Module Catalogue 2024/25

Pre Requisite Comment

Pass in all stage 5 modules

Co Requisite Comment

ARC8084.

Aims

In relation to the general programme aims, the specific aims of the module are to develop:

- an ability to develop design research related to the generation of complex design proposals showing understanding of current architectural and urban design issues, originality in the application of subject knowledge and, where appropriate, to test new hypotheses and speculations;

- an ability to evaluate and apply a comprehensive range of visual, oral and written media to test, analyse, critically appraise and explain design research;

- problem-solving skills, professional judgment, and ability to take the initiative and make appropriate decisions in complex and unpredictable circumstances; and

- an ability to identify individual learning needs and understand the personal responsibility required to prepare for qualification as an architect.

Outline Of Syllabus

The module comprises a single, year-long Design Thesis: a comprehensive research-led architectural enquiry/proposition, undertaken within a brief and structure provided by year-long thematic design studios. It is an opportunity for students to develop their design skills to an advanced level through researching, defining, advancing and resolving a complex architectural project.

Taking into consideration the work that has been conducted in Stage 5 and also based on the dynamics of vertical studios between Stages 5 and 6, the module furthers the synthesis of the different components of design process, such as aesthetic rigour, integrated technology and ecological ethics.

The Design Thesis addresses both the development of core skills expected of an architecture student at this stage in their learning (presentation and communication, critical and creative thinking, brief and design development, contextual analysis through sophisticated mapping strategies and techniques), as well as providing the opportunity for them to explore and research in greater depth those particular aspects of architecture which are of special interest to them. In this way, students are required to independently research, select, and define an architectural design thesis project by way of a declared Line of Enquiry, Thematic Framework, Functional Programme, Theoretical & Physical Context, Technological Interest and set of Precedent studies.

Students are required to design and detail a convincing and rigorous architectural design proposition to a high level of resolution, as appropriate to the line of enquiry followed. This resolved architectural project will be presented and communicated through appropriate media, including films, drawings, models, experiments, and written work, and presented as a coherent portfolio of work.

Further enhancing the importance of integrated design technology, the module includes a technological thread, in which stage 6 students will collaborate with stage 5 students at a series of studio-specific workshops and attend the relevant lectures series aiming to support them in their research investigation of areas of technical ambitions integrated in their thesis projects.

The project also develops professional skills in conjunction with ARC8084 Architectural Practice, and asks students to position their developing practice and specialist interests in the context of the wider profession. The parameters of each student’s work are identified and articulated through Entry Interviews at the beginning of the module, and tracked through the development of an Academic Portfolio, a reflective auditing and self-briefing document that maps the student’s learning against all criteria and graduate attributes stipulated by ARB and RIBA.

Intended Knowledge Outcomes

In relation to the general programme learning outcomes, students should be able to demonstrate the following at the end of the module:

• A synthetic understanding of architectural design in which diverse aspects (such as history, theory, technology, life safety, sustainability, ethics, representation and communication) and contexts (urban, material, historical, cultural, social, political, environmental) are interlinked with each other at diverse scales of creative enquiry, providing a systematic and critical understanding of current problems through new insights which are at, or informed by, the forefront of the academic discipline or professional practice of Architecture.

(A1) Knowledge of urban design, planning and the skills involved in the planning process (ARB / RIBA General Criteria (ARB General Criteria GC4)

(A2) Understanding of the relationship between people and buildings, and between buildings and their environment, and the need to relate buildings and the spaces between them to human needs and scale including (GC5), including
1)the needs and aspirations of building users;
2)the impact of buildings on the environment, and the precepts of sustainable design;
3)the way in which buildings fit into their local context.

(A3) An understanding of the profession of architecture and the role of the architect in society, in particular in preparing briefs that take account of social factors (GC6), including the potential impact of building projects on existing and proposed communities.

(A4) Knowledge of physical problems and technologies and the function of buildings so as to provide them with internal conditions of comfort and protection against the climate (GC9)

(B1) Knowledge of histories and theories of architecture and the related arts, technologies and human sciences (GC2). Including a knowledge of, and ability to evaluate and/or apply:
1)the cultural, social and intellectual histories, theories and technologies that influence the design of buildings;
2)the influence of history and theory on the spatial, social and technological aspects of architecture;
3)appropriate theoretical concepts to studio design projects, demonstrating a reflective and critical approach.

(B2) Knowledge of fine arts as an influence on the quality of architectural design (GC3). Including, a knowledge of discernment of:
1)how the theories, practices and technologies of the arts influence architectural design;
2)the creative application of the fine arts and their relevance and architecture;
3)the creative application of such work to studio design projects, in terms of their conceptualisation and representation.

(B3) An understanding of the methods of investigation and preparation of the brief for a design project (GC7), including the knowledge and skills to:
1)critically review precedents relevant to the function, organisation and technological strategy of design proposals;
2)appraise and prepare building briefs of diverse scales and types to define client and user requirements and their appropriateness to site and context;
3)recognise the contributions of architects and co-professionals to the formulation of the brief, and the methods of investigation used in its preparation.

Intended Skill Outcomes

At the end of the module students should be able to demonstrate:

An ability to be original in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create, interpret, apply and present knowledge within the discipline of architecture.

(C1) Ability to create architectural designs that satisfy both aesthetic and technical requirements, such as fire and life safety and sustainability concerns. (GC1).

(C2) Understanding of the structural design, constructional and engineering problems associated with building design (GC8), with particular emphasis to the investigation, critical appraisal and selection of alternative structural, constructional and material systems relevant to architectural design;

(D1) Communicate effectively through the use of visual, verbal and written methods and through appropriate media including sketching, modelling, digital and electronic techniques

(D2) Work effectively as part of a team

(D3) Identify and manage individual learning needs so as to prepare for and maintain professional standards commensurate with qualification, specifically, reviewing all work across all modules, to demonstrate Part II competency in all ARB General Criteria and Graduate Attributes and RIBA Themes and Values

(D4) Demonstrate self-direction, originality and creativity in tackling and solving problems

(D5) Exercise initiative and personal responsibility as well as time and project management skills

Teaching Rationale And Relationship

Individual design projects allow students to demonstrate their intellectual and practical skills in the synthesis and critical appraisal of relevant information through group or individual work over the duration of the assignment.

Group projects allow students to demonstrate their understanding and application theoretical concepts and the practice of key skills. Group presentations at reviews will be used to assess key skills (teamwork, visual and oral presentation) as well as students’ understanding of the main themes of the module. Group work is suggested but not obligatory, depending on the brief given to the students. Joint thesis projects are also given as an opportunity to further develop team work skills.

Key skills in written and visual communication (the ability to read critically, analyse and interpret precedents and existing conditions, and convey observations, conclusions, and proposals in various formats) will be assessed through these projects.

The module is taught through a series of weekly design studios, including individual and group tutorials – which provide regular, personalised feedback – supporting seminars and/or lectures, and a field trip appropriate to the studio. Regular design reviews are held throughout the year with internal staff and external critics to monitor the development of the project through research, brief development, thesis outline, technical/engineering studies, detailed and final proposals. Individual and/or group Technology/Engineering tutorials are arranged with specialist practitioners at appropriate design stages. Technical/ materially focused workshops are organised to further develop studio inquiry and aid students personal technical study and integration with design project.

The emphasis is on guided independent learning. Teaching methods are designed to support individual development and reflection alongside an iterative design process. Individual learning needs identified through Entry Interviews inform brief development towards demonstration of comprehensive knowledge and skills in the Academic Portfolio.

Tutorials and reviews and small-group seminars are intended to be delivered in person on campus. These different formats support the development of all the skills and outcomes described above both in a one-to-one setting and in groups, and allow students the opportunity to test out and develop their ideas in preparation for their final assessment. In the event that in-person teaching is not possible, online and hybrid teaching possibilities have already been successfully tested and are ready to be set in action if needed.

Assessment Rationale And Relationship

The whole year’s work is required to be presented in the Design Exam, an exhibition for review by examiners at the end of Semester 2. The exam will usually take place in an exhibition environment in spaces within the Architecture Building (if that is not possible for any reason, an online equivalent will take place assessing the same learning outcomes, which would require the submission of design work as a summative document via Canvas, and exams to take place by video meeting software). A rigorous process of moderation within examination panels and cross-studio is applied subsequent to exams requiring all examiners to reach consensus prior to returning marks to the exam board.

A Technical Ambition Narrative Report (12 A3 pages, up to 1500 words) must be included as part of the project exhibition, documenting technical work conducted through the year and how this relates to the studio brief, the particular focus of the thesis and contemporary issues concerning architectural practice, such as climate emergency, environmental sustainability, fire and life safety, wellbeing, and so forth.

An Academic Portfolio document (pass/fail) summates and audits work completed across all MArch modules, including a Criteria Map, clearly demonstrating where the work has met the ARB prescribed General Criteria and Graduate Attributes, and RIBA Themes and Values. This document is completed over the course of the year, starting with a review of Stage 5 work, and incorporating Stage 6 work as it is completed. In order to pass this assessment, competence at Part II level must be demonstrated against all ARB and RIBA criteria.

Both the Design Exam and Academic Portfolio components must be passed in order to pass the module. The specific expectations for each component are described in the project brief. If the Academic Portfolio is initially failed and passed on second attempt, the module mark will not be capped.

Projects must be presented for assessment at the appointed time. Non-submissions must be accompanied by a written explanation to the Module Leader.

Students present their projects at various points through the year to receive interim feedback. These presentations provide students an opportunity to articulate their design approach and how it meets the assessment criteria for the module. Students receive feedback after the final review which may be acted upon before the final grading in the Design Exam.

A Thesis Outline document is submitted at the end of semester 1 for formative assessment. This supports the documenting of initial research and early design moves, and provides a point of reflection and feedback on the progress of the thesis in relation to the Entry Interview and module learning outcomes.

Each project is evaluated against a clearly described set of criteria outlined in the project descriptions. The assessment criteria for each project commonly require an understanding of an ability to apply:
- a particular body of knowledge (related to the project)
- a particular range of skills and techniques (introduced in the project)

Students choose from one of several studios at the beginning of the module. These studios change every year and each studio has a different emphasis and approach to deliver the above Learning Outcomes. This will be reflected in the weightings attached to the assessment criteria, as well as one criterion developed for the studio itself. These criteria, which are agreed with the module coordinator at the beginning of the year, are shown at the outset to help the student choose studio and will be used throughout the module as the basis of the interim and final review feedback sheets.

General Notes

N/A