ARC8120 : Architecture and Landscape Studies Critical and Comparative
- Offered for Year: 2023/24
- Module Leader(s): Professor Jianfei Zhu
- Owning School: Architecture, Planning & Landscape
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
In broad terms the module aims to help students:
- Develop knowledge of theories and methods for investigating architecture and landscape architecture as multidisciplinary and multicultural fields of practice
- Develop their own cases in which some of these theories and methods are used
- Develop these cases further in the following studios and modules
Outline Of Syllabus
In broad terms the syllabus for all routes is as follows:
- A range of lectures on theories and methods for studying architecture and landscape architecture as a political, aesthetic, cultural and international practice
- A few focused readings associated with these theories/methods
- An individual case study shaped and developed over weeks with guidance
- A structured presentation of the outcome of the case study in a conference and a paper form
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 8 | 2:00 | 16:00 | Synchronous, PiP |
| Guided Independent Study | Directed research and reading | 1 | 162:00 | 162:00 | N/A |
| Scheduled Learning And Teaching Activities | Small group teaching | 8 | 1:00 | 8:00 | Seminars - synchronous (PIP) |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 1 | 3:00 | 3:00 | PiP |
| Scheduled Learning And Teaching Activities | Dissertation/project related supervision | 2 | 4:00 | 8:00 | N/A |
| Scheduled Learning And Teaching Activities | Module talk | 1 | 3:00 | 3:00 | PiP |
| Total | 200:00 |
Teaching Rationale And Relationship
Rationale of Teaching Methods:
To provide a range of teaching ranging from broad reading to focused case study, and from directed learning to self-guided selection of a case, for a best educating effect possible in the context.
Relationship to Learning Outcomes:
With a range of modes of teaching and a range of activities provided, it is hoped that students can develop these capacities as both self-driven and guided.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Written exercise | 1 | M | 5 | Weekly Reading- 1. Read one of the readings, make notes and write a brief commentary |
| Written exercise | 1 | M | 5 | Weekly Reading 2- Read one of the readings, make notes and write a brief commentary |
| Report | 1 | M | 20 | An expression of ideas for the essay topic and a review of 2 (or more) papers that have covered on this topic. |
| Oral Examination | 1 | M | 20 | PPT, 7-8 slides on your work (in progress); duration: to be advised |
| Essay | 1 | M | 50 | A 3000-3500 w essay fully edited, referenced and illustrated including: + Front page: title, your name & number, and one image + Essay: title, name, text, illustration, caption for illustration + Referencing: footnote or endnote, bibliography, list of captions and credits, glossary of foreign w |
Assessment Rationale And Relationship
The assessment is composed of four stages: Weekly Readings (10%), Expression of Research Topic and Review (20%), Symposium Report (20%) and Final Essay (50%). This staged process of assessment assists students in developing their own research interest and topic, and organising their research and literature studies, as well as structuring a verbal and a written presentation of their research. More specifically, the first assessment requires students to review two published articles in connection the lectures delivered; the second allows students to pick up a topic of their own interest within the module framework and to conduct a limited literature review; and the third assessment asks students to deepen their studies and to make a verbal and illustrated report in a symposium; and, finally, the fourth assessment requires students to present their research work in an edited and comprehensive essay as a culmination of their overall work of the module. Through this process, students should have learned a preliminary set of research skills and have developed a modest critical position and scholarly argument that can be taken away for further development in the following modules.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- ARC8120's Timetable