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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

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


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 ActivitiesLecture82:0016:00Synchronous, PiP
Guided Independent StudyDirected research and reading1162:00162:00N/A
Scheduled Learning And Teaching ActivitiesSmall group teaching81:008:00Seminars - synchronous (PIP)
Scheduled Learning And Teaching ActivitiesDrop-in/surgery13:003:00PiP
Scheduled Learning And Teaching ActivitiesDissertation/project related supervision24:008:00N/A
Scheduled Learning And Teaching ActivitiesModule talk13:003:00PiP
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 exercise1M5Weekly Reading- 1. Read one of the readings, make notes and write a brief commentary
Written exercise1M5Weekly Reading 2- Read one of the readings, make notes and write a brief commentary
Report1M20An expression of ideas for the essay topic and a review of 2 (or more) papers that have covered on this topic.
Oral Examination1M20PPT, 7-8 slides on your work (in progress); duration: to be advised
Essay1M50A 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