| Study programme competencies |
| Code | Study programme competences |
| A1 | "Ability to apply graphical procedures to the representation of spaces and objects (T) " |
| A2 | Ability to conceive and represent the visual attributes of objects and master proportion and drawing techniques, including digital ones (T) |
| A3 | Knowledge of spatial representation systems and projections adapted and applied to architecture |
| A4 | Knowledge of the analysis and the theory of form and the laws of visual perception adapted and applied to architecture and urbanism |
| A5 | "Knowledge of the metric and projective geometry adapted and applied to architecture and urbanism " |
| A6 | "Knowledge of graphic surveying techniques at all stages, from the drawing sketches to scientific restitution, adapted and applied to architecture and urbanism " |
| A10 | "Knowledge of basic topography, hypsometry, mapping and earthmoving techniques adapted and applied to architecture and urbanism " |
| A63 | Development, presentation and public review before a university jury of an original academic work individually elaborated and linked to any of the subjects previously studied |
| B1 | Students have demonstrated knowledge and understanding in a field of study that is based on the general secondary education, and is usually at a level which, although it is supported by advanced textbooks, includes some aspects that imply knowledge of the forefront of their field of study |
| B4 | Students can communicate information, ideas, problems and solutions to both specialist and non-specialist public |
| B5 | Students have developed those learning skills necessary to undertake further studies with a high level of autonomy |
| B12 | Understanding the relationship between people and buildings and between these and their environment, and the need to relate buildings and the spaces between them according to the needs and human scale |
| C1 | Adequate oral and written expression in the official languages. |
| C2 | Mastering oral and written expression in a foreign language. |
| C3 | Using ICT in working contexts and lifelong learning. |
| C4 | Exercising an open, educated, critical, committed, democratic and caring citizenship, being able to analyse facts, diagnose problems, formulate and implement solutions based on knowledge and solutions for the common good |
| C5 | Understanding the importance of entrepreneurial culture and the useful means for enterprising people. |
| C6 | Critically evaluate the knowledge, technology and information available to solve the problems they must face |
| C7 | Assuming as professionals and citizens the importance of learning throughout life |
| C8 | Valuing the importance of research, innovation and technological development for the socioeconomic and cultural progress of society. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| Capacity development of imagination and spatial reading for both the student can imagine in space an object represented in the plane, and vice versa, i.e. stimulate spatial apprehension or "see in space" | A1 A3 A4 A5 A6 A10 A63 |
B1 B4 B5 B12 |
C2 |
| Supply geometric rigour to the representation and analysis of architectural space, without forgetting that the architect's creative process is fundamentally based on rational capacity of space perception | A1 A2 A3 A5 A10 |
B1 B4 B5 B12 |
C3 |
| Study of different systems of representation, i.e. projections, and the implementation in the architectural field, from its theoretical foundations, with a deepening differentiated according to its efficiency, based on the selection of the most suitable system for each specific case. | A3 A5 A10 A63 |
B4 B5 |
C3 C6 C7 |
| Development of expressiveness through intentional projections, perspectives and shadows, useful in other areas of architectural training. | A2 A3 A4 A5 A6 A63 |
B4 |
C3 C6 |
| Introduce students to the knowledge of architectural examples of interest that will contribute to their architectural culture, making them see that their goal is the architecture and not the drawing itself. | A1 A2 A3 A4 A5 A6 A10 |
B1 B5 B12 |
C1 C4 C5 C8 |
| Introduce students to the representation of architecture through digital processes, specifically the use of 3D CAD software. | A1 A2 A3 A4 A5 A63 |
C3 |
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| Contents |
| Topic | Sub-topic |
| I.- INTRODUCTION. LESSON 1.- DESCRIPTIVE GEOMETRY. OVERVIEW |
1.1 -. Objectives of Descriptive Geometry. 1.2 -. Concept of projection. Classification and properties. 1.3 -. Concept of biunivocity. Projections. Classification 1.4 -. Geometric elements in space. 1.5 -. Denominations. |
| II. - MAIN PROJECTIONS. PARALLEL PROJECTION. LESSON 2.- MULTIVIEW ORTHOGRAPHIC PROJECTION. OVERVIEW |
2.1 -. Concept. 2.2 -. European projection. American projection. 2.3 -. Primary auxiliary views. - Plans, elevations and sections. |
| LESSON 3.- MULTIVIEW ORTHOGRAPHIC PROJECTION. AUXILIARY VIEWS | 3.1.- Primary auxiliary views: view projected from the top view. 3.2.- Primary auxiliary views: view projected from the front view. 3.3.- Secondary auxiliary views: Succesive auxiliary views |
| LESSON 4.- TOPOGRAPHIC PROJECTION. TERRAIN REPRESENTATION | 4.1.- Concept. 4.2.- Topographic surfaces. Contour lines. 4.3.- Profiles and panoramas. 4.4.- Analysis and interpretation of topographic surfaces. |
| LESSON 5.- AXONOMETRIC PROJECTION. OVERVIEW |
5.1.- Concept. 5.2.- Orthographic axonometric. 5.3.- Oblique axonometric. 5.4.- Main axonometric projections. |
| III.- JOINT DEVELOPMENT OF THE PARALLEL PROJECTIONS. LESSON 6.- FUNDAMENTAL GEOMETRIC ELEMENTS |
6.1.- Representation of straigth lines and planes. -Different positions. 6.2.- Main plane straight lines. -Horizontal line. -Maximum slope line. 6.3.- Relationships between line and plane: intersection and parallelism. 6.4.- Relationships between two planes: intersection and parallelism. |
| LESSON 7.- ROOF DESIGN | 7.1.- Concept. 7.2.- Planes with the same slopes. 7.3.- Planes with different slopes. |
| LESSON 8. - TRUE SIZE AND PLANE FIGURES | 8.1.- True size and shape: - Auxiliary plans. - Rotation and revolution. - Combined method. 8.2.- Representation of plane figures |
| IV.- LINEAR PERSPECTIVE. LESSON 9.- LINEAR PERSPECTIVE. OVERVIEW |
9.1.- Concept. 9.2.- Representation of a straight line. 9.3.- Representation of the plane. 9.4.- Types of linear perspectives. - According to the picture plane. - According to the station point. |
| LESSON 10. - CLASSIC METHODS OF PERSPECTIVE. VISUAL RAY METHOD |
10.1.- One-point perspective. 10.2.- Two-point perspective. 10.3.- Visual perception and representation. 10.4.- Distortion diagrams. 10.5.- Relative position of the elements in linear perspective. - Influence of the location of the station point. - Influence of the location of the picture plane. |
| LESSON 11.- DIRECT MEASUREMENT IN PERSPECTIVE. MEASURING POINT METHOD | 11.1.- Concept. 11.2.- One-point perspective. 11.3.- Two-point perspective. |
| V.- INTRODUCTION TO SHADES AND SHADOWS. LESSON 12. - THEORY OF SHADOWS. ELEMENTS |
12.1.- Solar geometry. 12.2.- Shadow of points and vertical lines. 12.3.- Shadow of other lines. 12.4.- Counter-projection. 12.5.- Shadow of curve lines. |
| LESSON 13.- SHADOWS IN LINEAR PERSPECTIVE | 13.1.- Sunlight parallel to the picture plane. 13.2.- Sunlight oblique to the picture plane. - Sun behind the viewer. - Sun in front of the viewer. |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Introductory activities | B5 B12 C5 C6 C7 C8 | 1 | 0 | 1 |
| Guest lecture / keynote speech | A3 A4 A5 A6 A10 | 15 | 7.5 | 22.5 |
| Workshop | A1 A2 A3 A4 A5 A6 A10 A63 B1 B4 B5 B12 C3 C4 C5 C6 C7 | 29 | 29 | 58 |
| Practical test: | A1 A2 A3 A4 A5 A6 A10 B4 B5 B12 C6 C7 | 4 | 10 | 14 |
| Student portfolio | A1 A2 A3 A4 A5 A6 A10 A63 B4 B5 B12 C1 C2 C3 C6 C7 C8 | 5 | 40 | 45 |
| Collaborative learning | A1 A2 A3 A4 A5 A6 A10 B1 B4 B5 B12 C1 C3 C4 C5 C6 C7 C8 | 1.5 | 6 | 7.5 |
| Personalized attention | 2 | 0 | 2 | |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||
| Methodologies |
| Methodologies | Description |
| Introductory activities | Activities to be carried out before starting the process of teaching and learning in order to know the skills, interests and / or motivation of the students in order to achieve the objectives. Their goal is to obtain relevant information that would allow the teaching to foster efficient and meaningful learning from the students' prior knowledge. |
| Guest lecture / keynote speech | This methodology has to do with the foundations of knowledge of the subject specified in the contents. In these classes, the students have a receptive aptitude following the presentations by supporting drawings on the blackboard, screen projections and digital tools (ICT). Students take notes and ask questions about the issues raised. It aims to develop the lessons, providing both concepts and the necessary tools for their understanding from a perspective in which the architecture is always present. |
| Workshop | This is where the student participates actively in the learning process, facing the need to assess, respond and experience all the knowledge of the lectures, to which must conform. There are two types of exercises: 1. Drawing exercises on the board with a dedication of a practice session. 2. Special exercises as a control of the student´s learning process. A theory part could be included. Architectural models of prestigious architects are selected for the development of these graphic exercises, whose formalization processes are clear and definable, in order that the students achieve an architectural culture. All exercises are mandatory and should be submitted in the workshop session, every week. |
| Practical test: | A final test will be done to all those students who in spite of attending the course did not pass the subject. It may consist of theoretical and practical contents. |
| Student portfolio | It is a folder ordered by sections, properly identified or labeled, containing the materials undertaken by the student over a period of time, with the comments and ratings made by the teacher, enabling to view the student progress. Parts of the student portfolio: 1.- Notes taken by the student in guest or theory lectures 2.- Drawing exercises made in the workshop, including special ones that should be repeated individually in order to correct all mistakes made by the student during classroom teaching. 3.- Drawing or graphic exercises made at home. These works are mandatory and essential in order to pass the course and to sit the final test regardless first or second opportunity. The student portfolio must be submitted together with the special exercise and will be returned to the student after being reviewed and assessed |
| Collaborative learning | Individual or group work that students must develop in CAD. Face-to-face hours will be devoted to the formulation of work, a series of lectures and the review of the works, individually or in group. This methodology referred primarily to learning the "how to do things" to promote independent learning of students, under the tutelage of a professor. |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Guest lecture / keynote speech | A3 A4 A5 A6 A10 | This methodology has to do with the foundations of knowledge of the subject specified in the contents. In these classes, the students have a receptive aptitude following the presentations by supporting drawings on the blackboard, screen projections and digital tools (ICT). Students take notes and ask questions about the issues raised. It aims to develop the lessons, providing both concepts and the necessary tools for their understanding from a perspective in which the architecture is always present. |
0 |
| Workshop | A1 A2 A3 A4 A5 A6 A10 A63 B1 B4 B5 B12 C3 C4 C5 C6 C7 | This is where the student participates actively in the learning process, facing the need to assess, respond and experience all the knowledge of the lectures, to which must conform. There are two types of exercises: 1. Drawing exercises on the board with a dedication of a practice session, 30%. 2. Special exercises as a control of the student´s learning process, 35%. Theory contents could be included in these special exercises. Architectural models of prestigious architects are selected for the development of these graphic exercises, whose formalization processes are clear and definable, in order that the students achieve an architectural culture. All exercises are mandatory and they should be submitted at the end of every session. |
65 |
| Practical test: | A1 A2 A3 A4 A5 A6 A10 B4 B5 B12 C6 C7 | All students that don´t pass, in spite of attending classes, will have to sit an exam. It may consist of practical and theoretical contents. FIRST OPPORTUNITY (JANUARY) Applying to students either scoring below 5 or with special exercises below 5 and observing the following conditions: - 80% attendance and submission of all weekly exercises - Submission of the supervised projects SECOND CHANCE (JULY) The same conditions as the first opportunity. The score of the objective test to pass the subject will be of 5/10. The final grade will take into account the objective test and the student´s work during the academic year. |
0 |
| Collaborative learning | A1 A2 A3 A4 A5 A6 A10 B1 B4 B5 B12 C1 C3 C4 C5 C6 C7 C8 | Individual or group work that students must develop by hand, CAD and ICT. Face-to-face hours will be devoted to the formulation of work, a series of lectures and the review of the works, individually or in group. This methodology referred primarily to learning the "how to do things" to promote independent learning of students, under the tutelage of a professor. |
15 |
| Student portfolio | A1 A2 A3 A4 A5 A6 A10 A63 B4 B5 B12 C1 C2 C3 C6 C7 C8 | Parts of the student portfolio: 1.- Notes taken by the student in guest or theory lectures 2.- Drawing exercises made in the workshop, including special ones that should be repeated individually in order to correct all mistakes made by the student during classroom teaching. A weekly review by the teacher is compulsory. 3.- Drawing or graphic exercises made at home. These works are mandatory and essential in order to pass the course and to sit the final test regardless first or second opportunity. The student portfolio must be submitted together with the special exercise and will be returned to the student after being reviewed and assessed |
20 |
| Assessment comments | |||
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To overcome the subject in the 1st opportunity and / or 2nd opportunity those students who, in a justified way, can not meet 80% of assistance and deliveries of supervised practices and works, the teacher will define in a particularized way the conditions of evaluation. |
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| Sources of information |
| Basic |
VERO, R. (1981). El modo de entender la perspectiva.. Barcelona: Gustavo Gili.
SCHAARWACHTER,G. (1983). Perspectiva para arquitectos. México: Gustavo Gili
BARTSCHI, W. (1980). El estudio de las sombras en perspectiva. Barcelona:Gustavo Gili
FRANCO TABOADA, J. A (2011). Geometría Descriptiva para la Representación Arquitectónica. Vol. 1. Fundamentos. Santiago de Compostela: Andavira
FRANCO TABOADA, J. A (2011). Geometría Descriptiva para la Representación Arquitectónica. Vol. 2. Geometría de la Forma Arquitectónica. Santiago de Compostela: Andavira
PÉREZ NAYA, A. M.; TARRÍO CARRODEGUAS, S. B. (2015). Geometría Descriptiva y Arquitectura. Trabajos docentes a partir de obras y proyectos de David Chipperfield.. A Coruña:
SANCHEZ GALLEGO, J. A (1993). Geometría Descriptiva. Sistemas de Proyección Cilíndrica. Barcelona: Ediciones U.P.C
GHEORGHIU Y DRAGOMIR. (1978). Geometry of Structural Forms . London : Applied Science Publishers, cop.
WAY, M., (1991). La perspectiva en el dibujo,. Barcelona: Omega
VILLANUEVA BARTRINA, L. (1996). Perspectiva lineal. Su relación con la fotografía. Barcelona:Ediciones U.P.C
SIMONE de, L. (1976). Spazio prospettico. Roma: Bonacci |
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| Recommendations | |
| Subjects that it is recommended to have taken before |
| Subjects that are recommended to be taken simultaneously | |
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| Subjects that continue the syllabus | |
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| Other comments | |
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It is considered essential for the understanding of the course that students have a good background in Technical Drawing (secondary education). |