distinguished by a focus on water, as distinct from
ambient steam, for example. In Eastern culture, Onsen & Sento are a type of Japanese communal bath
23
YEAR 4 Handbook
2015/2016
house, quite utilitarian with one large room whilst the Jjimjilbang comprises a large, gender-segregated
public bathhouse, in Korea. Other exemplars, though not exhaustive, include Bathhouse Row, which are
a collection of Bath Houses in Arkansas, USA, the Russian Banya, the Sweat Lodge ceremonial sauna
(Native American) and the Saunas of Finland.
Through research and intense investigation, referencing appropriate precedents, you
should propose a new paradigm for bathing on your site. The ensuing dialogue your
architectural proposal will have with your hospice design will be enriched by the wider
conversation with Govan, the River Clyde, the City of Glasgow and the culture of healing
with water itself.
Design Development
Water, air, and cleanness are the chief articles in my pharmacy.
Napoleon Bonaparte
Water is the driving force of all nature.
Leonardo da Vinci
We will develop design proposals to a scale of 1:200 and 1:100 demonstrating an
understanding of spatial organisation, programme response and structural and
environmental systems, Each site comes with its own set of challenges and site-specific
needs. It is therefore important to consider how your design proposal relates to issues of
daylight and lighting, urban design impact and the buildings form, massing and the
exterior dialogue to its context. In particular, you should investigate the relationship
between the quality of the architecture and its impact on the user’s experience. Important
also, will be varying scales required to meet the needs of those users.
The building should be approximately 3,200m2 (including circulation).
External space is a requirement but it is at your discretion what the extent and location of
this is.
Schedule of Accommodation
Approximate size of the Bath-House will be 3,200m2.
Internal Accommodation:
•
•
•
•
•
•
•
•
•
•
24
Entrance & Reception (100m2);
Offices (75m2) - (For Management, Staff and Facilities Management);
Gift Shop (For towels etc.) (25m2);
Salon (Hair & Beauty etc.) (50m2);
Waiting Area (50m2);
Restaurant & Kitchen (300m2);
Changing Rooms & WCs (250m2);
Shower Rooms & WCs (150m2);
10 Treatment Rooms - Including Physiotherapy & Hydrotherapy facilities (200m2);
Gymnasium (500m2) and 4 no. Massage Rooms (50m2);
YEAR 4 Handbook
2015/2016
•
•
•
•
•
•
•
Steam Rooms/Saunas/Saunarium/Turkish Baths (200m2);
Indoor Bath/Outdoor Bath/Fire Bath/Ice Bath (600m2);
Main Spa Pool/Bath (600 m2);
Rest Space (50m2);
Utility Rooms (25m2);
Plant Room (150 m2);
Refuse Area (25m2).
External Accommodation:
•
•
•
Outdoor Pool/Bath;
50 Car Parking spaces;
Landscaping (incorporating connection to Hospice project).
A Bath House in the Park, Andrew Thomson 2014-2015
25
YEAR 4 Handbook
2015/2016
Research
Reading:
Healing springs: the ultimate guide to taking the waters: from hidden springs to the world's greatest spas,
Nathaniel Altman, Inner Traditions / Bear & Company, 2000;
The Complete Book of Water Healing, 2nd ed., Dian Dincin Buchman, McGraw-Hill Professional, 2001;
‘Balneotherapeutics’, Hugh Chisholm, Encyclopædia Britannica (11th ed.), Cambridge University Press,
1911;
The Springboard in the Pond, Thomas van Leeuwen;
The New American Swimming Pool, James Grayson Trulove;
Place, Authorship & the Concrete: Three Conversations with Peter Zumthor, Steven Spier, ARQ, vol. 5, No.
1 (First Interview);
Lessons for Students in Architecture, Herman Hertzberger, 010 Publishers, Rotterdam;
Ways of Seeing, John Berger, London, 1972;
The New Metric Handbook, Davis Alder, London, 1999;
Form, Space and Order, Ching;
Seven Lamps of Architecture, Ruskin;
An Architecture Notebook, Simon Unwin, London, 2000;
The Environmental Design Pocketbook. Pelsmaker S.
Ching, F & Adams, C. 2000. Building Construction Illustrated. 3rd Edition. New York: John Wiley & Sons.
Herzog et al Timber Construction Manual Basel: Birkhauser
Schittich, C et al. 1999. Glass Construction Manual. Basel: Birkhauser.
Kind-Barkauskas, F et al. 2002.Concrete Construction Manual. Basel: Birkhauser.
Schulitz, H et al. 2001. Steel Construction Manual. Basel: Birkhauser.
Pfeifer, G et al. 2002. Masonry Construction Manual, Basel: Birkhauser.
Kolb J 2008 Systems in Timber Engineering Basel: Birkhauser
Peck M 2006 Concrete Design Construction Examples Basel: Birkhauser
Schink et al Roof Construction Manual Basel: Birkhauser
Architecture, Subject is the Matter, Jonathan Hill, London, 2001;
A Pattern Language, Christopher Alexander, Oxford University Press, 1997;
S, M, L, XL, O.M.A., Rem Koolhaas and Bruce Mau, Monacelli Press, 1995;
The Design of Cities, Edmund N. Bacon, Thames and Hudson, London;
Le Corbusier - An Analysis of Form, Geoffrey H. Baker, Van Norstrand Reinhold;
Design Strategies in Architecture, Geoffrey H. Baker, Van Norstrand Reinhold;
26
YEAR 4 Handbook
2015/2016
Conversations with Students, Louis Kahn;
Thinking Architecture, Peter Zumthor;
Atmospheres, Peter Zumthor;
Between Humanism & Materialism, Alvar Aalto;
Sverre Fehn: Works, Projects, Writings, Christian Norberg Schultz;
Genius Loci: Towards a Phenomenology of Architecture, Christian N. Schultz;
Jean Nouvel: The Elements of Architecture, Conway Lloyd Morgan;
Vers Une Architecture, Le Corbusier, the Architectural Press, London;
Complexity and Contradiction in Architecture, Robert Venturi, Butterworth Architecture.
A detailed table of contents to be used to compile the Design Statement will be issued in
the studio at the start of the project.
27
YEAR 4 Handbook
2015/2016
Compulsory Classes
________________________________________________________________________________
3.1
AB 420 Cultural Studies 4: DISSERTATION
General Aims
The Architectural Dissertation is a chance to identify, define, explore and articulate an
area of investigation of interest to the student aligned to the research carried out in the
Department; this investigation should be descriptive, analytical and critical. The student
will develop an argument and demonstrate their position using evidence from research.
The Dissertation should be a piece of original academic writing of 10,000 words
incorporating relevant illustrations and references unless this would disadvantage
students with disability/special requirements. In such cases, the Dissertation may be
produced in other formats as agreed between the Dissertation Convenor, the Supervisor
and the Student.
The content of the work will be drawn from a study of literature in a chosen area,
fieldwork and/or experimental investigation, followed by informed evaluation and/or
speculation. Whatever the format, the Dissertation must demonstrate competence in the
following outcomes:
•
•
•
•
•
Research and investigate existing bodies of knowledge that will give you new
information on one or more subjects related to architecture;
Select, identify, incorporate and acknowledge in your work pertinent material
drawn from others;
Make assumptions, develop an argument and demonstrate with evidence your
position
Communicate your position through verbal, written, graphic and visual means;
Summarise critically the evidence gathered and draw conclusions.
Please refer to the Module Descriptor for Detailed Learning Outcomes and Criteria of
Assessment.
Seminars
A short series of compulsory seminars will precede the production of Dissertations to
clarify expectations and to provide guidance to students.
They provide indications on how to approach a topic; the learning outcomes you are
expected to fulfil by the conclusion of the work, structuring the work, how to manage time
and how to carry out research.
Indicative content of Seminars:
•
•
•
•
28
Time Management
Academic Writing
Widening your Research
Academic Standards
YEAR 4 Handbook
2015/2016
Coursework / Submissions deadlines
Students are required to produce 2 interim submissions of approx. 1500 (October) and
4000 words (January) respectively and a final dissertation document of 10,000 words
incorporating illustrations and references. Alternative formats for students with special
requirements will be agreed in advance with the Dissertation Convenor, Disability Advisor,
Supervisor and the Student. Students will receive indicative feedback showing progress
following the January submission. This is for guidance only and will not contribute to the
final mark. October (formative), January (formative) and March (summative).
Semester 1
Interim submissions Weeks 4 and 13/14
Semester 2
Final submission Weighting 100 % Week 8
A complete copy of the Project/Assignment submission, plus a record of progress and
any associated activity must be retained by the individual student in their Academic
Portfolio.
DISSERTATION: General requirements
Our architecture course requires all students in Honours Studies Year 4, and normally
Non-graduating Direct Entry students to submit a Dissertation.
The Dissertation is the final assessed conclusion of your research and writing undertaken
for AB420 Cultural Studies 4 and is worth 40 credits. It is a compulsory subject of the
curriculum.
We strongly recommend that each student consults the following text during the year:
Borden & Ruedi, 2014, Dissertation: A Guide for Architecture Students (3rd edition)
Abingdon, Oxon: Routledge.
The Dissertation is an opportunity for you to focus your work for a limited but
concentrated period of time on an aspect of architecture that interests you and that you
want to investigate with particular attention.
The Dissertation should benefit from the pool of Options offered over the year. You
should use the understanding gained from these classes for independent work, and in
particular in researching, developing and managing the dissertation. Where appropriate,
students should take advantage of the expertise on particular topics offered by tutors in
the Optional Classes.
The Dissertation could allow you to develop an area of specialised interest and expertise
with a view to further study at higher degree level.
29
YEAR 4 Handbook
2015/2016
Prizes, awards and nominations
The Frank Arneil Walker Dissertation Prize will be awarded to the best BSc
dissertation dealing with an historical aspect of architecture. An additional prize
may be awarded by the Department to the best Dissertation in the year if it is outwith the category above. John Smith & Son Bookshop has contributed book
tokens towards our prizes for a number of years.
• The Department will also nominate an excellent submission for the RIBA
Dissertation Medal http://www.presidentsmedals.com/default.aspx
• The Jonathan Sime Award for dissertations in the area of environment-behaviour
studies. This is a National prize open to all students in Social Sciences.
• The Institute of Historic Building Conservation Gus Astley Award a national
award recognising outstanding examples of coursework relating to historic environment conservation
Students should look out for writing competitions associated with the professions.
•
Selecting a dissertation topic
Each Dissertation student will carry out the work under the supervision of a member of
academic staff. Students will choose from a list of topics aligned to the research carried
out in the Department and propose a title and approach to their chosen topic. Students
may propose a topic out-with the published list of topics but will be encouraged to align
their topic with the research areas listed. Student and Supervisor will work together
throughout the year; they will organise and manage work together; they will keep each
other and the Dissertation Convenor informed on the progress of the work.
Managing the work
The completed Dissertation is a substantial part of your Degree. As such, it requires
commitment, dedication and organisation of your time. You should take note of the
suggestions offered in the handbook and during the seminars, and refer to your
supervisor or the Dissertation Convenor when you have doubts or questions.
You are working towards the completion of a document, which will contain:
•
•
•
•
•
An introduction, which declares aims, outlines the structure and methods to be
adopted in the study, and provides appropriate contextual information
A main body of work appropriately subdivided into chapters, sections, etc. that
presents your argument and resolves it throughout
A conclusion that summarises findings and makes pertinent inferences
Illustrations, diagrams, appendices, etc. as may be necessary, including a
comprehensive bibliography
A signed Declaration that the work presented is the original work of the student
author
Interim submissions: methodology of work, structure and contents
30
YEAR 4 Handbook
2015/2016
Students are required to hand in a Dissertation Proposal (Week 1) and 2 interim
submissions, respectively an Abstract or Research proposal with annotated bibliography
and a Developed Structure (refer to the Timetable for details). Each submission is a
compulsory component of satisfactory completion of this class.
Late interim submissions carry a penalty of 5 and 10 marks of the final mark respectively.
Non-submission of interim work will result in final work being awarded a maximum mark
of 40%.
Semester 1, Week 1-4: Introductory Seminars
The series of compulsory Seminars will help you develop the work according to the
Department’s standards, and to keep you on track with your submissions. They provide
indications on addressing a topic; the learning outcomes you are expected to fulfil by the
conclusion of the work; the means of delivery of your dissertation i.e. the structure of the
work; how to manage your time and how to carry out research, how to avoid plagiarism,
and academic referencing
Attendance at all Seminars is compulsory and failure to attend, unless justified by a valid
reason, will result in a penalty of 5 points from your final mark.
DISSERTATION: What, How, When
Semester 1, Week 1: Submission of Dissertation Proposal
In Week 1, you are required submit your chosen topic proposal using the guidelines on
the template (appendix 5) with supporting text and notes to Ellen Thomson, Secretary
Part 2 (JW 3.02B). Once you have been allocated a supervisor you are expected to
contact them and make an appointment to discuss your approach to the topic for your
Dissertation.
Semester 1, Week 4: Submission of Draft Abstract/Research Proposal and initial text
After attending all Seminars and meeting your supervisor, you will start working on
refining your Dissertation proposal. You are required to prepare an abstract or a research
hypothesis which is a detailed outline of your proposed study. This should contain a
statement on what you will be doing, and a rough idea of how you will manage the
workload. Borden & Ruedi (2014) provide a useful structure for this document:
Title and statement of research problem/question (hypothesis or draft abstract);
•
•
•
•
•
Aims and objectives, academic context and methodology;
Initial list of contents including draft chapter headings and initial text;
Possible outcomes or conclusions;
Initial annotated bibliography;
Student’s personal timetable of work.
As a conclusion of this phase, you are expected to submit two copies of the
Abstract/Research Proposal to Ellen Thomson, Secretary Part 2, the General Office
(JW3.02B) and an electronic copy on Myplace; it will be assessed by your supervisor.
31
YEAR 4 Handbook
2015/2016
You should normally receive written/tutorial feedback from your supervisor within 2-3
term-time weeks from your submission.
Failure to submit the Abstract/Research Proposal by the due date, unless justified by a
valid reason, will result in a penalty of 5 points from your final mark.
By Semester 1, Week 13/14: Developed Structure
The Developed Structure is a fundamental part of your work. By now, you will have
carried out a major part of the research, consulted references, carried out investigation,
have results/data/literature review and have clear directions for the final development of
your work. This is the stage to demonstrate you have done all the above in a clear,
organised manner. This submission should therefore contain:
1.
2.
3.
4.
5.
6.
Title;
List of contents;
List of figure and key images/graphs/sequences;
Hypothesis or draft abstract;
Introduction (intentions, main argument, methodology);
Structure containing chapter headings and developed contents including ministatements and indicative conclusions of each chapters or graphic/visual
documentation of the sequence of the arguments;
7. Overall conclusions/expected outcomes/recommendations;
8. Use of evidence, exemplars and resources including appropriate
acknowledgement of sources and citation of references;
9. Developed bibliography.
Make sure that you do not concentrate on individual parts until a clear structure and
contents are agreed. Supervisors need to check that the student takes a position on the
topic, that arguments have a sound theoretical base and that the dissertation shows
balance between its parts.
As a conclusion of this phase, you are expected to submit to Ellen Thomson, Secretary
Part 2, the General Office (JW3.02B) two copies of the Developed Structure and an
electronic copy on MyPlace; it will be assessed by your supervisor and if necessary the
Dissertation Convenor. You should normally receive written and tutorial feedback from
your supervisor within 2-3 term-time weeks from your submission.
Failure to submit the Developed Structure by the due date, unless justified by a valid
reason, will result in a penalty of 10 points from your final mark.
By Semester 2, Week 8: Final Dissertation
The final dissertation will be a piece of work that can demonstrate:
•
•
•
•
•
•
•
•
32
that the work is original to you;
that others’ work has been researched and acknowledged;
it has implied study and research;
it has applied interpretative/analytical frameworks;
you have asked questions;
you have come up with new information/interpretations;
it has increased your knowledge;
it has contributed something to the architectural field.
YEAR 4 Handbook
2015/2016
It will contain an introduction/preamble, a main body of work, and a conclusion.
Additionally, other compulsory parts include:
1.
2.
3.
4.
5.
6.
7.
8.
Title: title, name, degree, school, faculty, university, date;
Declaration: on authorship;
Table of Contents: page numbers;
Table of Illustrations: figure numbers and sources;
Acknowledgements (optional);
Glossary of Abbreviations: when required;
Abstract;
Bibliography: see referencing system.
According to the format of your Dissertation, you will have to agree with your supervisor
the best and most appropriate means to provide the above information.
Failure to submit the final dissertation by the due date will result in a maximum mark of
40%.
A complete copy of the project submission plus a record of progress and any associated
activity must be retained by the individual student in their Academic Portfolio.
Final submission
Submit to Ellen Thomson, Secretary Part 2, the General Office (JW.3.02B) two copies of
the Final submission and a complete electronic copy on MyPlace. The electronic copy
must be the same version as the printed copy.
Methodology
The dissertation must be an original piece of research in that it must be undertaken by
you and properly acknowledge the work of others (Borden & Ruedi 2014).
As such, you are required to face a topic of interest from your own perspective; to do so,
you will need to be clear on what approach to use, whether empirical, analytical,
historical, critical, personal, sociological. Make sure you have this question clear in your
mind from the start; refer to Borden & Ruedi, 2014, 2006) for a detailed description of the
aforementioned approaches. See also the handout “Hints and Tips” on MyPlace.
Referencing and plagiarism
Producing a dissertation requires you to use references, a bibliography and if appropriate
footnotes. The appropriate citation of sources/references is a condition of the written
dissertation and demonstrates good academic practice and should be used in other
formats as well.
References are indications on the source from which you extracted (directly or indirectly)
information. They refer to the book, article, chapter such information comes from. Our
Department recommends you use the Harvard system (see below).
Footnotes are additional information which you provide outside the main text; they add
detail to your arguments that you cannot provide elsewhere; they are provided at the
33
YEAR 4 Handbook
2015/2016
bottom of a page or chapter and if used should be kept to a minimum (Borden & Ruedi,
2006).
Bibliography it should contain a list of the bibliographical material you used in your
dissertation, directly (sources you effectively used and refer to) or indirectly (material you
used to develop your work, but to which you have made no specific direct reference). You
will find a repertoire of referencing examples in Appendix 6.
Plagiarism: The University of Strathclyde – Research Code of Practice, has a clear policy
on plagiarism. Plagiarism is considered academic misconduct and therefore is subject to
academic and disciplinary procedures. It is defined as “using someone else’s ideas or
phrasing and representing those ideas or phrasing as your own, either on purpose or
through carelessness …” (http://webster.commnet.edu/mla/plagiarism.htm).
You are required to use a comprehensive number of sources and to provide references to
them throughout your dissertation; the guidelines on referencing in Appendix 6 (below)
will help you avoid committing plagiarism. Contact your supervisor or the Dissertation
Convenor if you have any questions.
Consult the following Student Guide on Good Academic Practice and the Avoidance of
Plagiarism (Approved by Senate June 2009) before you start the work:
http://www.strath.ac.uk/media/ps/cs/gmap/academicaffairs/policies/student-guide-toacademic-practice-and-plagiarism.pdf
Remember that you are required to fill in a declaration form when handing in
assignments. When you sign this form you are stating that your work contains no
unacknowledged text and all quotations have been distinguished by quotation marks and
all sources of information, text, illustrations have been specifically acknowledged. Just
reading the form and signing it will not protect you from committing plagiarism therefore
you must follow the guidelines given in ‘Academic Standards for Creative Work’
(Appendix 6).
Ethics approval
The University of Strathclyde Ethics Committee has a clear policy relating to clearance for
undertaking research involving human subjects. All students seeking clearance for
investigations involving a survey and/or interviews of people must complete a form and
obtain approval for their work from the Departmental Ethics Committee BEFORE carrying
out any work. A copy of the form is available on MyPlace. Copies of templates for
developing Participant Information Sheets and Consent Forms can be found @
http://www.strath.ac.uk/ethics/informationsheetandconsentform/ For further information
on the Ethics Approval process please contact the Chair of the Departmental Ethics
Committee, Dr Andrew Agapiou.
Criteria of assessment
All interim submissions will be assessed jointly by your supervisor and if necessary the
Dissertation Convenor; you should receive written feedback on your work.
34
YEAR 4 Handbook
2015/2016
All final submissions will be marked by the supervisor and a second marker; Thematic
Groups may also assess selected Dissertations to guarantee comparability of quality
within the group. The Dissertation Convenor, together with the Head of Department where
necessary, will assess the comparability of Dissertations throughout the year.
Dissertations will be marked according to the following broad criteria. See more detailed
descriptions in the Module Descriptor:
1. Structure, quality of the argument and synthesis:
The application and synthesis of research in the chosen field demonstrating
original thinking and/or speculation. An appropriate structure for the argument,
logically arguing a position and drawing conclusions
And then:
2. Knowledge and Understanding of the subject and the appropriate use of academic
evidence and resources:
The piece should demonstrate; knowledge and understanding of the subject and
related subjects and arguments in the chosen field; an appropriate philosophical
approach that reveals an understanding of current architectural issues; originality in
the application of subject knowledge. Production of documentation which is clear,
analytical and logical, acknowledging appropriate academic sources in line with
guidance on academic standards and academic citation/referencing.
3. Ability to question the issues proposed in the topic:
The ability to independently define, and critically appraise ideas in relation to the
work of others and where appropriate, to test new hypotheses and speculations
and/or theory in a cultural context
4. Production and execution:
Produce a document using appropriate creative media incorporating visual and
written communication methods demonstrating clarity, accuracy and attention to
detail.
DISSERTATION – APPENDIX 1: Written dissertation requirements
A written Dissertation is a piece of academic writing of approximately 10,000 words incorporating relevant
illustrations and references.
Learning Outcomes, general requirements and timetable correspond to the general description provided in
the main text of the Handbook.
Specific requirements for a written dissertation are:
Abstract/Research Proposal with notes and bibliography= 1500 words
•
•
•
•
•
•
•
Title and subject matter
Aims and objectives
Statement of research problem
Initial list of contents-sub headings and initial text
Possible outcomes/conclusions
Initial annotated bibliography
Student’s personal timetable
35
YEAR 4 Handbook
2015/2016
Developed Structure = 4000 words
•
•
•
•
•
•
•
•
Title and list of contents
List of figures and Key images/graphs/sequences
Hypothesis or draft abstract
Introduction (intentions, main argument, methodology)
Structure containing mini-statements and indicative conclusions of each chapters
or graphic/visual documentation of the sequence of the arguments
Overall conclusions/expected outcomes
Use of evidence & resources including references
Developed bibliography
Final submission = 10,000 words.
The final document should be organised as follows:
•
•
•
•
•
•
•
•
•
•
•
•
Cover: title, name, degree, school, faculty, university, date. The cover may be illustrated
Title Page: title, name, degree, school, faculty, university, date
Declaration: on authorship and acknowledgement of sources
Table of Contents: page numbers
Table of Illustrations: figure numbers and sources
Acknowledgements (optional) : names, individual, corporate
Glossary of Abbreviations: when required
350-500 word abstract
Introduction or Preface: definition of remit, purpose, scope and methodology
Chapters: each chapter should contain title, text, references
Conclusion: summary of findings and pertinent inferences
Bibliography: see referencing system
DISSERTATION – APPENDIX 2: Tips for structuring the work
The organisation and progression of arguments can help the clarity and logic of the work. In general, the
work should be organised in three main sections: introduction, main text and conclusion.
Introduction (say what you will say): Objects of study, interpretative ideas, academic context, methodology,
structure, support cases.
Main text: (say it). What you ‘promised’ to do in the introduction. Pay particular attention to:
1. the division into sub-sections;
2. the balance of arguments, not to overload the reader with tedious and useless details, to stress
what is really relevant to your narration;
3. the focus of each section;
4. how you link the sections together in a way which guarantees continuity/fluidity of reading and
argument.
Conclusion (say what you have said). Summary statement, speculation on what you have/have not
achieved, recommendations, suggestions for further research.
To help you organise the dissertation, keep in mind the following questions when you work on the main
body of the dissertation, when you re-cap the process in the introduction and when you finalise things in
the conclusion.
1.
2.
3.
4.
5.
36
Who are the intended readers?
What did you do?
What happened?
What do the results mean in theory?
What do the results mean in practice?
YEAR 4 Handbook
2015/2016
6. What is the key benefit to readers?
7. What remains unresolved?
Example:
A way to organise a dissertation on a given topic might be structured as follows:
•
•
•
•
•
Background & Context (current) of the topic
Methods & Findings
Analysis & Interpretation
Themes and Issues
Conclusions & Recommendation
37
YEAR 4 Handbook
2015/2016
DISSERTATION – APPENDIX 3 : Writing suggestions: Language of Educational
Literacy (from: Bill Johnston, Centre for Academic Practice)
!!
Structure words
The following words can be
used to detail points/ sections
within a text (written or spoken).
Link words
These words connect
sentences/paragraphs and make
text flow in a sequence.
Cue words
These words tell a reader what
is being done -they specify the
intellectual process being
carried out.
Introduction
Background
Context
Rationale
Examples
Discussion
Methodology
Analysis
Themes
Findings
Design
Assessment
Appraisal
Issues
Questions
Review
Structures
Purposes
Outcomes
Interpretation
Topics
Motifs
Direction
Conclusions
Recommendations
Connection by addition:
Account for
Analyse
Argue
Assess
Compare/Contrast
Criticise
Define
Describe
Discuss
Evaluate
Explain
Identify
Illustrate
Interpret
Justify
Prove
Reconcile
Relate
Review
State
Summarise
And
Also
Further
In addition
Connection by counterpoint:
However
By contrast
Yet
But
!
DISSERTATION – APPENDIX 4: Declaration
Department of Architecture University of Strathclyde
•
•
•
•
•
•
Department of Architecture University of Strathclyde
AB 420 Dissertation
BSc Architectural Studies
BSc Architectural Studies with European Studies
MArch/Pg Diploma Advanced Architectural Design
MArch Advanced Architectural Design International
Declaration:
“I hereby declare that this dissertation submission is my own work and has been composed by myself. It
contains no unacknowledged text and has not been submitted in any previous context. All quotations have
been distinguished by quotation marks and all sources of information, text, illustration, tables, images etc.
have been specifically acknowledged. I accept that if having signed this Declaration my work should be
found at Examination to show evidence of academic dishonesty the work will fail and I will be liable to face
the University Senate Discipline Committee.”
NAME:__________________________________________________________________________________________
SIGNED:____________________________________
38
DATE:__________________________________
YEAR 4 Handbook
2015/2016
DISSERTATION – APPENDIX 5: Topic Choice and Initial Proposal
Please use the headings in the form below to structure your topic proposal. Please indicate your chosen
topic of study and a proposed title/ research question(s) for discussion.
All forms must be returned to Ellen Thomson Secretary (Part 2).
Your full name (CAPITALS)
Registration Number
Topic chosen from list (copy the
Or Proposed topic (if not chosen from list)
table
heading
and
the
topic
from
the
list)
Initial Draft Title and Statement of Research Problem/Question
Aims and Objectives
Research context/methods
Possible outcomes/recommendations/conclusions
Initial Ideas for Chapter Headings
Initial Bibliography (at least 6 titles you have read or are going to read and think might be useful and why
DISSERTATION – APPENDIX 6: Academic standards for creative work
Includes essays, drawings, plans and elevations, electronic submissions/ or how to avoid plagiarism and
other forms of academic dishonesty.
The University regards academic dishonesty as a serious offence. Cases of academic dishonesty are dealt
with rigorously in accordance with the University procedures set out in the document ‘Dealing with
Instances
of
Possible
Academic
Dishonesty
by
Students’
which
is
available
at:
http://www.strath.ac.uk/media/ps/cs/gmap/academicaffairs/policies/student-­‐guide-­‐to-­‐
academic-­‐practice-­‐and-­‐plagiarism.pdf In the first instance, if there appears to be evidence of academic dishonesty in a piece of work submitted by
a student, the student will be contacted by the tutor concerned, informed of the evidence and invited to
respond. The tutor will also inform the Course Director. Should the allegation of academic dishonesty be
upheld, the Course Director will inform the student in writing, a copy of the letter will be placed in the
39
YEAR 4 Handbook
2015/2016
student’s departmental file and the submission be given a mark of 0 (zero). In cases that are deemed more
serious, the Head of Department will be involved in deciding the appropriate course of action. Serious
cases can ultimately result in preventing a student from progressing or graduating.
Examples of academic dishonesty include:
•
•
•
Plagiarism: using someone else’s ideas or phrasing and representing those ideas or phrasing as
your own, either on purpose or through carelessness.
Commissioning, stealing or acquiring: submitting an assignment done by another person as the
student’s own work
Collusion: the representation of a piece of unauthorised group work as the work of a single
candidate
In the course of their work, architects and engineers study the designs and buildings of others both as a
source of inspiration and to research the method and detail of construction. This is commonly referred to as
studying ‘precedent’ i.e. studying an established building or method of design. It is accepted that in order
to create new designs, it is necessary to study those that have come before. However, this is not the same
as copying the work of someone else and passing it off as your own. You can use ideas and even details
from another architect/engineer’s work but you should always acknowledge them by accurate referencing.
Referencing can take the form of labelling photographs or drawings or details used for inspiration with the
creator’s/designer’s name or, if this is not available, the name of the book or journal you sourced them
from. In the case of written work, you should use full bibliographic referencing.
Students should note that all course submissions including written work, drawings, plans, elevations or
photographs and electronic documents must be accompanied by a formal signed declaration by each
student declaring that:
•
•
•
•
This is your own work
I have referenced /labelled all documents/images used according to the Harvard system set out in
the Course Handbook (outlined below)
I have not copied another student’s work in any way
I acknowledge that I will ultimately be referred to the Senate Discipline Committee if after signing
this document it is found that my work shows signs of academic dishonesty
Referencing System
The Harvard referencing system is the standard system for use in The Department of Architecture. General
guidelines are given below. For more information, refer to Jacqueline Lister.
Harvard System: Referencing
In your work, you will refer to sources/authors. Every time you reproduce someone’s thought/idea/work,
you will need to acknowledge it in the text. The quotation or idea is followed by brackets containing the
author’s surname, the date of the publication you are using and the page number you are taking the
quotation/idea from.
A direct quotation should be enclosed in inverted commas and should appear in your text like this:
The study tried to combine design research and participation to use “the conceptual contribution that
clients, users, and the public-as well as architects-can make in the process of giving …[spaces] meanings”
(Groat, 1982:16).
If you are quoting an author’s ideas, but not using his/her exact words, the quotation should appear in your
text like this:
Urban design, design review and development decisions are the three factors that shape the built
environment and therefore affect the way in which urban communities perceive and experience it and how
they react to it (Nasar, 1998).
40
YEAR 4 Handbook
2015/2016
A reference from a book with two authors appears like this: (Bergeijk and Hauptmann, 1998:24).
If there are more than two authors only the first author’s name is used: (Rendell et al., 2000:21).
Each reference you use must appear in full at the end of your work in a bibliography organised in
alphabetical order by author.
Including pictures from various sources in your work: reference to illustrations
You must always reference the source of your illustrations – whether they are your own or from a
book/journal/the web. To do so, number and caption each of your images as follows:
Figure number. Title of the image, Artist’s name (if available).
Example captions:
Figure 3: Market in George Square, Glasgow
Figure 11: Kerb stone
Example list of figures/illustrations:
(page number in your document)
Fig 1
Copenhagen Town Hall 1892-1905 by Martin Nyrop (from Pevsner, 1976:61)
Fig 2
Dresden Hoftheater (from Mallgrave, 1996:119)
4
Fig 3
Market in George Square, Glasgow (Author’s sketch)
5
Fig 11 Kerb stone (Author’s photograph digital)
Fig 18 2004 Settlement pattern.
[27/5/2008]*
20
3
15
http://scotland.gov.uk/publications/2004/04/19170/35322
*Date you accessed site
Note: The sources for Figures 1 and 2 appear in the bibliography (Pevsner, 1976:61) (Mallgrave, 1996:119).
How to compile a bibliography: the Harvard System
The title of the book, journal or report should be italicised. A section or title of an article taken from a book
or journal is enclosed in inverted commas.
Each reference should include:
Author. Date of publication. Title. Place of publication: Publisher.
Book:
Broadbent, Geoffrey. 1988. Design in architecture: Architecture and the human sciences. London:
David Fulton Publishers.
If the book is a second or subsequent edition, the edition appears after the title:
Frampton, K. 1992. A critical history of modern architecture. 3rd edition. London: Thames and
Hudson.
A co-authored book:
41
YEAR 4 Handbook
2015/2016
Lang, J. and Brunette, C.1974. Designing for human behaviour: Architecture and the behavioural
sciences. Stroudsburg, Pennsylvania: Dowden, Hutchinson & Ross, Inc.
Editor:
Hays, K.M., ed. 1998. Oppositions reader. New York: Princeton Architectural Press.
Section in a book edited by Another:
Canter, D., Brown, J. and Groat, L. 1985. ‘A multiple sorting procedure for studying conceptual
systems’. In Brenner, M., Brown, J. and Canter, D., eds. The research interview: uses and
approaches. London: Academic Press: 79-114.
Report:
Latham, M. 1994. Constructing the team. Final report of the Government/Industry review of
procurement and contractual arrangements in the UK construction industry. : London: HMSO
The publication date may differ from the completion date and the “author” may be represented as a
corporate body.
Scottish Homes. 1993. Scottish house condition survey, 1991: survey report. Edinburgh: HMSO
Act of Parliament:
The chapter number should be given to ease retrieval of the document.
United Kingdom. 1977. Town and Country Planning (Scotland) Act. c 10. London: HMSO
Thesis:
Bridges, Alan H. 1982. Problem structuring for the analysis of architectural design data. PhD Thesis,
Strathclyde University.
Newspaper article:
Prescott, J. 1998. ‘The Green Belt is safe with us’. The Times. 28 January.
Journal Article:
Each reference should include:
Author. Date of publication. Title of article. Title of journal. Issue information. (volume, issue number,
season): page reference.
Amerigo M., and Aragones J.C.,1997. ‘A theoretical and methodological approach to the study of
residential satisfaction’. Journal of Environmental Psychology, 17: 47-57.
Live performance (e.g. ballet):
Choreographer in the place of author, premier date. Title of performance. Company [date viewed]
Ashton, Frederick. 1940. Dance sonata. The Royal Ballet [performance viewed 10 July 2004, Lincoln
Center, New York]
Citing online material (www):
If you are using a document from the web:
Name of author of article/page. Date of publication if available. Title of article Available URL: address of site.
[Last time you accessed the site].
42
YEAR 4 Handbook
2015/2016
Glasgow Housing Association Limited. 2007. Better homes, better lives: 30 Year Business Plan
2007/08. http://www.gha.org.uk/content/mediaassets/doc/business_Plan0708.pdf. [20/02/2008]
If you are referring to an article from an e-journal:
Author. Date of article (if given). Title of article. Title of journal. Date, Vol. (issue) Month: paging if given.
Available URL: address of site. [last time you accessed the site].
Cummins, S and MacIntyre, S. 2002. ‘A systematic study of an urban foodscape: the price and
availability of food in Greater Glasgow'. Urban Studies. Vol 39, no11, October: 2115-2130.
www.ingenta.com. [14/10/02]
Secondary sources:
You may wish to refer to an author as quoted in the work of another author. The entry in the bibliography
lists the work you have read but also refers to the original source.
Sadler, Simon. 1998. The situationist city. Cambridge. Mass.: MIT Press: 151. Quoting Anthony
Vidler, The Architectural uncanny: essays on the modern unhomely (Cambridge, Mass.: MIT Press,
1992): 213
Further reading and examples
Borden, Iain and Ruedi Ray, Katerina. 2006. The Dissertation : an architecture student’s handbook.2nd
edition. Oxford: Architectural Press.
Chicago Editorial Staff, 1993. The Chicago manual of style. 14th edition. London and Chicago: University of
Chicago Press. (Chapter 16) http://www.lib.strath.ac.uk/busweb/guides/creatingreferences.htm
Example bibliography A-Z
Cummins, S and MacIntyre, S. 2002. ‘A systematic study of an urban foodscape: the price and
availability of food in Greater Glasgow'. Urban Studies. Vol 39, no11, October: 2115-2130.
www.ingenta.com [14/10/02]
Curtis, William J.R. 1996. Modern architecture since 1900. 3rd edition. London: Phaidon.
Forster, Kurt W.and Tuttle, Richard J. 1971.‘The Palazzo del Te’. Journal of the Society of
Architectural Historians, Vol 30 : 267-288
Glasgow Housing Association Limited. 2007. Better homes, better lives: 30 Year Business Plan
2007/08. http://www.gha.org.uk/content/mediaassets/doc/business_Plan0708.pdf. [20/02/2008]
Mallgrave, Harry F. 1996. Gottfried Semper: architect of the nineteenth century. New Haven: Yale
University Press.
Pevsner, Nikolaus. 1976. A history of building types. London: Thames and Hudson.
Witkower, Rudolf. 1973. Architectural principles in the age of humanism. 3rd edition. London:
Academy editions.
43
YEAR 4 Handbook
2015/2016
Module Descriptors
4.1
AB 418 Design Studies 4A
4.2
AB 419 Design Studies 4B
4.3
AB 420 Cultural Studies 4
4.4
AB 421 Special Study Project 4
44
YEAR 4 Handbook
2015/2016
Module Descriptors
________________________________________________________________________________
4.1
AB 418 Design Studies 4A
Module Code
Module Title
Module Registrar
Other Lecturers Involved
Credit Weighting
Semester
Compulsory/optional/elective class
Academic Level
Prerequisites
Coursework / Submissions deadlines:
Resit Examinations:
Recommended Reading:
AB 418
Design Studies 4A
Mr David Reat
20
1
Compulsory
Level 4
ARB/RIBA Part 1 Studies
Week 6: Interim Review (Formative: Design)
Week 11:
Interim Review (Formative:
Design/Technology)
Week 15/16: Internal Examination (Summative)
and Professorial Moderating Panel.
August diet
See section 6
Module Format and Delivery (hours):
Lecture
-
Tutorial
10
Workshop
Project
Assignment
20
Private Study
130
Laboratories
40
Total
200
Educational Aims
To Care (Part 1): The class focuses on the design of a small (approx. 1,200-1,500 m2)
programmatically complex, multi-functional urban building. The design exploration
includes site and programme appraisal, the generation and systematic testing, analysing
and appraising of design options with the aim of drawing conclusions in the design
process. It also involves an in-depth study of general spatial and environmental
resolution, and in technical detail, a material investigation of a significant part of the
building. This involves both a synthesis of many factors at a nascent design stage as well
as research into user need and precedent appraisal.
Specific Learning Outcomes
This module has been developed to address the following ARB/RIBA criteria: GC1.1, GC1.2,
GC1.3, GC2.1, GC2.2, GC2.3, GC3.3, GC4.1, GC4.3, GC5.1, GC5.2, GC5.3, GC6.1, GC6.2, GC6.3, GC7.1,
GC8.1, GC8.2, GC8.3, GC9.1, GC9.2, GC9.3, GC10.3, GC11.1, GC11.3, GA2.1, GA2.2, GA2.3, GA2.6,
GA2.7
45
YEAR 4 Handbook
2015/2016
LO1: Design Studies
•
•
•
•
An understanding of briefs, how to critically appraise them, and ability to resolve
the relationship of complex programmatic requirements.
An ability to analyse existing urban context and make considered and
sophisticated architectural response.
An ability to research specific user needs and evidence understanding within an
architectural proposal.
An ability to work effectively as part of a team.
LO2: Technology and the Environment
•
•
•
•
The ability to devise integrated environmental strategies supportive of an overall
architectural concept and relevant to the already-established user needs and
aspirations.
The ability to make considered judgements re materiality, structure and
construction and evidence understanding at a detailed level of technical
consideration
To evidence understanding of the implications of building regulations in a design
proposition
To evidence understanding of the implications of building regulations in a design
proposition
LO3: Cultural Context
•
•
•
The ability to critically appraise the nature of a given context within the scope and
scale of a wider environment
The ability to make considered judgements about the inter-relationship of a design
proposition to a broader environment.
The ability to make considered and appropriate assessment of relevant precedent,
and evidence specific relationship within architectural design proposition.
LO4: Communications
•
•
•
An ability to debate architectural issues with associated disciplines, user groups
and peers.
An ability to independently and critically appraise appropriate methods of
architectural representation (in both 2d and 3d technique).
To be able to make effective visual and verbal presentation of a complex
architectural design proposition to a variety of audiences.
LO5 : Professional Development
•
A cognitive ability to manage and critically assess one’s own working methods and
design skills (how to systematically test, analyse and appraise design options, and
draw conclusions which show methodological and theoretical rigour.)
Embedded Outcomes (Key Skills):
•
•
46
An ability in oral presentation skills
An ability in research and analytical skills, with associated response
YEAR 4 Handbook
2015/2016
•
•
•
•
An ability to develop a project brief
An ability to manage time
An ability to reflect on, and record, own work, skills and knowledge.
An ability to develop design development skills.
Syllabus
From a defined urban context, the student will generate a response to the specific
programmatic requirements as established in the design brief.
Typically the design process shall be executed in three phases:
•
•
•
Research and Analysis (context and programme analysis)
Design Development (critical evaluation of the proposal, spatially, culturally,
historically)
Detail Investigation (detailed/tactile material investigation of a design proposal)
The studio-based project takes place typically over a 10 week period. Studio design
tutors from a variety of architectural practices external to the Architecture Department
(and at key junctures, FT members of staff also teaching in the design studio) meet with
students one full day in a given week to discuss and develop their ideas relevant to the
project. This process is assisted by a variety of lectures delivered by external guests, full
time members of staff as well as visiting engineering consultants. The assignment
consists of the production of drawings and models sufficient to explain and explore
developed design proposals.
Assessment of Learning Outcomes
Coursework:
Subject
Class
Association:
Delivery:
The class shall have a single assignment submission, summatively evaluated at the
end of semester examinations, and formatively assessed throughout the semester
as an ongoing evaluation of progress. All evaluations are considered against
learning outcomes and associated criteria as described in the Educational Aim.
N/A
Duration:
14 weeks (8 weeks tutor support + 2 weeks presentation).
Studio based:
Studio design tutors from a variety of architectural practices external to the
Architecture Department (and at key points, FT staff teaching in the design studio)
meet with students one day in a given week to discuss and develop their ideas
relevant to the project. This process is assisted by a variety of lectures delivered by
external guests and full time members of staff, plus additional input in tutorial
support and specific workshops by visiting engineers, landscape architects and
urban designers.
All formal class literature shall be duly presented in a variety of hard copy formats to
assist in full cohort comprehension of task, method/s of assessment and feedback.
Task details shall also be introduced in verbal fashion by Year Director.
47
YEAR 4 Handbook
2015/2016
Assessment of Learning Outcomes
LO1: Design Studies is assessed with the following criteria:
•
•
•
•
Preparation and presentation of building design projects of diverse scale,
complexity, and type in a variety of contexts, using a range of media, and in
response to a brief.
Demonstration of an understanding of the constructional and structural systems,
the environmental strategies and the regulatory requirements that apply to the
design and construction of a comprehensive design project.
Development of a conceptual and critical approach to architectural design that
integrates and satisfies the aesthetic aspects of a building and the technical
requirements of its construction and the needs of the user.
An demonstrable understanding of the creative application of the fine arts to studio
design projects, in terms of their conceptualisation and representation.
LO2: Technology and the Environment is assessed with the following criteria:
•
•
•
•
•
•
•
•
•
•
•
•
•
48
Demonstration of your knowledge of the cultural, social and intellectual histories,
theories and technologies that influence the design of buildings.
Demonstration of your knowledge of the influence of history and theory on the
spatial, social, and technological aspects of architecture.
Demonstration of your knowledge the application of appropriate theoretical
concepts to studio design projects, demonstrating a reflective and critical
approach.
Demonstration of an understanding of the needs and aspirations of building users.
Demonstration of an understanding of the impact of buildings on the environment,
and the precepts of sustainable design.
Demonstration of an understanding of the way in which buildings fit into their local
context.
Demonstration of an understanding of the need to critically review precedents
relevant to the function, organisation and technological strategy of design
proposals.
Preparation and presentation of an investigation, critical appraisal and selection of
alternative structural, constructional and material systems relevant to architectural
design.
Demonstration of an understanding of the strategies for building construction, and
ability to integrate knowledge of structural principles and construction techniques.
Demonstration of an understanding of the physical properties and characteristics
of building materials, components and systems, and the environmental impact of
specification choices.
Demonstration of your knowledge of the principles associated with designing
optimum visual, thermal and acoustic environments.
Demonstration of your knowledge of systems for environmental comfort realised
within relevant precepts of sustainable design.
Demonstration of your knowledge of strategies for building services, and ability to
integrate these in a design project.
YEAR 4 Handbook
2015/2016
LO3: Cultural Context is assessed with the following criteria:
•
•
•
•
•
Demonstration of your understanding of the theories of urban design and the
planning of communities.
Demonstration of your understanding of the current planning policy and
development control legislation, including social, environmental and economic
aspects, and the relevance of these to design development.
Demonstration of your understanding of the nature of professionalism and the
duties and responsibilities of architects to clients, building users, constructors, coprofessionals and the wider society.
Demonstration of your understanding of the role of the architect within the design
team and construction industry, recognising the importance of current methods
and trends in the construction of the built environment.
Demonstration of your understanding of the potential impact of building projects
on existing and proposed communities.
LO4: Communications is assessed with the following criteria:
•
•
•
•
•
Demonstration of your ability to generate complex design proposals showing
understanding of current architectural issues, originality in the application of
subject knowledge and, where appropriate, to test new hypotheses and
speculations.
Demonstration of your ability to evaluate and apply a comprehensive range of
visual, oral and written media to test, analyse, critically appraise and explain design
proposals.
Demonstration of your ability to evaluate materials, processes and techniques that
apply to complex architectural designs and building construction, and to integrate
these into practicable design proposals.
Demonstration of your problem solving skills, professional judgment, and ability to
take the initiative and make appropriate decisions in complex and unpredictable
circumstances.
Demonstration of your ability to identify individual learning needs and understand
the personal responsibility required to prepare for qualification as an architect.
LO5: Professional Development is assessed with the following criteria:
•
•
•
Demonstration of your ability to prepare designs that will meet building users’
requirements and comply with UK legislation, appropriate performance standards
and health and safety requirements.
Demonstration of your ability to understand the fundamental legal, professional
and statutory responsibilities of the architect, and the organisations, regulations
and procedures involved in the negotiation and approval of architectural designs,
including land law, development control, building regulations and health and safety
legislation.
Demonstration of your ability to understand the basic management theories and
business principles related to running both an architect’s practice and architectural
projects, recognising current and emerging trends in the construction industry.
Assessment Method(s) Including Percentage Breakdown and Duration of Exams
49
YEAR 4 Handbook
2015/2016
Examinations
Number
LOs
Duration
Weighting
Coursework
Projects
Number
Weighting
Number
1
100%
Weighting
All
12 principles of Assessment and Feedback
Each member of staff teaching will help to clarify what good performance is, and will
encourage 'time and effort' on challenging learning tasks. They shall deliver high quality
feedback information that assists self-correction, providing opportunities to close any gap
between what will be deemed ‘current’ and ‘desired’ performance. Staff will also ensure
that the Summative Assessment has a positive impact on learning, encourage interaction
and dialogue around learning (peer and teacher-student) whilst facilitating the
development of self-assessment and reflection in training.
50
YEAR 4 Handbook
2015/2016
________________________________________________________________________________
4.2
AB 419 Design Studies 4B
Module Code
Module Title
Module Registrar
Other Lecturers Involved
Credit Weighting
Semester
Compulsory/optional/elective class
Academic Level
Prerequisites
Coursework / Submissions deadlines:
Resit Examinations:
Recommended Reading:
AB 419
Design Studies 4B
Mr David Reat
40
1&2
Compulsory
Level 4
ARB/RIBA Part 1 Studies
Week 6: Interim Review (Formative: Design)
Week
11:
Interim
Review
(Formative:
Design/Technology)
Week 15/16: Internal Examination (Summative)
and Professorial Moderating Panel.
Additional internal reviews at the discretion of
the studio design tutors/Year Director
August Diet
See section 6
Module Format and Delivery (hours):
Lecture
14
Tutorial
22
Workshop
-
Project
-
Assignment
84
Private Study
200
Laboratories
-
Total
400
Educational Aims
To Care (Part 2): The class focuses on the design of a large (approx. 3,000 m2)
programmatically simple, multi-functional urban building. The building is required to be
set within a specific urban character, and developed to a detailed level sufficient to
demonstrate the relationship between their overall architectural concept, spatial quality
and related technical and environmental considerations.
The class will complement the architectural investigation of class Studio 4A - the result of
the overall year’s work is a design portfolio illustrating architectural breadth and depth’
displaying the student’s understanding of architecture as an idea and architecture as an
event experienced through the senses.
Specific Learning Outcomes
This module has been developed to address the following ARB/RIBA criteria: GC1.1,
GC1.2, GC1.3, GC2.1, GC2.2, GC2.3, GC3.3, GC4.1, GC4.3, GC5.1, GC5.2, GC5.3,
51
YEAR 4 Handbook
2015/2016
GC6.1, GC6.2, GC6.3, GC7.1, GC8.1, GC8.2, GC8.3, GC9.1, GC9.2, GC9.3, GC10.3,
GC11.1, GC11.3, GA2.1, GA2.2, GA2.3, GA2.6, GA2.7
LO1: Design Studies
•
•
•
•
An understanding of briefs, how to critically appraise them, and ability to resolve
the relationship of complex programmatic requirements.
An ability to analyse existing urban context and make considered and
sophisticated architectural response.
An ability to research specific user needs and evidence understanding within an
architectural proposal.
An ability to work effectively as part of a team.
LO2: Technology and the Environment:
•
•
•
The ability to devise integrated and holistically considered environmental strategies
and systems supportive of an overall architectural concept and relevant to the
already-established user needs and aspirations.
The ability to make considered judgements re materiality, structure and
construction and evidence understanding at a detail level in all three areas of
architectural technology.
To evidence understanding of the implications of building regulation in a design
proposition.
LO3: Cultural Context
•
•
•
The ability to critically appraise the nature of a given context within the scope and
scale of a wider environment
The ability to make considered judgements about the inter-relationship of a design
proposition to a broader environment.
The ability to make considered and appropriate assessment of relevant precedent,
and evidence specific relationship within architectural design proposition.
LO4: Communication
•
•
•
An ability to debate architectural issues with associated disciplines, user groups
and peers.
An ability to independently and critically appraise appropriate methods of
architectural representation (in both 2d and 3d technique).
To be able to make effective visual and verbal presentation of a complex
architectural design proposition to a variety of audiences.
LO5: Professional Development
•
A cognitive ability to manage and critically assess one’s own working methods and
design skills (how to systematically test, analyse and appraise design options, and
draw conclusions which show methodological and theoretical rigour.)
Embedded Outcomes (Key Skills):
•
•
52
An ability in oral presentation skills
An ability in research and analytical skills, with associated response
YEAR 4 Handbook
2015/2016
•
•
•
•
An ability to develop a project brief
An ability to manage time
An ability to reflect on, and record, own work, skills and knowledge.
An ability to develop design development skills.
Syllabus
From a defined urban context, the student will generate a response to the specific
programmatic requirements as established in the design brief.
Typically the design process shall be executed in three phases:
•
•
•
Research and Analysis (context and programme analysis)
Design Development (critical evaluation of the proposal, spatially, culturally,
historically)
Detail Investigation (detailed/tactile material investigation of a design proposal)
The studio-based project takes place typically over a 12 week period. Studio design
tutors from a variety of architectural practices external to the Architecture Department (as
well as FT staff teaching in the design studio) meet with students two afternoons a week
to discuss and develop their ideas relevant to the project. This process is assisted by a
variety of lectures delivered by external guests and full time members of staff as well as
visiting engineering consultants. The assignment will consist generally of drawings and
models sufficient to explain and explore the design proposals. The final internal
examination for this will probably be week 17 of semester 2 although this may vary
depending on the timing of external examinations. There will be a 2 week ‘consciousraising’ at the start of the class with a submission in week 2 (typically December).
Thereafter there will be typically two interim submissions for the design proposals before
the final examination.
Assessment of Learning Outcomes
Coursework:
Subject
Class
Association:
Delivery:
The class shall have a single assignment submission, summatively evaluated at the
end of semester examinations, and formatively assessed throughout the semester
as an on-going evaluation of progress. All evaluations are considered against
learning outcomes and associated criteria as described in the Educational Aim.
N/A
Duration:
14 weeks (8 weeks tutor support + 2 weeks presentation).
Studio based:
Studio design tutors from a variety of architectural practices external to the
Architecture Department (as well as FT staff teaching in the design studio) meet
with students one day a week to discuss and develop their ideas relevant to the
project. This process is assisted by a variety of lectures delivered by external guests
and full time members of staff, plus additional input in tutorial support and specific
workshops by visiting engineers, landscape architects and urban designers. All
formal class literature shall be duly presented in variety of hard copy format to
assist in full cohort comprehension of task, method/s of assessment and feedback.
Task details shall also be introduced in verbal fashion by Year Director.
53
YEAR 4 Handbook
2015/2016
Assessment of Learning Outcomes
LO1: Design Studies is assessed with the following criteria:
•
•
•
•
Preparation and presentation of building design projects of diverse scale,
complexity, and type in a variety of contexts, using a range of media, and in
response to a brief.
Demonstration of an understanding of the constructional and structural systems,
the environmental strategies and the regulatory requirements that apply to the
design and construction of a comprehensive design project.
Development of a conceptual and critical approach to architectural design that
integrates and satisfies the aesthetic aspects of a building and the technical
requirements of its construction and the needs of the user.
An demonstrable understanding of the creative application of the fine arts to studio
design projects, in terms of their conceptualisation and representation.
LO2: Technology and the Environment is assessed with the following criteria:
•
•
•
•
•
•
•
•
•
•
•
•
•
54
Demonstration of your knowledge of the cultural, social and intellectual histories,
theories and technologies that influence the design of buildings.
Demonstration of your knowledge of the influence of history and theory on the
spatial, social, and technological aspects of architecture.
Demonstration of your knowledge the application of appropriate theoretical
concepts to studio design projects, demonstrating a reflective and critical
approach.
Demonstration of an understanding of the needs and aspirations of building users.
Demonstration of an understanding of the impact of buildings on the environment,
and the precepts of sustainable design.
Demonstration of an understanding of the way in which buildings fit into their local
context.
Demonstration of an understanding of the need to critically review precedents
relevant to the function, organisation and technological strategy of design
proposals.
Preparation and presentation of an investigation, critical appraisal and selection of
alternative structural, constructional and material systems relevant to architectural
design.
Demonstration of an understanding of the strategies for building construction, and
ability to integrate knowledge of structural principles and construction techniques.
Demonstration of an understanding of the physical properties and characteristics
of building materials, components and systems, and the environmental impact of
specification choices.
Demonstration of your knowledge of the principles associated with designing
optimum visual, thermal and acoustic environments.
Demonstration of your knowledge of systems for environmental comfort realised
within relevant precepts of sustainable design.
Demonstration of your knowledge of strategies for building services, and ability to
integrate these in a design project.
YEAR 4 Handbook
2015/2016
LO3: Cultural Context is assessed with the following criteria:
•
•
•
•
•
Demonstration of your understanding of the theories of urban design and the
planning of communities.
Demonstration of your understanding of the current planning policy and
development control legislation, including social, environmental and economic
aspects, and the relevance of these to design development.
Demonstration of your understanding of the nature of professionalism and the
duties and responsibilities of architects to clients, building users, constructors, coprofessionals and the wider society.
Demonstration of your understanding of the role of the architect within the design
team and construction industry, recognising the importance of current methods
and trends in the construction of the built environment.
Demonstration of your understanding of the potential impact of building projects
on existing and proposed communities.
LO4: Communications is assessed with the following criteria:
•
•
•
•
•
Demonstration of your ability to generate complex design proposals showing
understanding of current architectural issues, originality in the application of
subject knowledge and, where appropriate, to test new hypotheses and
speculations.
Demonstration of your ability to evaluate and apply a comprehensive range of
visual, oral and written media to test, analyse, critically appraise and explain design
proposals.
Demonstration of your ability to evaluate materials, processes and techniques that
apply to complex architectural designs and building construction, and to integrate
these into practicable design proposals.
Demonstration of your problem solving skills, professional judgment, and ability to
take the initiative and make appropriate decisions in complex and unpredictable
circumstances.
Demonstration of your ability to identify individual learning needs and understand
the personal responsibility required to prepare for qualification as an architect.
LO5: Professional development is assessed with the following criteria:
•
•
•
Demonstration of your ability to prepare designs that will meet building users’
requirements and comply with UK legislation, appropriate performance standards
and health and safety requirements.
Demonstration of your ability to understand the fundamental legal, professional
and statutory responsibilities of the architect, and the organisations, regulations
and procedures involved in the negotiation and approval of architectural designs,
including land law, development control, building regulations and health and safety
legislation.
Demonstration of your ability to understand the basic management theories and
business principles related to running both an architect’s practice and architectural
projects, recognising current and emerging trends in the construction industry.
Assessment Method(s) Including Percentage Breakdown and Duration of Exams
55
YEAR 4 Handbook
2015/2016
Examinations
Number
LOs
Duration
Weighting
Coursework
Projects
Number
Weighting
Number
1
100%
Weighting
All
12 Principles of Assessment and Feedback
Each member of staff teaching will help to clarify to what good performance is, and will
encourage 'time and effort' on challenging learning tasks. They shall deliver high quality
feedback information that assists self-correction, providing opportunities to close any gap
between what will be deemed ‘current’ and ‘desired’ performance. Staff will ensure that
the Summative Assessment has a positive impact on learning. They will also encourage
interaction and dialogue around learning (peer and teacher-student) whilst facilitating the
development of self-assessment and reflection in training.
56
YEAR 4 Handbook
2015/2016
________________________________________________________________________________
4.3
AB 420 Cultural Studies 4
Module Code
Module Title
Module Registrar
Taught To (Course)
AB 420
Cultural Studies 4
Jacqueline Lister
BSc Architectural Studies
BSc Architectural Studies with International Study
Pg Dip/MArch in Advanced Architectural Design
MArch in Architectural Design (International)
All Academic Staff in the Department of
Architecture
40
1&2
Compulsory
Level 4
ARB/RIBA Part 1 Studies
Interim
coursework
submissions
(2)
are
compulsory. Students will receive indicative grades
showing
progress
following
the
January
submission. These are for guidance only and will
not contribute to the final mark.
October (formative), January (formative) and March
(summative)
August Diet
See Section 6
Other Lecturers Involved
Credit Weighting
Semester
Compulsory/optional/elective class
Academic Level
Prerequisites
Coursework / Submissions deadlines:
Resit Examinations:
Recommended Reading:
Module Format and Delivery (hours):
Lecture
8
Tutorial
10
Workshop
-
Project
-
Assignment
42
Private Study
340
Laboratories
-
Total
400
Educational Aims
This module aims to provide the opportunity for students to identify, define, explore and
articulate an area of investigation of students’ own interest; this investigation should be
descriptive, analytical and critical. The student will develop an argument and demonstrate
their position using evidence from research.
The Dissertation should be a piece of original academic writing of 10,000 words
incorporating relevant illustrations and references unless this would disadvantage
students with special needs. In such cases, the Dissertation may be produced in other
formats as agreed between the Dissertation Convenor, the supervisor and the student.
57
YEAR 4 Handbook
2015/2016
The content of the work will be drawn from a study of literature in a chosen area,
fieldwork and/or experimental investigation, followed by informed evaluation and/or
speculation. Whatever the format, the Dissertation must demonstrate competence in the
following outcomes:
•
•
•
•
•
Research and investigate existing bodies of knowledge that will give you new
information on one or more subjects related to architecture
Select, identify, incorporate and acknowledge in your work pertinent material
drawn from others
Make assumptions, develop an argument and demonstrate with evidence your
position
Communicate your position through verbal, written, graphic and visual means
Summarise critically the evidence gathered and draw conclusions
Specific Learning Outcomes
On completion of the module the student is expected to be able to
LO1: Demonstrate an appropriate philosophical approach which reveals an
understanding of current architectural issues, originality in the application of subject
knowledge and where appropriate, to test new hypotheses and speculations and/or
theory in a cultural context
LO2: Show an understanding of the histories and theories of architecture and urban
design, the history of ideas, and the related disciplines of art, cultural studies and
landscape studies and its application in critical debate
LO3: Demonstrate a critical understanding of how knowledge is advanced through
research to produce clear logically argued and original written work relating to
architectural culture, theory and design
LO4: Creatively apply and evaluate appropriate visual and written media to test, explain
and illustrate an argument
Syllabus
Seminars are a fundamental part of the work. They provide indications on how to select a
topic; the learning outcomes expected by the conclusion of the work; the possible means
of delivery of the dissertation; the academic standards expected; how to manage time
and how to carry out research.
Indicative content of Seminars:
•
•
•
•
Time Management
Academic Writing
Widening your Research
Academic Standards
Assessment of Learning Outcomes
58
YEAR 4 Handbook
2015/2016
For each of the Module Learning Outcomes the following criteria will be used to make
judgements on student learning:
LO1: Demonstrate an appropriate philosophical approach which reveals an
understanding of current architectural issues, originality in the application of subject
knowledge and where appropriate, to test new hypotheses and speculations and/or
theory in a cultural context (ARB/RIBA GC2)
•
•
•
C1 Undertake, apply and synthesise research to demonstrate original thinking and
speculation
C2 Structure and logically argue a position
C3 Draw conclusions
LO2: Show an understanding of the histories and theories of architecture and urban
design, the history of ideas, and the related disciplines of art, cultural studies and
environment and its application in critical debate (ARB/RIBA GC3/4/5)
•
•
•
C1 Demonstrate Knowledge and Understanding of the subject and related
subjects and arguments in the chosen field
C2 Produce documentation and reports which are clear, analytical and logical
covering a range of architectural issues of culture, theory and design
C3 Show evidence of and appropriate use of academic resources in line with
guidance on academic standards and academic citation/referencing
LO3: Demonstrate a critical understanding of how knowledge is advanced through
research to produce clear logically argued and original written work relating to
architectural culture, theory and design:
•
•
C1 Question the issues proposed in the topic:
C2 Define, and critically appraise ideas in relation to the work of others
LO4: Creatively apply and evaluate appropriate visual and written media to test, explain
and illustrate an argument
•
•
•
C1 Define an appropriate structure for the argument
C2 Produce a document using appropriate creative media
C3 Demonstrate clarity, accuracy and attention to detail
The standards set for each criterion per Module Learning Outcome to achieve a pass
grade are indicated on the assessment sheet for all assessment.
Assessment Method(s) Including Percentage Breakdown and Duration of Exams
Examinations
Number
LOs
Duration
Weighting
Coursework
Projects
Number
Weighting
Number
Weighting
2
N/A
1
100%
LO1, LO2, LO3, LO4
59
YEAR 4 Handbook
2015/2016
12 Principles of Assessment and Feedback
(on Learning & Teaching web pages:
http://www.strath.ac.uk/learnteach/informationforstaff/staff/assessfeedback/12principles/)
http://www.strath.ac.uk/learnteach/teaching/staff/assessfeedback/12principles/.
•
•
•
•
•
•
•
Students are encouraged to define their own topic and appropriate method of
presentation within the guidelines published on Myplace.
Students are provided with exemplars of dissertations from previous years and
examples of ‘writing styles’ .
Students produce 2 staged interim submissions on which they receive formative,
and written feedback against publish criteria.
Students are encouraged to swap their work with peers for peer assessment.
Students are allocated to Supervisors and receive tutorials and guidance on their
work.
The Class Registrar offers 1:1 appointments to students throughout the session.
Students attend a weekly Director’s Surgery where any class issues can be raised.
A complete copy of the project/assignment submission, plus a record of progress and
any associated activity must be retained by the individual students in their portfolio.
Note: Students need to gain a summative mark of 40% to pass the module. Students
who fail the module at the first attempt will be re-examined during the August diet.
This re-examination will consist entirely of coursework.
________________________________________________________________________________
60
YEAR 4 Handbook
2015/2016
4.4
AB 421 Special Study Project 4
Module Code
Module Title
Module Registrar
Other Lecturers Involved
Credit Weighting
Semester
Compulsory/optional/elective class
Academic Level
Prerequisites
Coursework / Submissions deadlines:
Resit Examinations:
Recommended Reading:
AB 421
Special Study Project 4
Ombretta Romice
See list of Options under this code
20
1 or 2
Compulsory as code, from optional pool
Level 4
None
End of semester one/two
August diet of Examinations
See Section 6
Module Format and Delivery (hours):
See individual classes
General Aims
The individual project is intended to allow students to further an area of investigation
which they either found of interest from previous studies, or that is offered as a new area
of development by staff and that represents the research and knowledge exchange
expertise of the department. Subject to approval from the course registrar individual
students may choose this option to start build up their own expertise in combination with
other areas of the curriculum, namely the dissertation, in view of their 5th year of study
when they will have the opportunity to take this area of expertise even further, through a
combination of optional classes and their design studies.
Specific Learning Outcomes
Specific learning objectives are inherent to the chosen topic but the additional value is
gained through the following:
LO1: To relate cultural, contextual, technical issues to their impact on people and the
environment;
LO2: To become familiar with research methodologies and become exposed to research
innovation in the department;
LO3: To seek, assemble and organised large amounts of information into clear, engaging
communication and documents;
LO4: To frame project work with reference to its technological, environmental and cultural
placement.
61
YEAR 4 Handbook
2015/2016
Syllabus
The intent of SSP4 is to offer an introduction to different areas related to design through
lectures, seminars and master classes on current thinking within an area of architectural
interest.. There are generally two phases to the project. Initially, the taught component is
as above – after which the student is expected to take the work forward towards a more
project based and practical outcome; the balance between the two will depend on the
class selected within the SSP4 portfolio.
Assessment Method(s) Including Percentage Breakdown and Duration of Exams
Examinations
Number
Duration
Coursework
Weighting
Projects
Number
Weighting
See
individual
classes
100%
Number
Weighting
LOs
Please refer to all MD for the Options (5.11-5.14 for specific assessment of each Learning
Outcomes and 12 Principles of Assessment).
The assessment will be on the basis of a specific requirements specific to each module,
commonly which include detailing the objectives, methodology, outcomes and
conclusions of the study.
The 12 Principles of Assessment and Feedback will depend on the class/es attended by
the student.
62
YEAR 4 Handbook
2015/2016
Optional Classes
5.1
AB 421 SSP4 Special Study Projects
5.1.1 Digital Media
5.1.2 Urban Design 1
5.1.3 Ecology, Sustainability and Built Environment
5.1.4 Projects through collaboration
5.1.5 MOBILELAND VIP
63
YEAR 4 Handbook
2015/2016
Optional Classes
________________________________________________________________________________
5.1
AB 421 SSP4 Special Study Projects
Year 4 students are expected to select a Departmental Optional Class worth 20 credits
from the list below, to satisfy requirements of the general Special Subject Class AB421.
The class menu and descriptions are contained in this Section of the handbook.
Semesters 1 and 2
•
•
•
•
•
•
Digital Media;
Urban Design 1;
Ecology, Sustainability & Built Environment (sem 1 only);
Projects through collaboration;
MOBILELAND;
Criticism, Assessment and research Methods in Architecture and Urbanism
(CARMAU)
________________________________________________________________________________
5.1.1 AB 977 Digital Media
Module Code
Module Title
Module Registrar
Taught To (Course)
Other Lecturers Involved
Credit Weighting
Semester
Compulsory/optional/elective class
Academic Level
Prerequisites
Coursework / Submissions deadlines:
Resit Examinations:
Recommended Reading:
AB 421
Digital Media
Dr Michael Grant
BSc Architectural Studies
N/A
20
1&2
Optional
Level 4
N/A
First Project completion by week 12 Sem1; Second
Project completion by week 11 Sem 2.
Resit
through
resubmission
of
enhanced
coursework and project submission at August diet.
See section 6
Module Format and Delivery (hours):
Lecture
-
64
Tutorial
40
Workshop
-
Project
100
Assignment
20
Private Study
20
Laboratories
-
Total
200
YEAR 4 Handbook
2015/2016
Educational Aims
This module aims to explore the creative design cycle. Within the context of this course
the key to this activity is embodied in the process of transliteration, this being exemplified
in the ability to move the “message” between different forms of media. In this way a
concept that might have originated in any arbitrary idea could still be expressed as a
narrative, a storyboard or even in film. While the first project explores the path to a
“virtual” media the second finds an expression in a physical reality. None of this would be
possible without the support of our imagination allied with the facilities of the new
computer based technologies. Ultimately the intent is to demonstrate the potential of
Digital Fabrication which, increasingly, allows complex design forms to be constructed
economically.
Specific Learning Outcomes
On completion of the module the student is expected to be able to demonstrate:
LO1: The ability to develop a narrative and then demonstrate the ability to develop a
storyboard
LO2: The ability to generate a shooting script and then demonstrate the ability to produce
a short film
LO3: An ability to use software to design physical artefacts within the constraints of the
material and manufacturing process
LO4: 4 An ability to devise constructional strategies for a complex prototype employing
knowledge of construction techniques and processes.
Syllabus
Project 1:
•
•
•
•
Narrative: we will set out and embellish your interpretation of the concept by
identifying the characters, scenes, locations, scenarios and action sequences that
form the story line. These should be described in a chronology that portrays the
events in a descriptive time line. The resulting document should read like a (very)
short story.
Story Board: we will capture a series of still images that encapsulate, as
comprehensively as possible, the essence and meaning of each scene as
described in the narrative and lay out a sequence in PowerPoint. This allows the
introduction of tempo and animation.
Shooting Script: we will conflate the experiments above to evolve a set of
instructions that dictate how, where, with what and for how long each scene
should be captured on film.
Production: The final task relates to data capture, this is not just the process of
filming but also the acquisition of ambient sounds and the narration or dialogue
between the cast. This is followed by the final edit and the delivery of the product.
65
YEAR 4 Handbook
2015/2016
Project 2:
•
•
•
Conceptual Design: Once the concept is defined the following stage concerns a
study of the geometry definition and resolution of the planar representation of
curved surfaces and volumes. A study of appropriate design tools/software
processes is explored.
Manufacturing Processes: We will examine the opportunities and constraints of
the manufacturing process, assess the cost benefits of the complexity of the
process and investigate the selection and use of materials
Assembly: In relation to what is physically possible and whether the assembly
method can be implicit in the design we will debate the nature of a joint and the
relative benefits of glue/welding or mechanical fastenings in relation to a decision
on where/when jointing artefacts are a positive or negative feature of the design
outcome.
Assessment of Learning Outcomes
For each of the Module Learning Outcomes the following criteria will be used to make
judgements on student learning:
For Project 1:
LO1: The ability to develop an arbitrary concept and transliterate the idea into the domain
of the written word and associated graphical scenography.
•
As evidenced by: the creation of the storyline, the derivation of key visual imagery
and the ability to extract that set of images/scenes that supports the narrative
LO2: The ability to demonstrate technical understanding and proficiency in order to
transfer the concept (as above) between static, traditional media and an integrated
animated format with temporal and spatial sequences.
•
As evidenced by a mapping of the desires of the narrative to a set of instructions
dictating the treatment of time, space and motion, the capture of digital media in
response to the above and the ability to edit and then deliver a digital movie.
For Project 2
LO3: An ability to use software to design physical artefacts within the constraints of the
material and manufacturing process.
•
As evidenced through design development and evaluation of the virtual model on
the computer
LO4: An ability to devise constructional strategies for a complex prototype employing
knowledge of construction techniques and processes.
•
66
As evidenced through the ability to translate from the computer model to working
drawings with the production of assembly instructions and diagrams
YEAR 4 Handbook
2015/2016
The standards set for each criterion per Module Learning Outcome to achieve a pass
grade are indicated on the assessment sheet for all assessment.
Assessment Method(s) Including Percentage Breakdown and Duration of Exams
Examinations
Number
Duration
Weighting
Coursework
Projects
Number
Number
Weighting
2
50%
Weighting
LO1, LO2, LO3, LO4
LOs
12 Principles of Assessment and Feedback
(on Learning & Teaching web pages:
http://www.strath.ac.uk/learnteach/informationforstaff/staff/assessfeedback/12principles/)
http://www.strath.ac.uk/learnteach/teaching/staff/assessfeedback/12principles/.
The 12 principles relating to the assessment and feedback developed by the University
will be incorporated in the feedback and assessment of the module.
Note: Students need to gain a summative mark of 40% to pass the module. Students
who fail the module at the first attempt will be re-examined during the August diet.
This re-examination will consist entirely of coursework.
________________________________________________________________________________
5.1.2 AB 421 Urban Design 1
Module Code
Module Title
Module Registrar
Other Lecturers Involved
Credit Weighting
Semester
Compulsory/optional/elective class
Academic Level
Prerequisites
Coursework / Submissions deadlines:
Resit Examinations:
Recommended Reading:
AB 421
Urban Design 1
Dr Ombretta Romice
Prof Sergio Porta
20
1&2
Optional
Level 4
NA
First Project completion by week 12 Second
Project completion to agree with students
Resit
through
resubmission
of
enhanced
coursework and project submission at August diet
See section 6
Module Format and Delivery (hours):
67
YEAR 4 Handbook
2015/2016
Lecture
20
Tutorial
20
Workshop
-
Project
-
Assignment
-
Private Study
20
Laboratories
-
Total
200
Educational Aims
The class delivers an overall set of principles, ideas, theories and practices in urban
design. Moreover, it equips students with tools in the study of urban form in relation to
social, economic and environmental factors, to understand how form has changed
through time to accommodate changing circumstances and to give an insight into current
challenges to urban design.
Students will achieve: GC4: Adequate knowledge of urban design, planning and the skills
involved in the planning process. And in particular GC4.1,GC4.2, GC4.3.
Specific Learning Outcomes
The combination of theoretical principles, policy frameworks and practical constraints
with engage students in the demonstration of competence in the following outcomes:
LO1: Research and investigate existing bodies of knowledge that will give overviews on
different approaches to the subject (ARB/RIBA Part 2 Criteria GC4.1).
LO2: Investigate the relation between urban form and social, economic, environmental
and political factors.
LO3: Identify and distinguish the roles, responsibilities and competences of the various
agents involved in the development, transformation and management of our environment
(ARB/RIBA Part 2 Criteria GC4.3)
Syllabus
The content of the class will include:
•
•
•
the study of key theories and ideas from literature, presented and discussed in
class by both staff and students in seminars;
the practical application of these principles and theories in workshops whereby
students will be engaged in the critical analysis of selected urban settings. Finally,
it will be drawn from
practice, through the direct dialogue with experienced players in the field of urban
design and planning policy and practice.
In particular, the class is structured in two parts.
Part 1 introduces students to the theories and principles of urban design, presenting the
contrasting views and approaches developed in the past Century and concludes with the
current debate on urban sustainability. The contribution of practitioners will clarify the
planning framework within which urban development takes place and explain the roles
and responsibilities of various stakeholders.
•
•
68
Lecture 1-2:
Lecture 3-4:
Notions of urban design. Theories, perspectives, frameworks.
Elements in urban design, and examples
YEAR 4 Handbook
2015/2016
•
Lecture 5-7
•
•
•
Lecture 8:
Lecture 9:
Lecture 10:
:Selection of influential urban design ideas: the work of C. Sitte,
J. Jacobs, K. Lynch, C. Alexander, J. Gehl, O. Newman.
Masterplanning.
Urban design in the planning system.
Urban sustainability. New theories and developments.
Part 2 introduces students to techniques and methods in urban design to analyse the
public space and they way it impacts on our feelings and behaviour. Students will be
driven to compare two places in Glasgow of their choice, interrogate their pros and
cons, question what the causes of both could be, and set out to construct the
evidence of them by collecting quantitative and qualitative data on the field and
presenting the results in a convincing way. Part 2 is divided in three clusters, each of
them:
•
•
•
presenting one or more techniques,
introducing the students to an exercise,
conducting and presenting the exercise.
Assessment of Learning Outcomes
For each of the Module Learning Outcomes the following criteria will be used to make
judgements on student learning:
Project 1:
LO1+LO3 will be assessed through Coursework consisting in a detailed referenced and
annotated map of urban design theories, issues challenges and in relation to contexts
and cultures.
In particular, LO1 will establish how students:
•
•
Identify differences in approaches and theories and relate them to contextual
conditions;
Select, identify, incorporate and acknowledge pertinent material drawn from
others, and devise frameworks for assessment of urban conditions;
In particular, LO3 will establish how students:
•
Map the roles and responsibilities of those involved in the urban design process –
researchers, planners, community groups, users, stakeholders, designers etc.
For Project 2:
LO2 will be assessed through a group project and seminars during which students will
develop appropriate assessment technique for the study and evaluation of public places,
and the level of detail and sophistication of such analysis.
In particular LO2 will establish how students:
•
Identify approaches to the study of place-making at different scales, and identify
suitable tools to specific circumstances (ARB/RIBA Part 2 Criteria GC4.2).
69
YEAR 4 Handbook
2015/2016
•
•
•
Make assumptions, develop an argument and demonstrate with evidence their
position on urban design cases/scenarios;
Communicate their position through verbal, written, graphic and visual means,
both individually and in groups;
Summarise critically the evidence gathered and draw conclusions.
Assessment Method(s) Including Percentage Breakdown and Duration of Exams
Examinations
Number
Duration
Weighting
LOs
Coursework
Projects
Number
Weighting
Number
Weighting
1
50%
1
50%
LO1, LO3
LO2
12 Principles of Assessment and Feedback
(on Learning & Teaching web pages:
http://www.strath.ac.uk/learnteach/informationforstaff/staff/assessfeedback/12principles/)
http://www.strath.ac.uk/learnteach/teaching/staff/assessfeedback/12principles/.
The module blends traditional lecture presentations supported by online resources with
structured discussions on specific topics, and a class project carried out in groups.
Assessment is based on the student’s understanding of the lectures and readings
suggested in the form of a mapping exercise started in class, participation at the group
seminars during which the project is carried out, and the submission of a design-based
reflective report demonstrating an understanding of the impact that urban design has on
urban form and people.
Interaction and dialogue around key aspects of the syllabus is prioritised within the
module especially during the project. The collaborative approach exposes students to
alternative perspectives and allows them to support one another’s learning. Students are
encouraged to develop amongst each other the criteria of assessment of the projects
assigned, selecting from those explained during the taught classes and or developing
new and combined ones, leading to an agreed position within a seminar group. This is
then presented and commented within the class.
Note: Students need to gain a summative mark of 40% to pass the module. Students
who fail the module at the first attempt will be re-examined during the August diet.
This re-examination will consist entirely of coursework.
70
YEAR 4 Handbook
2015/2016
________________________________________________________________________________
5.1.3 Ecology, Sustainability and Built Environment
Module Code
Module Title
Module Registrar
Taught To (Course)
AB 421
Ecology, Sustainability and Built Environment
Dr David Grierson
BSc Architectural Studies;
BSc Architectural Studies with International
Study;
Pg Diploma in Advanced Architectural Design
Y1;
Pg Diploma/MArch in Architectural Design
(International) Y1;
BSc Architectural Enginering.
N/A
20
1
Optional
Level 4
N/A
Discussion Forum (throughout semester);
Group Seminars (tbc);
Position Paper (within exam period - agreed
with students).
Resubmission of coursework
Other Lecturers Involved
Credit Weighting
Semester
Compulsory/optional/elective class
Academic Level
Prerequisites
Coursework / Submissions deadlines:
Resit Examinations:
Recommended Reading:
See section 6
Module Format and Delivery (hours):
Lecture
10
Tutorial
20
Workshop
-
Project
60
Assignment
30
Private Study
80
Laboratories
-
Total
200
Educational Aims
The class aims to foster an awareness of both the historical and theoretical context of
environmental sustainability and offer a critical examination of the way in which issues of
sustainability relate to the built environment. The module blends online learning via the
University’s VLE with a series of group seminars.
Specific Learning Outcomes
At the end of the class the student will have:
LO1: An understanding of the impact of the built environment on the natural environment
(ARB/RIBA Part 1 Criteria GC2.1, GC4.2, GC5.2)
71
YEAR 4 Handbook
2015/2016
LO2: An understanding of sustainable design and development (ARB/RIBA Part 1 Criteria
GC5.2)
LO3: An awareness of theoretical approaches to environmental and social sustainability
(ARB/RIBA Part 1 Criteria GC2 & GC5).
LO4: An awareness of the ecological and technological paradigms (ARB/RIBA Part 1
Criteria GC2 & GC5)
UK SPEC suggests no more than 4 learning outcomes per module. Statements must be
broad and be syllabus free and link in with the intended learning outcomes on the
programme specifications.
Syllabus
The class consists of a blend of online learning and face-to-face seminars. The seminars
allow the online learning resources to be analysed and discussed by students through the
medium of group presentations and discussions. Each seminar is preceded by the
release of online resources and participation in online discussion events.
The module will cover the following:
•
•
•
•
The Biosphere and the Urban as Context;
Sustainable Development and the Built Environment;
Architecture, Ecology and Sustainability: Theory;
Architecture, Ecology and Sustainability: Practice.
Assessment of Learning Outcomes
For each of the Module Learning Outcomes the following criteria will be used to make
judgements on student learning:
LO1:
•
C1: Ability to demonstrate an understanding and knowledge ot the influence of
ecological and technological aspects of architecture and the development of built
environment on the natural environment in class discussions (online and face to
face) and in a written report
LO2:
•
•
72
C1: Ability to demonstrate an understanding of the relationship between people,
buildings and the environment, and the impact of development in class
discussions (online and face to face) and in a class quiz
C2: Ability to demonstrate adequate knowledge of sustainable design precepts in a
written submission and in a class quiz
YEAR 4 Handbook
2015/2016
LO3:
•
C1: Ability to demonstrate adequate knowledge of environmental and social
sustainability theories in class discussions (online and face to face), in a written
submission, and in a class quiz
LO4:
•
C1: Ability to demonstrate adequate knowledge of sustainability practice in class
discussions (online and face to face) and in a written submission
The standards set for each criterion per Module Learning Outcome to achieve a pass
grade are indicated on the assessment sheet for all assessment.
Note: Criteria break the LO down into ‘teachable’ elements but do not become syllabus
orientated i.e. no mention of CAD package names, components etc.
Assessment Method(s) Including Percentage Breakdown and Duration of Exams
Examinations
Number
Duration
Weighting
LOs
Coursework
Projects
Number
Weighting
Number
Weighting
3
50%
1
50%
LO1, LO2, LO3, LO4
LO1, LO2, LO3, LO4
12 Principles of Assessment and Feedback
(on Learning & Teaching web pages:
http://www.strath.ac.uk/learnteach/informationforstaff/staff/assessfeedback/12principles/)
http://www.strath.ac.uk/learnteach/teaching/staff/assessfeedback/12principles/.
The module is VLE-based and blends traditional lecture presentations supported by
online resources with structured online discussions on specific topics, and face-to-face
themed seminars. Assessment is based on the student’s contribution to the discussion
forum, participation at the group seminars, a class test, and the submission of a designbased reflective report demonstrating an understanding of sustainability and sustainable
development. Interaction and dialogue around key aspects of the syllabus (both online
and face-to-face) is prioritised within the module. The discursive approach exposes
students to alternative perspectives and allows them to support one another’s learning.
Students are encouraged to provide feedback (peer discussion) to each other on specific
topics, goals, and criteria leading to an agreed position within a seminar group.
Comments posted by students online are used by the lecturer in subsequent sessions to
promote dialogue. The articulation of an agreed group position around defined seminar
themes allows the student to identify their own topic for the individual position paper
submission, providing them more control over aspects of their learning and increases
motivation.
The assessment criteria and the timing of the class quiz and report submission are
discussed and agreed with the students in advance of submission.
73
YEAR 4 Handbook
2015/2016
________________________________________________________________________________
5.1.4 AB 421 Projects Through Collaboration
Module Code
Module Title
Module Registrar
Taught To (Course)
Other Lecturers Involved
Credit Weighting
Semester
Compulsory/optional/elective class
Academic Level
Prerequisites
Coursework / Submissions deadlines:
Resit Examinations:
Recommended Reading:
AB 421
Projects Through Collaboration
Derek Hill
BSc Architectural Studies
BSc Architectural Studies with International Study
Pg Diploma in Advanced Architectural Design Year
1/ Pg Diploma/MArch in Architectural Design
(International) Year 1
N/A
20
1&2
Optional
Level 4
N/A
Semester 1, Week 10 – Collaborators Presentation
Semester 2, Week 12 – AIIW Participation
Semester 2, Week 14 – Case Study Submission
August Diet
-
Module Format and Delivery (hours):
Lecture
20
Tutorial
20
(industry)
Workshop
60
Project
100
Assignment
-
Private Study
-
Laboratories
-
Total
200
Educational Aims
The general aim of this Special Study Class is to (re)introduce students to aspects of
LiveBuild, LiveClient and LiveProject allowing an investigation into, and understanding of,
the context of the architect within the construction industry. In parallel, the class will
facilitate a research platform for the 2016 Architecture International Itinerant Workshop
(AIIW), building on past initiatives within the Department of Architecture.
Working with industry collaborators and clients on industry projects will ensure the
students gain exposure to the processes otherwise inaccessible within the academic
environment. The module will be structured to allow the real project schedule to run in
parallel with the academic timetable and many of the sessions will be out with campus in
industry spaces and locations. Participants within the class will also participate in the
74
YEAR 4 Handbook
2015/2016
2016 AIIW, part of the 2016 Festival of Architecture in Scotland which will present an
opportunity to deliver the real projects developed over the academic process.
It is hoped that this class will make students aware of the ‘real’ role of architect as
designer, communicator and administrator by encouraging participatory ‘learning by
doing’ activities.
Specific Learning Outcomes
ARB GC1.1 / GC5.1 / 5.2 / 5.3 / GC6.1 / GC 6.2 / GC 6.3 / GC 7.2
LO1: An ability to prepare and present building (and) design projects of diverse scale,
complexity and type in a variety of contexts, using a range of media, and in
response to a brief;
LO2: An understanding of the needs and aspirations of building (project) users;
LO3: An understanding of the nature of professionalism and the duties and
responsibilities of architects to clients; building users, constructors, coprofessionals and the wider society;
Syllabus
The Class is divided into two parts, which will align with the Academic Semesters:
Semester 1: Will explore the collaborative projects as established by the industry
collaborators. Students will investigate project processes with studio and practice based
activity running in parallel ensuring a physical understanding of industry participation.
While the class will break into smaller MicroUnits to deliver the collaborative projects thus working independently from one another - peer learning and discussion will be
promoted and encouraged. Semester 1 will conclude with the presentation of a
Feasibility Project Study (per collaborative project) to the various collaborative industry
partners.
Semester 2: Will develop the Semester 1 Feasibility Project Studies and begin to
establish delivery methods for each of the projects. These methods will form the basis of
the activities during the 2016 Architecture International Itinerant Workshop in April 2016.
Semester 2 will conclude with the submission of a Project Case Study (per collaborative
project) and a Personal Statement of Reflection (per participant).
Assessment of Learning Outcomes
LO1: An ability to demonstrate adequate knowledge and understanding of the processes
required to develop a project from a given brief through self-motivated research
and design development.
-
As evidenced through ongoing discussion with collaborators, facilitators and the
end user, leading to the submission of a feasibility document for the collaborative
project with which each student is involved.
75
YEAR 4 Handbook
2015/2016
LO2: An ability to demonstrate adequate knowledge and understanding of the processes
required in understanding, and reacting to client need through self-motivated
investigative and analytical techniques.
-
As evidenced through the submission of a case study document, focussed on the
collaborative project with which each student is involved.
LO3: An ability to demonstrate adequate knowledge and understanding of the nature of
professionalism and the duties and responsibilities of architects to clients; building
users, constructors, co-professionals and the wider society through observation of
existing practices and attitudes presented by collaborative partners.
-
As evidenced through the submission of a Personal Statement of Reflection.
Assessment Method(s) Including Percentage Breakdown and Duration of Exams
Examinations
Number
LOs
Duration
Weighting
Coursework
Projects
Number
Number
Weighting
3
20/60/20%
Weighting
LO1, LO2, LO3
12 Principles of Assessment and Feedback
The module blends traditional lecture presentations and industry collaboration with
structured discussions on class meta-themes. The various collaborative projects are
carried out in MicroUnits of four students. Assessment is based on the student’s
understanding of the design and collaborative processes started in class and continued
through industry / departmental participation, attendance and participation at the group
seminars throughout both semesters during which the various projects are carried out,
and the submission of a design-based case study on the students’ specific Collaborative
Project involvement and a Personal Statement of Reflection, thus allowing demonstration
of an understanding of salient industry processes.
The various assessment outputs are designed to act as useful building blocks for various
department collaborations as well as International Activity but also to provide documental
evidence of department and industry resourcing partnerships.
Note: Students need to gain a summative mark of 40% to pass the module. Students
who fail the module at the first attempt will be re-examined during the August diet.
This re-examination will consist entirely of coursework.
Note: Participation in the 2016 AIIW will require a participant’s fee of £150.00 – further
details to follow. The AIIW will run from 11-21st April 2016 with FULL ATTENDANCE
REQUIRED THROUGHOUT.
________________________________________________________________________________
76
YEAR 4 Handbook
2015/2016
5.1.5 MOBILELAND VIP
Module Code
Module Title
Module Registrar
Taught To (Course)
Other Lecturers Involved
Credit Weighting
Semester
Compulsory/optional/elective class
Academic Level
Prerequisites
Coursework / Submissions deadlines:
Resit Examinations:
Recommended Reading:
VIP
MOBILELAND
Dr Cristian Suau
Faculty of Engineering, Faculty of Humanities
and Social Science, Strathclyde Business
School, and Faculty of Science.
External contributors (practitioners; agency; etc)
20
1&2
Optional class
Undergraduate / Postgraduate
Ecological, design and constructional skills
Group assessment (12 weeks per term)
N/A
Refer to Reading List
Module Format and Delivery (hours):
Lecture
24
Tutorial
-
Workshop
12
Project
12
Assignment
-
Private Study
-
Laboratories
-
Total
200
Educational Aims
MOBILELAND© is a pioneering educational and landscape recovery action that
reactivates abandoned sites through temporary uses of vacant plots via community led
place-making. It is part of the Stalled Spaces initiative led by Glasgow City Council
(awarded in 2014) and supported by the VIP and MUSE programmes at the University of
Strathclyde. It is also the core project of Glasgow Project Office (GPO).
MOBILELAND© is an adaptable, portable and modular compact landscape scheme,
which enhances deprived public spaces and empowers future communities. Structures
are entirely made from reclaimed materials such as containers, timber pallet boards,
metals and any reused material based on the principle of remaking. It is located in a
greenfield at Cathcart road in Glasgow (Greek Thomson gardens).
MOBILELAND© encourages Systemic Thinking based on multi-disciplines dialogues and
interconnectivity. In doing so, systemic design is both a structured and structuring force.
It offers a holistic worldview regarding the environment and its inner structure. According
to the theory of the ‘Four Laws of Ecologies’, Barry Commoners (The Closing Circle,
1971) affirms “everything is connected to everything else. There is one ecosphere for all
living organisms and what affects one, affects all”. Here eco-design provides an
articulating interface between biological and technical nutrients where waste is
77
YEAR 4 Handbook
2015/2016
transformed into energy and vice versa. This implies not only an aesthetical or technical
meanings but it also asks for an ethical position. Bucky Fuller (Operating Manual for
Spaceship Earth, 1967) reveals an even more challenging statement. He sees ‘we are all
astronauts’, synergy-makers. Paraphrasing him, Victor Papanek (Design for the Real
World: Human Ecology and Social Change, 1971) reconsidered the holistic vision of
design, which emphasise the democratisation and customisation of design through the
transformation of planet Earth and the total engagement of mankind.
MOBILELAND© aims to create new greenery and a communal play place in an
abandoned lot to establish and cultivate their own urban furniture, garden and
recreational places. MOBILELAND© is a versatile landscape scheme, which has the
potential to enhance public spaces and empower community groups and schools. Its aim
is to produce innovative landscape architecture based on the principles of reduce, re-use
and recycle. It is a ludic open lab. More information about this project is available in the
following website: http://mobilelandglasgow.wordpress.com
What games will we play instead? What can we learn from Eco-design? The
'MOBILELAND©' team targets the following aspects:
A.
B.
C.
D.
Systemic thinking
Playability
Open source design
(teamwork & network)
Participatory construction and landscaping (purposeful activity)
Experiential learning engages students in critical thinking, problem solving and decision
making in contexts that are personally relevant to them. This learning approach also
involves making opportunities for debriefing and consolidating ideas and skills through
feedback, reflection, and the application of these applied ideas and sensorial skills to new
situations.
This module is organised in twelve sessions per term. Each session consists of two hour
weekly. There is an introductory lecture in week one followed by lectures led by
practitioners and periodic hand-on work at Mobileland site (teamwork). Students will work
in groups during all weeks each term followed by a final review (week 12).
Specific Learning Outcomes
On completion of the module the student is expected to be able to
LO1: Experiential Learning (Design by Doing)
•
•
•
To appreciate the value of experiential learning by doing
To analyse the elements of experiential learning (the site as a test lab)
To relate experiential learning to education for sustainable environments and
community engagement
LO2: Open Source Design and Clinic
•
78
To develop an appreciation of local urban stories and social engagement regarding
the empowering of deprived areas in Glasgow and beyond
YEAR 4 Handbook
2015/2016
•
To develop social and communicational skills in locating local problems and offer
consultancy as part of the Glasgow Project Office (GPO) scopes and key activities.
LO3: Future Problem Solving
•
•
•
To appreciate the importance of integrating ecological landscape perspectives
To develop expertise in using ‘Future Problem Solving’ (FPS) as an open learning
and teamworking strategy
To plan ways of using the FPS strategy when applying specific social and urban
conditions.
LO4: Learning Outside the Classroom: Useful Open Learning
•
•
•
To foster urban environmental awareness throughout concrete actions
experienced outside the classroom in sync with the High Education for Sustainable
Development, UNESCO: http://www.unesco.org/education/tlsf/mods/
To develop an understanding of bottom-up planning and self-design management
required for learning in a ‘real’ live project as a useful ‘play place’.
To identify appropriate environmental strategies and tools for collaborative open
learning outside academia (i.e.: conventional classroom scheme).
Syllabus
Form does not precede design but it is discovered during the process of problem solving.
In doing so, students as designers transform the conventional sense of design, from
design-object to design-systems, which are self-ruled by spatial explorations, drifts and
inventiveness regarding the remaking of cities and its ecologic process. MOBILELAND©
is 100% oriented towards systemic thinking and open source design such as open
access, crowd-sourcing and site-specific interventions. In doing so, the MOBILELAND©
team learns from Design by Doing; Open Source Design and Clinic; Future Problem
Solving; and Learning Outside the Classroom.
The MOBILELAND© unit reflects, challenges and builds eco-design solutions applied in a
greenfield site in Gorbals by following these principles:
•
•
•
•
•
•
•
Low environmental impact (minimise the ecological footprint)
Clean (exclude the use of toxic substances or hazardous at all stages)
Durability (encourage cradle to cradle and lifecycle thinking)
Low-tech (use locally available techniques and materials)
Low-cost (create more affordable products and services)
Flexible and customised (encourage modularity and adaptability in Eco-design)
Participatory (regenerate social capital by maximizing benefits to Glasgow
communities)
Assessment of Learning Outcomes
The following assessment criteria are applied to make judgements and evaluation on
student learning and personal development. Refer to the following Module Learning
Outcomes (MLOs):
MLO_1. Playability in Eco-Design
79
YEAR 4 Handbook
2015/2016
•
•
•
•
Development of systemic thinking in ecological design solutions
High engagement in on-site group initiatives
Authorship in design process and implementation phases
The city as ‘play place’ (bottom-up architectures)
MLO_2. Collaborative Work Process
•
•
•
Participatory design and manufacturing
Identify urban problems and find environmental, affordable and easy-to-build
solutions in-situ
Urban narrative, model making and mapping techniques to stimulate spatial
imagination and ecological design
The standards set for each criterion per Module Learning Outcome to achieve a pass
grade are indicated on the assessment sheet for all assessment.
MOBILELAND VIP is an outdoor learning course (live-in) fed by lectures from external
agencies and practicioners, site visits, clinic and hand-on building, landscaping and
gardening. Students to need to reflect, design, build (1:1) and inhabit their creations onsite. The VIP group assessment is every term. It strictly evaluated based on weekly
attendance and participation in lectures, group workshops and presentations based on
the quality and originality of your design proposal through visual presentations; innovative
D.I.Y. eco-design; and critical essay submissions; and building of the chosen design (i.e.:
live-in interventions in-situ).
Note 1: Attendance to all lectures, workshops and presentations is compulsory. Live-in
building is an essential aspect of group assessment. Therefore you have to have timber
inductions before plan any manual construction. Voluntareering work is not linked to any
assessment (non-mandatory) and is arranged prior programme launch every term.
Assessment Method(s) Including Percentage Breakdown and Duration of Exams
Examinations
Coursework
Projects
Number
Duration
Weighting
Number
Weighting
Number
Weighting
-
-
-
-
-
1
20
LOs
LO1, LO2, LO3, LO4
12 Principles of Assessment and Feedback
(on Learning & Teaching web pages:
http://www.strath.ac.uk/learnteach/informationforstaff/staff/assessfeedback/12principles/)
http://www.strath.ac.uk/learnteach/teaching/staff/assessfeedback/12principles/.
Pedagogically the principal teaching method is ‘learning by playing’, through collaborative
design and fabrication; experimentalism; setting spatial games; and instant feedbacks
and self-assessment.
MOBILELAND© is based on both ludic research explorations. In
doing so, the best way of learning is by playing, so before cohort learns cognitive abilities,
they need to experiment individually and collective the drifting process of making. Of
course, leading tutors have acted as ‘players’ and ‘facilitators’ of this participatory game.
80
YEAR 4 Handbook
2015/2016
Firstly, the spatial games dynamics will include non-prescriptive investigations on ecodesigns; secondly we will mock up and finally fabricate a live project (1:1 model) on site.
In order to promote instant feedback, the ‘Six Thinking Hats’ method (Edward Bono,
1985) is fundamental to test the diversity and variety of all initial proposals and thus
implement effective decision making and time management, from the preliminary concept
to the constructive models. The MOBILELAND© unit will build up a critical thinking
environment in which students played multiple roles (six different ways of thinking):
managing, information, emotions, discernment, optimistic response and creativity. This
pedagogic model stimulates parallel thinking, proactive behaviours and creative
approaches.
Note 2:
Students need to gain a summative mark of 40% to pass the module.
Students who fail the module at the first attempt will be re-examined during the
August diet. This re-examination will consist entirely of coursework.
81
YEAR 4 Handbook
2015/2016
5.1.6 AB 421 CARMAU: Criticism, Assessment, and
Research Methods in Architecture and Urbanism
Module Registrar: Professor Ashraf M.
Salama
BSc Architectural Studies
BSc Architectural Studies with
International Study
Pg Diploma in Advanced Architectural
Design Year 1/ Pg Diploma/MArch in
Architectural Design (International) Year 1
Other Lecturers Involved: NA
Credit Weighting: 20
Semesters 1 & 2
Assumed Prerequisites: None
Compulsory/ optional/
elective class
Academic Level:
4
Module Format and Delivery (hours):
Lecture
Tutorial
20
Laboratory
Research
Project(s)
Assignments
Private Study
Total
80
40
60
200
Educational aims
This class is about research, criticism, and assessment in architecture and urbanism.
It offers students insights into the possibilities and limitations of these paradigms
and the major characteristics of each. It comprises theoretical reflection,
discussions of underlying theories and approaches, and in particular work on
actual writing, research, and assessment studies. The main objective is to
establish a dialogue between perceived and measured quality in architecture, to
address the juxtaposition between research, criticism and performance
evaluation. In an ever changing world where buildings must respond to new
technologies, new economic markets and a new workforce, the three approaches
have paramount value. The important point is that buildings and urban
environments are subjected to critical writings; evaluations and the lessons
learned from these are communicated and shared throughout architecture as one
of the important creative industries.
The aims of the class are to offer students multiple opportunities to 1) recognize the
purposes and major differences between research, criticism, and assessment in
architecture and urbanism, 2) understand and be familiar with the work and approach
of selected scholars/writers from different contexts, 3) learn about conducting
research in field, its scale, design, methods, tools and suitable approaches, 4) learn
about conducting critical analysis of buildings and their contexts including the
82
YEAR 4 Handbook
2015/2016
understanding of the theoretical underpinnings, methods, and approaches to
criticism in architecture and urbanism, and 5) learn about conducting intensive
assessment studies of buildings and their contexts including the understanding of
types of assessment and the level of efforts involved in the assessment process.
Learning Outcomes
This class addresses the
• ARB General Criteria of Part 1 (GC2): Adequate knowledge of the histories and
theories of architecture and the related arts, technologies and human sciences.
• Graduate Attributes of Part 1 (GA. 4) ability too evaluate evidence, arguments
and assumptions in order to make and present sound judgments within a
structured discourse relating to architectural culture, theory and design.
• Graduate Attributes of Part 2 (GA .4) critical understanding of how knowledge is
advanced through research to produce clear, logically argued and original written
work relating to architectural culture, theory and design
On completion of the module the student is expected to be able to
• LO1: Demonstrate an understanding of approaches, tools, techniques, types, of
research methods in architecture and urbanism
• LO2: Demonstrate an understanding of theories and methods unique to criticism
and assessment.
• LO3: Demonstrate an ability to extract implications for planning and design from
textual, visual, and onsite information.
• LO4: Demonstrate an understanding of and familiarity with projects noted for
addressing unique design aspects (Social, Cultural, Formal, Environmental,
Contextual..etc.)
Syllabus
The class will be delivered as a series of lectures with readings, exercises, discussions,
and a research/critical essay/assessment study forming integral components of the class.
The class involves two major components as follows:
•
The First Component: Semester 1 - Research Methods and Paradigms in
Architecture & Urbanism. (5 class sessions).
It involves an introductory overview to research criticism and assessment studies,
and series of lectures on scientific thinking, research processes, typologies,
methods, and tools.
•
The Second Component: Semester 2: Criticism and Assessment in Architecture &
Urbanism (9 class sessions).
It involves series of lectures and discussions on: 1) Criticism: Critical and
Contextual Approaches; Traditional Architectural Criticism: Past and Present
Trends (Moralism, Humanism, Populism); Methods of Criticism (Normative,
Interpretive, Descriptive), 2) Assessment Studies/Research: Benefits of
Assessment Studies; Types of Evaluation; Levels of Efforts in POE and
Assessment Studies; Information Gathering Tools and Techniques.
83
YEAR 4 Handbook
2015/2016
Assessment of Learning Outcomes
Criteria
The learning Outcomes will be assessed through:
• 2 Individual exercises on Research Methods (LO1)
• 1 individual exercise on Criticism in Architecture/Urban Design (LO2)
• Critical Essay on a Building/Urban Space/Group of Buildings and Spaces (LO2 /
LO3)
• Assessment/Evaluation Study of the same Buildings/Urban Space selected for the
Critical Essay (LO2 / LO4)
The standards set for each criterion per Module Learning Outcome to achieve a pass
grade are indicated on the assessment sheet for all assessment.
12 Principles of Assessment and Feedback
(on Learning & Teaching web pages:
http://www.strath.ac.uk/learnteach/informationforstaff/staff/assessfeedback/12principles/)
http://www.strath.ac.uk/learnteach/teaching/staff/assessfeedback/12principles/
1. Help clarify what good performance is (goals, criteria, standards)
• Explain aims of the course and break down of sessions during the class.
• .List the LO expected and the criteria of assessment for each.
• Provide students with examples of past work.
• Provide them with some tips on how to prepare and deliver a succinct, clear and
detailed presentation for the class.
2. Encourage ‘time and effort’ on challenging learning tasks
• Explain the elements of the submission and encourage students to break the task
into smaller parts;
• Explain the benefits of pairings for the design element of the work, as well as how
to valorise bibliographic research in a way which gives more substance to the
design work too.
3. Deliver high quality information to students about their learning
• Each assignment with feedback will be return within two weeks, in normal
circumstances;
• The feedback on the assignments will be provided in relation to the stated
assessment criteria;
4. Provide opportunities to close any gap between current and desired
performance
• The students will be provided with templates for the design submission as well as
a Power Point explaining how to structure the verbal presentation;
• Clinics with individual students will be run in relation to their current performance
upon request.
84
YEAR 4 Handbook
2015/2016
5. Ensure that summative assessment has a positive impact on formative learning
• The project will be marked by including achievements in the knowledge, skills and
overall attitude towards the task.
6. Encourage interaction and dialogue around learning (peer and teacher-student).
• The preparation for the verbal presentation will be carried out in pairs where
possible but individual performances marked; this should encourage peer
feedback and collaborative work.
• Design work will be conducted in pairs when possible, but individual contributions
explicitly identified.
7. Facilitate the development of self-assessment and reflection in learning
• Students will be asked to produce, in the design work as well as in the verbal
presentation, a personal reflection on the topic studied in relation to its cultural
context and its contribution to the urban realm.
8. Provide opportunities for choice in the topic, methods, weighting, criteria and
timing of assessment tasks
• The oral presentation will be assigned due to time constraints, but students will be
allowed to select the design element to tackle.
9. Involve students in decision-making about assessment policy and practice
• In the middle and the end of the module, students will be requested to provide
feedback on their assessment experiences
10. Support the development of learning groups and communities
• The class will stop at intervals for general discussions on the various historic urban
periods studied.
11. Encourage positive motivational beliefs and self-esteem
• These have been covered in other groups of activities, e.g. individual clinics, selfassessment, portfolios, etc.
Assessment Method(s) Including Percentage Breakdown and Duration of Exams
Examinations
Number
Duratio
n
Courseworks
3 exercises + Critical
Essay
Weighti
ng
Number
Weightin
g
4
70%
LO1, LO2, LO3
Projects/Assessment
Study
Number
1
LO2/LO4
Weightin
g
30%
85
YEAR 4 Handbook
2015/2016
Coursework / Submissions deadlines:
Course work and assignment submission deadlines will be announced in the first class
session
Resit Assessment Procedures:
August Diet
PLEASE NOTE:
Students need to gain a summative mark of 50% to pass the module. Students who fail
the module at the first attempt will be re-examined during the August diet. This reexamination will consist entirely of coursework
.
Additional Student Feedback (Please specify details of when additional feedback will be
provided)
Date
:
86
Time
Room No
YEAR 4 Handbook
2015/2016
Reading Lists
6.1
Introduction
6.2
Architectural Design Studio 4A – 4B
6.3
Cultural Studies 4
6.4
Special Study 4 (Optional Classes)
87
YEAR 4 Handbook
2015/2016
Reading Lists
________________________________________________________________________________
6.1
Introduction
The core curriculum is informed by reference to both required and recommended literary
texts. You should note that books listed as ‘Required’ are compulsory reading
requirements of the course. Those listed as ‘Recommended’ should still be read to widen
knowledge. Limited overnight lending is available in the Department of Architecture
Library, which is open 10 am -5pm during term time. Strathclyde University main library
will lend books for limited periods however the number of copies for each publication is
small. Opening times can vary according to the time of year so refer to
www.lib.strath.ac.uk/hours for confirmation. We advise that copies of any books listed as
‘required’ should be purchased by the student, although it is not necessary to have them
all immediately. Both libraries have a wide range of architectural journals not just the
recommended list.
________________________________________________________________________________
6.2
AB 418 – AB 419 Architectural Design Studio 4A – 4B
Smith JM.1998. Spaces and Narrations, London: 97-99 Publishing
Langer, S.K.1953, Feeling and Form. New York: Charles Scribner’s Sons
Curtis, W.1995c1986, Le Corbusier: Ideas and Forms. London: Phaidon
Frascari, M. 1984 “The Tell-the-Tale Detail” in Nesbit, K. ed. 1996. Theorizing a new agenda for
architecture : an anthology of architectural theory 1965-1995 p498-514. New York: Princeton
University Press
Frampton, K. 2001 “Carlo Scarpa and the Adoration of the Joint” in Studies in Tectonic Culture.
Camb, MA: MIT Press.
Ford, E. 2003. Details of Modern Architecture vols. 1& 2. Camb, MA: MIT Press
Detail (particularly issue Dec. 2000). A+U, Lotus, arq.
______________________________________________________________________________
__
6.3
AB 420 Cultural Studies 4: DISSERTATION
Borden, Iain and Rüedi, Katerina. 2006. The Dissertation: an architecture student’s handbook.
Amsterdam; Boston: Architectural Press
Sinclair, Christine. 2010. Grammar: a friendly approach. 2nd ed. Maidenhead: Open University
Press
Crème, Phyllis and Lea, Mary R. 2008. Writing at University. 3nd ed. Maidenhead, England;
Philadelphia: Open University Press.
The Chicago Manual of Style. 15th edition. Chicago: University of Chicago Press. 2003 Chapter 16
______________________________________________________________________________
_
88
YEAR 4 Handbook
2015/2016
6.4
AB 421 Special Study 4 (Optional Classes)
Digital media
Project 1:
Bordwell, D and Thompson, K. “Film Art”.6th edition McGraw-Hill Education, 2001
Arnheim, R. “Film as Art”. University of California Press 1957. ISBN 0520000358
Giannetti. “Understanding Movies”.9th edition. Prentice Hall, 2002
Porter, T. “How Architects Visualise”, Studio Vista, 1979
Project 2:
Mitchell W, Liggett R, Kvan T, 1987 The Art of Computer Graphics Programming (Van Nostrand
Reinhold, New York);
Knight T W, 1994 Transformations in Design: A Formal Approach to Stylistic Change and
Innovation in the Visual Arts (Cambridge University Press, Cambridge, England);
Coyne R D, et al., 1990 Knowledge-Based Design Systems (Addison-Wesley, Reading, Mass.);
Mitchell W J, 1990 The Logic of Architecture (MIT Press, Cambridge, Mass.);
Simon H A, 1996 The sciences of the artificial (MIT Press, Cambridge, Mass.);
Bovill C, 1996 Fractal geometry in architecture and design (Birkhauser Boston, Cambridge, Mass.);
Mandelbrot B B, 1983 The fractal geometry of nature W.H. Freeman, New York).
Urban Design 1
Required:
Charles Montgomery (2013) Happy City.
Cowan, R (2005) The Dictionary of Urbanism. Streetwise Press.
Larice, M.; Macdonald, E. (2007). The Urban Design Reader. London: Routledge.
Gehl, J (2013) How to Study Public Life: Methods in Urban Design. Island Press.
Recommended:
Alexander, C., Neis, H., Anninou, A. & King, I. (1987) A New Theory of Urban Design, New York &
Oxford: Oxford University Press.
Llewelyn-Davies. (2001) Urban Design Compendium 1+2. English Partnerships, London.
Cullen, G. (1961) The Concise Townscape, London: The Architectural Press.
Hall, P. (1988, Reprinted 1990) Cities of Tomorrow – An Intellectual History of Urban Planning and
Design in the Twentieth Century, Reprinted 1990, Oxford & Cambridge, Mass.: Basil Blackwell.
89
YEAR 4 Handbook
2015/2016
Jacobs, J. (1961). The Death and Life of Great American Cities. Penguin, London.
Lynch, K. (1960, Eighteenth printing 1986) The Image of the City, Cambridge, Mass. & London:
The MIT Press.
Thadani, D. (2010).The Language of Towns and Cities. A visual Dictionary. New York, Rizzoli
International Publications.
Ecology, Sustainability and Built Environment
Braham, W. & Hale, J.A., Rethinking Technology (Routledge, London, 2007);
Fitzgerald, E. et al, A Green Vitruvius: principles and practice of sustainable architectural design
(James and James, Dublin, 1999);
Langston, C. and Ding, G, Sustainable Practices in the Built Environment (Butterworth Heinemann,
Oxford, 2001);
Meadows, D. et al, Beyond the Limits (Green Publishing, Vermont, 1992)
Nelissen, N. et al, Classics in Environmental Studies (International Books, London, 1997)
Palmer, J. A., Fifty Key Thinkers on the Environment (Routledge, London, 2001);
Smith, P. Architecture in a Climate of Change (Architectural Press, Oxford, 2001)
Smith, P. Sustainability at the Cutting Edge (Architectural Press, Oxford, 2003)
Williamson, T., Radford, A., Bennetts, H., Understanding Sustainable Architecture (Spon Press,
London, 2003)
Projects Through Collaboration
University of Strathclyde, Department of Architecture; A_Space Newspaper, 2014. Newspaper
Club.
The Scottish Government; Scottish Scenic Routes Competition 2013.
Klanten / Ehmann / Schulze; Visual Storytelling: Inspiring a New Visual Language.Gestalten
Charley, Dr. J.; GLASPaper, 2001 – 2006.
MOBILELAND
Hertzberger, H. (2008) Space and Learning. Rotterdam: 010 Publishers
Caillois, R. (1992) Les Jeux et Les Hommes (French edition). Paris: Gallimard Education ed.
Calvino, I. (1988) Six Memos for the Next Millennium. London: Penguin group.
Montessori, M. (1912) The Montessori Method: Scientific Pedagogy as Applied to Child Education
in the Children's Houses, New York: Frederick Stoke Co:
https://archive.org/details/montessorimethod00montuoft, accessed in 01/07/2015.
90
YEAR 4 Handbook
2015/2016
Braungart, M. & McDonough, M. (2009) Cradle to Cradle. London: Vintage Books.
Arup, O. (2012) Philosophy of Design. Munich: Prestel
Ratti, C. (2015) Open Source Architecture. London: Thames & Hudson ed.
Van Hinte, E.; Neelen, M.; Vink, J.; Vollaard, P. (2003) Smart Architecture. Rotterdam: 010
Publishers
Suau, C. (2014) Minimum Game Plans, Theory and Practice of Spatial Planning Journal,
CREATIVITY GAME 1. Ljubljana: University of Ljubljana ed., pp. 34-39.
Suau, C. (2014) The Power of Remaking: Lessons of Innovative Eco-Design in Design Studios.
Cardiff: MADE Journal, Issue 7, Welsh School of Architecture ed., pp. 55-63.
Suau, C. (2011) Visionary Prefab in the Modern Age: Deconstructing Keaton’s Films. Barcelona:
DOCOMOMO Journal 44 (Modern and Sustainable), pp. 81-85:
http://www.docomomo.com/com/journal-docomomo.htm
Criticism, Assessment and research Methods in Architecture and Urbanism (CARMAU)
Readings: Essential
• Groat, L. & Wang, D. (2013). Architectural Research Methods (2nd Edition). West Sussex,
UK: Wiley.
• Preiser, W.; David, A., Salama, A. M. and Hardy, A. (eds.) (2014). Architecture Beyond
Criticism: Expert Judgment and Performance Evaluation. Abington/London, UK:
Routledge.
• Zeisel, J. (2006). Inquiry by Design: Environment/Behavior/Neuroscience in Architecture,
Interiors, Landscape, and Planning. New York, NY: W.W. Norton.
Note: Specific pages in the above list are assigned as essential readings
Other texts and papers may be distributed relevant to the content of each class session
Readings: Recommended
• al-Asad, Mohammad and Musa, M. (eds.) (2006). Architectural Criticism and Journalism.
Available Online http://archnet.org/collections/57/publications/5283 Geneva, Switzerland:
Aga Khan Award for Architecture.
• Attoe, W. (1978). Architecture and Critical Imagination. New York, NY: John Wiley & Sons.
• Mallory Hill, S., Preiser, W. and Watson, C. (eds.) (2012). Enhancing Building
Performance. West Sussex, UK: Wiley.
• Preiser, W. Vischer, V. (2004). Assessing Building Performance. Abington/London, UK:
Routledge.
91
YEAR 4 Handbook
2015/2016
Portfolio and Personal Sketchbook
7.1
Portfolio
7.2
Personal Sketchbook
92
YEAR 4 Handbook
2015/2016
Portfolio and Personal Sketchbook
________________________________________________________________________________
7.1
Portfolio
You are asked to keep ALL your work from Studio projects and Subject Classes in a
portfolio following the settings established for the Part 1 portfolio, and the new
requirements of the Design Statements.
Any physical 3D models should be
photographed and records kept in your portfolio. This portfolio will build as you work
through fourth and fifth years of your studies and will constitute part of your submission
for RIBA Part 2. In Year 5 as part of Professional Studies 5 you will build a full Part 2
portfolio so recording all your Year 4 work will help is critical.
Ensure that all the work you retain is in chronological order and beautifully presented.
Look after it and it will look after you.
________________________________________________________________________________
7.2
Personal Sketchbook
You are asked to record every aspect of your coursework in a personal sketchbook, and
to integrate this in the Design Statements which you will produce for 4A and 4B. This will
be instrumental in building a narrative of your design development, an essential part to
demonstrate your progression and achievement of learning outcomes.
In parallel, we also ask you to keep a draft record of all you experience during the year –
sketches, notes etc. These are not a sleek, desktop published documents but more an
on-going record of your educational journey throughout the course. You should include
all lecture notes, design advice from your tutors, design development sketches,
notifications from your Year Director. However, you should not rely entirely on the work
produced during structured tasks and assignments to fill your books. You are now in an
academic environment and will be expected to carry out your own research into the
realms of architecture. The majority of what you include should be self motivated work
carried out during self study periods and your own free-time. This could be drawings,
sketches, precedents, copies of articles and images that interest you, etc.
Any work you do on other media should be incorporated into the pages of our Personal
Sketchbook. The media you use to work with will be up to you - pens, pencils, charcoal,
cartridge paper, detail paper, cardboard but your book should demonstrate the
exploration of different types of media, drawing techniques, presentation methods.
Record photographs of 3D work you produce should also be contained in you Course
Book.
For identification purposes the front cover should note the following:
•
•
‘Year Course Book 2015/2016’
Your name and your registration number
You should number each book you complete in chronological order.
Please ensure that you have your course book/s with you at all times. You never know
93
YEAR 4 Handbook
2015/2016
when you should need it.
This booklets will accompany you into Year 5, as a build up of a 2-years learning journey.
Monitoring and Submission:
Compilation and the use of your books will be constantly monitored by your Studio
Director, and Studio Design Tutors.
You will be asked to display all your books for assessment at every formal review of your
studio projects, together with your Design Statements.
94
YEAR 4 Handbook
2015/2016
Portfolio Interview
8.1
Personal Development Interview
Annually during the course of the First Semester, students might be invited to meet with
the Studio Director, and when necessary Course and Education Directors to discuss their
reflections on the preceding academic session/s and Year Out. The interview focuses on
career and personal aspirations as well as academic.
95
YEAR 4 Handbook
2015/2016
General Regulations
9.1
Examinations and Progress
9.2
ARB/RIBA Part 2: Portfolio
9.3
General Information
9.4
Policies and Procedures
9.5
Equality and Diversity (including Disability Service)
9.6
Health & Safety
96
YEAR 4 Handbook
2015/2016
General Regulations
________________________________________________________________________________
9.1 Examinations and Progress
Attendance
It is important that you attend your classes as detailed in your timetable.
There are situations where absences from the University can be approved; these cover
both short term and longer-term absences where formal interruption of study may be
appropriate.
Discussions on approved absences should initially take place with your department and
the outcome of these discussions reported, by them, to Student Business.
For
further
information
on
absence
from
University
please
go
to
http://www.strath.ac.uk/sees/studentpolicies/policies/attendance/absenceandvoluntarysu
spension/
Examinations
There are few formal examinations in classes run by the Department of Architecture.
Assessments of a student’s performance in the subject classes are based on continuous
assessment of submissions of assignments based on coursework. Assessments for
Design Studio include periodic reviews of student presentations of project work including
drawings, models and other outputs. A final full review of a complete portfolio of the
year’s work takes place at the end of the session in May.
All submissions must be to the standard described in the class assignment/studio brief
(as prescribed to evidence appropriate to the meeting of learning outcomes described in
the Module Descriptor), and submitted in accordance with procedural requirements.
Digital submissions (pdf etc.) will only be accepted where mitigating circumstances apply,
at the discretion of the class convenor (applicable to both studio and subject class
submissions), but this will need to be agreed with Year Convenor in advance of
submission.
The marking scheme used in the Department accords with the University Guidelines for
U/G marking (see below). All classes will record a single % mark.
The % mark is determined by reference to performance in the criteria as assessed at
examination.
Typically this assessment is recorded in the form of grading: U, S-/Borderline (40%), S-,
S, S+, M, M+.
These grades equate to the % marking scale as follows:
Mark
%
97
YEAR 4 Handbook
2015/2016
U – fail
Below 40%
S-
40% - 49%
S
50% - 59%
S+
60% - 69%
M (merit)
70% - 79%
M+ (merit plus)
80% - 100%
The assessment of criteria does not, unless specifically stated, produce an ‘average’ to
generate the single final % mark. The final % mark is arrived at based on a considered
evaluation of the assessment grades recorded at summative examination, in
acknowledgement of the interdependence of criteria (notably in the design studio
classes.) Numerical marks are recorded since these are needed to determine the Honours
Degree (or Honours Level Equivalent) classification.
If any student does not understand the correlation of assessment with final % mark, they
are entitled and encouraged to seek clarification with class convenor/Year
Director/Director of Education.
There are two formal summative examination periods, January and May each year, for
hand-in of final assignment submissions for subject classes in each semester and for final
design project (internal) examination and Professorial Panel ratification of grades/marks.
Hand-in of other interim assignments and interim reviews of design work take place
throughout the semester. There is a Resit Examination Diet in August at which students,
who have failed a class in January or May, may resit required assignments/design studio
projects. A successful pass in the resit class will be awarded the class credit(s) but the
original first submission % mark will be retained for the purpose of establishing the
year average. A maximum of 2 attempts (1 resit) are allowed for any class.
However, being absent from examination means that this will be recorded as ‘A’ and
awarded a mark of 0%. Assuming the class in passed at resit, the first attempt mark will
be used for the purpose of calculating the year average and any subsequent degree
classification.
Extensive absenteeism from examination may result in automatic withdrawal from the
course.
Regarding classes that require a number of assignment submissions, if any assignment is
not submitted (i.e. ‘absent’) the whole class will be recorded as ‘F’. In this instance, no
credit will be awarded until all aspects of the assignment are satisfactorily completed.
Final % marks for all classes will be the resultant average dependant on assignment
weighting (refer to Module Descriptor) based on first submission marks. Note that all
assignments (and identified components of assignments) must be passed in order to gain
the credit.
Award of an Honours degree
98
YEAR 4 Handbook
2015/2016
To be considered for the award of a BSc with Honours in Architectural Studies, a student
must have accumulated no fewer than 480 credits with a minimum of 120 credits gained
in Year 4 (60 credits Design Projects, 40 credits Cultural Studies, 20 credits Optional
Special Project class)
The classification of the Honours degree is based on the credit weighted averaged marks
returned at the first attempt for examination (June diet of examinations) for all classes
which are taken in 4th year.
Average mark
Classification of Honours Degree
> 70%
First Class
60 – 69.9 %
Upper Second (2.1)
50 – 59.9 %
Lower Second (2.2)
40 – 49.9 %
Third Class
Students of BSc Architectural Studies (and BSc in Architectural Studies with International
Study) who fail to achieve the required number of credits for an Honours degree may be
awarded a BSc degree if they have a total of 360 credits including passes in all
compulsory Year Three classes. (Refer also to ‘Examinations and Progress’ below.)
Progress To Fifth Year
Progression to Year 5 generally requires the award of an Honours degree (2.2 or above,
or Honours level equivalent in the case of direct entry Diploma/Masters students).
It is stressed however that progression to Year 5 is not automatic on completion of the
Year 4 Honours degree. Progression into the second year of the Part 2 programme may
be dependent on the quota allowance for the course, and entry is therefore determined
by merit. Merit will normally be determined by average mark achieved across all Year 4
classes, at first diet submission.
For full details of the University’s Regulations, as set out in the University Calendar,
please refer to
http://www.strath.ac.uk/sees/educationenhancement/qualityenhancement/universityregul
ations/
________________________________________________________________________________
9.2 ARB/RIBA PART 2 Portfolio
The combination of the final year of academic study in the BSc in Architectural Studies
(Hons)/BSc in Architectural Studies with International Study(Hons) and the PgDip/MArch
in Advanced Architectural Design (AAD) carries with it the professional status of Part 2,
ARB/RIBA accreditation/ validation.
99
YEAR 4 Handbook
2015/2016
As such, all students will be expected to present, at the end of the final Year 5 academic
session, a complete academic Part 2 Portfolio to External Examination. In Year 4, every
student will be expected a complete an academic portfolio for External Examination with
regard to satisfying Honours University QA procedures. Any student who does not submit
a portfolio, or does not attend External Examination, or whose portfolio is deemed by
External Examination not to meet or suitably evidence Honours criteria will not be
permitted to progress to Year 5.
________________________________________________________________________________
9.3 General Information
Curriculum Verification
Following registration you need to carefully check your curriculum and also make any
necessary changes and submit to your Year Director. This should be done via PEGASUS
which can be accessed from http://pegasus.strath.ac.uk using your DS username and
password.
Study dates and Attendance
Key dates can be found at: www.strath.ac.uk/studying/currentstudent/keydates
Access to the Department
The Architecture Department is open daily, Monday to Friday, from 8.00 until 18.00. To
work in, or gain access to, the Department between 18.00 and 22.00 (Mon-Fri) or at the
weekend, you will require a red card. This can be obtained from the General Office. The
Department is closed outwith these hours.
Please note that, for health and safety reasons, lone working is not permitted.
Use of space and furnishings
Within the open studio spaces students are generally provided with drawing boards,
tables and chairs. Screens define work bays and crit areas, the former being used to
display on-going work. Students are expected to care for the equipment with which they
are provided, to respect the fabric of the building and to refrain from exhibiting material
likely to give offence. Failure to comply with the above may lead to disciplinary action.
Department Library
In the first year all students will be introduced to the Departmental Library, in both formal
induction exercises and encouragement of supplementary reading and Journal
‘browsing’. Through studio and class related tasks, students will acquire information
gathering and processing skills, specifically how to use information resources
knowledgably and creatively, and how to provide relevant citations or references to
material used. Detailed course information on the year overview, project briefs and
exemplars, core subject class assignments, submission dates, study trip information etc.
100
YEAR 4 Handbook
2015/2016
will be made available on MyPlace site for all years. Students should access this site
regularly during the session for up to date course information. Students are expected to
take their own notes at all lectures, introductions and Studio Director surgeries to
supplement hard copy and MyPlace course information.
Photocopying and Printing Facilities
A card-operated photocopier for use by Architecture students is located in the Garden
Studio. Photocopy cards can be purchased from the General Office. The Departmental
Library has a card-operated photocopier which may be used for Library material only.
Please refer to the Student Section of the Department’s website which has detailed
instructions on plotter printing and using the laser cutter and scanners in the Department:
http://www.strath.ac.uk/engineering/architecture/aboutthedepartment/ourfacilities/
Communications
Departmental and Year notices appear on notice boards, located at various points in the
Architecture corridor. It is the responsibility of students to scan these notices and act on
the information presented.
`Please use student notice boards for flyers and posters and refrain from pinning material
on corridor walls and doors.
Each student will have a Strathclyde University e-mail address allocated when they start
their course. E-mail is regularly used by staff to communicate with students. Please
ensure that you check your email regularly.
Please also refer to the Student Section of the Department’s website as this is updated
regularly and contains links to information on scholarships, student competitions and
professional organisations:
http://www.strath.ac.uk/engineering/architecture/aboutthedepartment/ourfacilities/
Classroom Protocol
You are reminded of your responsibility for the duration of your studies by showing
respect to fellow classmates and staff by remembering the following protocol:
•
•
•
•
•
Attend all scheduled lectures/ seminars and/ or practical sessions such as labs,
including any additional learning and teaching sessions.
Arrive on time and remain in class until the end of the session. If you need to leave
early for any reason, please notify the tutor at the beginning or prior to the class.
Do not disrupt the class by habitually coming in late or coming and going from the
classroom during the session. Students arriving late, without justified reasons, may
be refused entry.
Refrain from consistently interrupting another speaker and listen to the ideas of
others with respect. Do not be rude or make personal attacks on individuals during
group discussions.
Inform and establish consent of the tutor if you wish to record the lecture. The
101
YEAR 4 Handbook
2015/2016
•
•
•
•
•
•
•
recording must be used only for personal study.
Do not bring food into the classroom, other than for medical reasons, e.g.
diabetes. Beverages may be permissible at the tutors’ discretion if the room
utilisation rules allow.
Inform tutors of specific requirements for example the need to perform prayers for
practising students of diverse faiths.
Seek consent of students and staff before taking any photos in the classroom.
At any course related external visit you are acting as ambassadors of the University
and are reminded to act as such.
Refrain from smoking on premises as this is prohibited in all University buildings.
Follow emergency instructions and health and safety procedures.
Should you have any concerns please bring them to the attention of your tutor and/
or appropriate University staff.
_______________________________________________________________________________
9.4 Policies and Procedures
It is the responsibility of each student to be aware of, and keep up to date with, University
of Strathclyde and Department of Architecture policies and procedures.
University Calendar
By registering as a student at the University of Strathclyde, you are agreeing to adhere to
the University’s Regulations, as set out in the University Calendar. The Calendar contains
the University Charter, Statutes and Ordinances, together with course regulations for
undergraduate, Integrated Masters and postgraduate degrees.
http://www.strath.ac.uk/sees/educationenhancement/qualityenhancement/universityregul
ations/
Your Performance Examinations and Assessments
If your performance has been affected by circumstances out with your control and you
wish to have personal circumstances taken into consideration by Examination Boards,
you must notify Student Business, this can be done via PEGASUS, and provide
independent supporting evidence such as:
•
•
•
•
•
•
102
Letter or other document from a medical practitioner (doctor) (for students studying
in Glasgow this should be a UK registered medical practitioner)
Death certificate – where a death certificate is difficult to obtain, especially if the
death occurred abroad, hospital documentation confirming the death or evidence
of funeral arrangements would normally be an acceptable alternative (a copy of the
certificate should be annotated with the student’s name and registration number
and relationship to the deceased)
Letter from solicitor, summons to attend court or attend for jury service;
Report or written evidence from a police officer (crime numbers on their own are
not acceptable).
Confirmation by a transport official of unavoidable, unforeseen and severe
disruption to transport.
A letter of confirmation of any matters of fact relevant to the claim from an
academic member of staff, Hall Warden, Chaplain or other religious leader, the
Student Counselling Service, The Advice Centre, ASK or other appropriate
YEAR 4 Handbook
2015/2016
independent third party.
Personal circumstances should be notified to Student Business within five working days
of the latest affected examination/assessment or date of submission of the affected
assessment. Where an entire semester or examination diet is affected a Personal
Circumstances Form should be submitted as soon as possible and at least one working
day before the relevant meeting of the Pre-Board or Personal Circumstances Board.
Failure to submit your personal circumstances within these timescales will normally
render them inadmissible in the event of a subsequent academic appeal.
Full details of the policy on personal circumstances, including details of what Boards of
Examiners will take into account and what will not be considered, can be found in the
Personal Circumstances & Academic Appeals Procedure at:
http://www.strath.ac.uk/sees/studentpolicies/policies/appealscomplaintsdiscipline/person
alcircumstancesprocedure/
Academic Appeals Procedure
If you are unhappy with the decision made regarding your progression, assessment or
award, you can ask the University to review the decision. You should however note that
there are time limits on appeals and that an appeal will not normally be heard unless you
undertake appeal proceedings whilst still a student at the University i.e. before you
graduate. Failure to submit personal circumstances within the stated timelines will
normally render them inadmissible in a subsequent academic appeal.
See the Personal Circumstances & Academic Appeals Procedure at:
http://www.strath.ac.uk/sees/studentpolicies/policies/appealscomplaintsdiscipline/perso
nalcircumstancesprocedure/
Complaints
The University endeavours to make your experience as a Strathclyde student a happy one
but there may be an occasion where you feel that you wish to make a complaint or
provide feedback on a department or service; the University has a formal complaints
procedure
in
place:
http://www.strath.ac.uk/sees/studentpolicies/policies/appealscomplaintsdiscipline/perso
nalcircumstancesprocedure/
Plagiarism
The University regards academic dishonesty as a serious offence. Plagiarism is the
unacknowledged use of another person’s work or ideas, whether intentionally or
unintentionally, and is a form of intellectual theft. Ignorance or lack of understanding,
while perhaps understandable in the early stages of your academic career, does not
excuse plagiarism. Remember it is up to you, as a member of the academic community,
to find out what the academic conventions are and to stick to them. Allegations of
academic dishonesty will be fairly assessed and appropriate action will then be taken.
103
YEAR 4 Handbook
2015/2016
The University provides a guide for students on Good Academic Practice and the
Avoidance
of
Plagiarism:
http://www.strath.ac.uk/sees/studentpolicies/policies/appealscomplaintsdiscipline/acade
micdishonestyguidance/
Turnitin
Turnitin is an originality checking and plagiarism detection software package used by the
University to assist staff and students to prevent and detect plagiarism. Please note that
as a student only authorised staff will be able to view/access your submission. If a
significant match is found between your submission and another author or student’s
work, the University can ask the other third party to share the matching paper for
comparison. Please note a copy of the work you submit will be retained by Turnitin.
Please contact [email protected] if you have any questions.
Copyright
Under UK legislation (including the Copyright, Designs and Patents Act 1988), original
works (such as books, journals, articles, images or films) are protected by copyright. This
means that they cannot be reproduced (on paper or electronically) even for educational
purposes unless: covered by a licence, permitted by statutory exceptions or legal
defences or where permission is granted or has been obtained from the copyright holder.
The University does have licence agreements which allow some copying of certain
materials but you must follow the terms and conditions. Please see the University’s
copyright webpage for further information on copyright and details of the licences that are
available.
________________________________________________________________________________
9.5 Equality and Diversity (including Disability Service)
Equality and Diversity
The University of Strathclyde is committed to equality of opportunity for students and
staff.
As such, a number of equal opportunities policies and guidelines have been produced, all
of which are available to view along with further information on the University Equality and
Diversity web pages.
http://www.strath.ac.uk/equalitydiversity/
Dignity and Respect
The University is committed to providing a work and study environment that is free from
bullying, harassment and discrimination. Dignity and Respect requires acceptable
behaviour from everyone in their relationships with others in the University. All students
and staff are expected to adhere to the policy and promote a culture of dignity and
respect for fellow staff and students. Failure by students to abide by the University’s
104
YEAR 4 Handbook
2015/2016
Dignity & Respect Policy may result in disciplinary action under the University’s Student
Discipline Procedure.
See Dignity and Respect Policy for Staff and Students on Harassment and Bullying at:
http://www.strath.ac.uk/equalitydiversity/dignityandrespect/
Disability
If you have, or think you have, a disability we encourage you to disclose it as soon as
possible. Declaring your disability will enable you to access any additional support that
you may need and help to ensure you become a successful student. The information you
provide will be treated as confidential and will not be shared with other staff without your
consent.
The University has a dedicated Disability Service that offers specific advice, information
and assistance to disabled students, including information on the Disabled Students
Allowance
(DSA).
Further
information
is
available
from
the
website:
www.strath.ac.uk/disabilityservice/
Please inform your course tutor, the Department Disability Contact and a member of the
Disability Service of your needs as soon as possible. The Disability Service will then
formally communicate your needs to your Department.
Email: [email protected]
Telephone: 0141 548 3402
www.strath.ac.uk/disabilityservice
The Departmental Disability Contact for the Department of Architecture is:
Aileen Alexander (JW302l)
Telephone: 0141 548 3002
Email: [email protected]
Issues with Physical Access on campus
If you experience an issue with physical access anywhere on campus, please email:
[email protected] where a member of Estates staff will be able to help.
________________________________________________________________________________
9.6 Health & Safety
Emergency/First Aid/Security
The University works hard to provide a safe and secure environment for our students, and
have over 70 trained and dedicated security service staff on hand to provide help, first-aid
and support 24 hours a day, seven days a week.
Security staff are all fully trained first-aiders and should be your first call at any time of the
day or night. They can also provide assistance and access to the emergency services or
police, if necessary.
Security Team Contact (24 hours a day)
105
YEAR 4 Handbook
2015/2016
ext: 3333 (from any campus academic building)
t: +44 (0)141 548 3333
t: +44 (0)141 548 2222 (emergency use only, if you are off campus or calling from a
mobile)
Action in the Event of Fire
If you discover a fire:
Raise the alarm manually by operating the nearest fire alarm break glass call point;
generally located in foyers, landings, corridors and final exit doors.
•
•
•
smoke and heat detectors are located throughout the building and the fire alarm
may activate automatically;
do not delay operating the alarm manually in the expectation that it will do so
automatically;
familiarize yourself with the location of fire alarm break glass call points. These are
located: Level 3 corridors and in the studios next to the main doors
Assistance
•
•
the Fire & Rescue Service is contacted automatically when the alarm operates;
it is not necessary to dial 999 in an emergency.
(Security Services Control staff will make a support call to the Fire & Rescue
Service on your behalf.)
Inform Security Services Control of the exact location of the incident, what is burning and
any other relevant information. e.g.
•
•
Give the security services control operator the exact location and nature of the
incident;
2222 is the internal emergency number and will be responded to immediately;
Evacuation
On the continuous sounding of the fire alarm you should evacuate immediately by the
nearest safe route to the planned assembly area. The assembly areas are:
The pavements outside and to the south of the main entrance on Montrose St. and
outside the Quadrangle – paved area on upper John Street.
N.B. Lifts must not be used for evacuation unless specifically designed for the purpose.
The Fire Safety Coordinator together with the Fire Safety Assistant(s) will assist in
stewarding the safe and efficient evacuation of all persons from the building.
Note: The fire alarm for the building is tested weekly on Monday at 9.30 (lasts approx. 20
seconds).
106
YEAR 4 Handbook
2015/2016
107