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ARC8069 : Housing Alternatives

  • Offered for Year: 2021/22
  • Module Leader(s): Miss Georgia Giannopoulou
  • Lecturer: Mr Stuart Hutchinson, Mr Roger Maier, Mr Dhruv Sookhoo
  • Owning School: Architecture, Planning & Landscape
  • Teaching Location: Newcastle City Campus
Semester 2 Credit Value: 40
ECTS Credits: 20.0


•To develop an understanding of the design parameters of neighborhood development in context, around housing need, community facilities and viability
•To improve the understanding of the nature and processes of urban residential development and design
•To appreciate and incorporate principles of sustainable development into the design of new and existing existing residential/mixed areas
•To understand the masterplanning process and the use of design coding for larger sites

Outline Of Syllabus

The project is studio-based and kicks off with a site visit for students to familiarise themselves with the site/s (there may be a choice of site). Students work in pairs for part of the project and individually for other parts. The module also involves Blog writing to reflect on specific themes within the module. There is also an organized field trip to selected case studies. The module is structured around a series of presentations reflecting design stages, taking students through the design process of site analysis, concept development, and options, to finalised masterplan, detail area and elements of a design code around a variety of themes to do with alternative models of housing. Students present their work in boards and/or PowerPoint. They are also assessed around the writing of Blog posts. In the interim weeks students attend individual tutorials, with a variety of tutors. They engage in a simulated co-design process.
The project is also supported by a series of short lectures on topics relevant to the alternative housing models and development economics.
tion of masterplan and individual themes

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Scheduled Learning And Teaching ActivitiesLecture51:307:30Lectures (present-in-person but can also be delivered remotely synchronous or pre-recorded)
Guided Independent StudyDirected research and reading52:0010:00Develop 4 Blog Posts, 4 Comments and 1 reflex summ to be submitted on the Blog and as a rep at end
Scheduled Learning And Teaching ActivitiesSmall group teaching43:0012:00Crits/design reviews – present-in-person but can also be delivered remotely through Miro
Scheduled Learning And Teaching ActivitiesSmall group teaching33:3010:30Design reviews, in person or online
Scheduled Learning And Teaching ActivitiesWorkshops13:003:00Small group workshops – development appraisal workshop with tutor, can be online
Guided Independent StudyProject work1331:00331:00Research and design development / studio work
Scheduled Learning And Teaching ActivitiesFieldwork36:0018:00Fieldtrips site visit,self-directed day visit, accompanied field trip to schemes.
Scheduled Learning And Teaching ActivitiesDrop-in/surgery22:305:00Group tutorials – present in person or through Zoom and Miro if this is not possible
Guided Independent StudyStudent-led group activity13:003:00Codesign workshop, PIP, or design a digital engage activity if this is not feasible-formative markin
Teaching Rationale And Relationship

The project is organized around a series of studio basedtutorials which guide students in the development of their urban design skills. A number of interim presentations which are summatively assessed help students reach milestones in the project and also obtain comprehensive feedback from experts. Learning is also assisted by appropriate literature, field trips (experiential) and the development of reflexivity through the blog activities. There are a number of supportive lectures supporting students in their learning along the way and also thematic workshops on aspects of scheme development (development appraisal and co-design).

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Design/Creative proj2M90Summative assessment of interim and final presentations aggregated
Computer assessment2M10Blog - 4 posts and 4 comments minimum, one of the posts directed in topic. Core component.
Assessment Rationale And Relationship

The breakdown of assessment in stages reflects the real stages of a project, retains the students’ motivation and helps them with milestones, whilst providing them with more opportunities to develop confidence and sharpen their graphic skills, presentation skills and working to deadlines. Some of the tasks are only formatively assessed. Peer assessment develops their critical faculty and allows them to learn experientially through owning part of their assessment experience.
The blog offers a different opportunity to engage with learning in the form of research and writing skills.

The blog assessment is a core component of the module. Should a student fail the blog component at the first attempt, they have the right to resit to pass the module but not improve on the module mark.

Group work will be marked in accordance with the Group Work Policy.

This module will be subject to Peer Review.

Reading Lists