ARC2001 : Architectural Design 2.1
- Offered for Year: 2017/18
- Module Leader(s): Dr Claire Harper, Dr Christos Kakalis, Mr Andrew Campbell, Dr Edward Wainwright
- Demonstrator: Miss Gillian Peskett, Mr Dan Kerr, Mr David McKenna, Ms Nita Kidd
- Teaching Assistant: Mrs Jennie Webb
- Owning School: Architecture, Planning & Landscape
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||30|
|Semester 2 Credit Value:||30|
The design module builds on the skills and ideas introduced in the ARC1001 module.
Students develop their explorative, cognitive and creative skills via a series of pedagogically inflected design projects that grow in architectural complexity throughout the year. The sequence of projects is iterative and cumulative, presenting the students with design issues and problems that stretch their abilities whilst grounding them within the scope of their developing skills. Central to this process is the consideration and implementation of design theory.
Outline Of Syllabus
A course of studio based practical architectural design projects that build on the experience of the first year design studio. The scale and complexity of projects generally addressed increases throughout the year. Semester 1 generally focuses on the private realm – looking at the individual, the family unit and shared-housing, whilst Semester 2 generally focuses on the public realm – include ownership and public space, public scale and the role of public buildings.
Students are asked to develop a self-reflective approach to practice and document this as part of their personal learning experience. They work individually for the majority of the projects, however, there are opportunities for small group working and, from time-to-time, for working alongside other construction professionals.
Time is spent considering design theory, and the students are encouraged to test out various specific methods of working, In particular, they are asked to explore the reciprocal relationship between research & precedents and their own architectural language and speculation.
Consideration is given to the integration of building structure, construction, materials and services in relation to an overall design concept.
|Scheduled Learning And Teaching Activities||Lecture||4||1:00||4:00||Project Feedback Sessions|
|Scheduled Learning And Teaching Activities||Lecture||6||1:00||6:00||Project Introductions|
|Scheduled Learning And Teaching Activities||Lecture||12||2:00||24:00||Design Lectures|
|Scheduled Learning And Teaching Activities||Practical||6||7:00||42:00||Crit/Review days - presenting work and attending other student's reviews|
|Guided Independent Study||Skills practice||1||200:00||200:00||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||14||1:30||21:00||Attendance at group tutorials sessions|
|Guided Independent Study||Project work||1||200:00||200:00||N/A|
|Scheduled Learning And Teaching Activities||Workshops||2||2:00||4:00||Project related workshops - technical workshops|
|Scheduled Learning And Teaching Activities||Fieldwork||2||7:00||14:00||Project Site Visits|
|Scheduled Learning And Teaching Activities||Fieldwork||2||3:30||7:00||Project Site Visits|
|Guided Independent Study||Independent study||1||71:00||71:00||N/A|
|Scheduled Learning And Teaching Activities||Dissertation/project related supervision||14||0:30||7:00||Project related supervision and tutorials - direct|
Teaching Rationale And Relationship
Architectural Design 2.1 (ARC 2001) aims to build upon the experiences of the Stage 1 course by continuing to develop the students' creative, critical and synthetic architectural design skills to an intermediate level. The module is structured as a sequence of pedagogically focused projects of increasing complexity. The lecture-briefings define the pedagogical intentions of each project, supply core knowledge and pointers to further personal research and enquiry. The projects enable students to develop and demonstrate differing aspects of their evolving skills in settings that require the synthesis of appropriate knowledge from within the module and from the other modules that run concurrently. The projects entail a variety of group and individual research and design. Tutorials, regular presentations, seminars, and studio forums, foster a culture of debate, critical enquiry, and oral and graphic confidence.
The format of resits will be determined by the Board of Examiners
Assessment Rationale And Relationship
Projects are marked and individual and group performances are discussed as the year progresses.
The assessment criteria for each project are based on the objectives and learning outcomes for that particular project, as outlined in the project briefs.
For each design project this will entail the demonstration of imaginative design responses within a personal ethical framework that exhibits an appropriate response to user needs within a natural and/or built context, and the ability to shape space and form with experiential and tectonic understanding. Clear communication of process and ideas is expected and the demonstration of group and/or individual work skills.
During the year students will be given assessment grades for individual projects (letter grade) indicating broad performance. The formal assessment will take place at the end of semester 2 where the years design work will be assessed holistically as a portfolio and given a final mark (%). This allows students to amend and develop work from earlier projects before the final portfolio assessment at the end of semester 2.
IMPORTANT: PLEASE NOTE THAT STUDENTS ON THIS MODULE ARE REQUIRED TO HAND IN A FULL ACADEMIC PORTFOLIO AT THE END OF THE YEAR THAT INCLUDES ALL STAGE 2 DESIGN PROJECTS AND ALL STAGE 2 NON-DESIGN COURSEWORK.
Failure to submit the full portfolio will be considered as non-submission of the entire module.
The final mark remains provisional until such time as it is approved within the external examination process.
- Reading List Website : rlo.ncl.ac.uk