| Study programme competencies |
| Code | Study programme competences |
| A34 | Ability to design, implement and develop sketches and drafts, concept designs, developed designs and technical designs (T) |
| A37 | Ability to develop functional programs for buildings and urban spaces (T) |
| A39 | Ability to remove architectural barriers (T) |
| A50 | Adequate knowledge of the methods of studying the processes of symbolization, practical functions and ergonomics |
| A53 | Adequate knowledge of the architectural, urban and landscape traditions of Western culture, as well as their technical, climatic, economic, social and ideological foundationsxicos. |
| A55 | Adequate knowledge of the relationship between cultural patterns and social responsibilities of the architect |
| A56 | Adequate knowledge of the foundations of vernacular architecture |
| A57 | Adequate knowledge of urban sociology, theory, economics and history |
| 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 |
| B2 | Students can apply their knowledge to their work or vocation in a professional way and have competences that can be displayed by means of elaborating and sustaining arguments and solving problems in their field of study |
| B3 | Students have the ability to gather and interpret relevant data (usually within their field of study) to inform judgements that include reflection on relevant social, scientific or ethical issues |
| B6 | Knowing the history and theories of architecture and the arts, technologies and human sciences related to architecture |
| B10 | Knowing the physical problems, various technologies and function of buildings so as to provide them with internal conditions of comfort and protection against the climate factors in the context of sustainable development |
| 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. |
| 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 | ||
| The learning outcome of this subject is the same of the Degree essential and specific aim: the capability of conceiving and developing preliminary designs, schematic designs, design developments and construction documents. In the preparation and development of the course and in the selection of sites and projects, special attention will be paid to respect for nature and the use of good environmental practices. | A34 A37 A39 A50 A53 A55 A56 A57 A63 |
B1 B2 B3 B6 B10 B12 |
C1 C3 C4 C5 C6 C7 C8 |
| Contents |
| Topic | Sub-topic |
| 1. UNDERSTANDING/KNOWING A PLACE. To understand the territory contextually as a complex medium of natural and anthropological realities. |
1.1. On site knowledge of the place assigned. -Place identity. 1.2. Spatial analysis from different perspectives: geographical, landscape, cultural and historical. -Sources and methods. 1.3. Personal synthesis of the place. |
| 2. PLACE GRASP. Relations between place and architecture. Natural environment: Natural field / Landscape unit. Natural field / Manmade environment of rural settlements. |
2.1. Pre-existing elements. 2.2. Scale as a resource. -Sense of scale in the natural field. 2.3. Community space and private space. Spatial categories. |
| 3. TO DESIGN A PLACE. The experience of inhabiting and living a space with a character half natural, half rural. |
3.1 Objectives. -Design of elements according to the natural-rural environment. -Determining factors in design: preexisting natural/artificial elements, landscape, place structure (topography, climate, scale, tectonic materiality, roads, etc.). 3.2 Architectural space, indoor and outdoor. -Grids, textures, limits, proportions, modulations, rhythms, forms, scales, haptic perceptions, natural light. 3.3. Commitments. -Space as social set. -Space as functional set. |
| 4. PROCESSES. Development of a set of tools for the implementation of the architectural design. |
4.1 Development of the architectural design through sketches, outlines, diagrams, plans, models. -Ideation through articulation. -Formalisation as a way of concretion. |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Introductory activities | A34 A37 A53 A55 A56 A57 B3 B12 C4 | 1 | 0 | 1 |
| Guest lecture / keynote speech | A34 A37 A39 A50 A55 A56 A57 B6 B10 B12 C8 | 10 | 0 | 10 |
| Objective test | A34 A37 C1 C3 | 4 | 0 | 4 |
| Directed discussion | A34 A37 C1 C6 | 6 | 0 | 6 |
| Field trip | A34 A37 A55 A56 A57 B12 C4 C8 | 4 | 0 | 4 |
| Workshop | A34 A37 A39 A50 A53 A55 A56 A57 A63 B1 B2 B3 B6 B10 B12 C1 C3 C4 C5 C6 C7 C8 | 24 | 73 | 97 |
| Document analysis | A34 A37 A53 A55 A56 A57 B6 | 0 | 6 | 6 |
| Workbook | A34 A37 B1 B2 B3 B6 | 0 | 6 | 6 |
| Diagramming | A34 A37 A53 A55 A56 B6 | 0 | 6 | 6 |
| Personalized attention | 10 | 0 | 10 | |
| (*)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 | Getting to the place where all the exercises will be developed, explaining the commitments and objectives of each of them during the four-month period. |
| Guest lecture / keynote speech | Oral presentation, with multimedia support, of the theoretical contents of the subject, with the aim of transferring knowledge, promoting its development and facilitating the student the elaboration of the specific work of the Workshop. Stimulating their autonomous learning. |
| Objective test | Development in the classroom of a practice that demonstrates in a synthetic way the skills and competences acquired by the student around the topics covered in the course exercises. This test may include questions on the topics covered in the Master Classes. |
| Directed discussion | Group dynamics technique in which group members discuss in a free, informal and spontaneous way about an issue, but may be conducted by the professor. |
| Field trip | Visiting the place where the designs will be set. The aim are facilitating direct and systematic observation of the site, gathering information, data, sketches, analysis, etc. |
| Workshop | The workshop is the main teaching method in this subject. Different proccesses can be applied, such as individual and group tasks, discussions, assessments, personal advice, and so on. In the workshop, the students will develop the exercises formulated, under the teacher's support and supervision. Collaborative learning: The group is divided in smaller ones, where the students and the teacher work together to solve the tasks needed. That is the way of gathering and sharing the biggest amount of information possible. This includes data gathering, on site measurements, infographic treatment of documents, site analysis, example searching, construction of scale models representing the environment, and so forth. Complementary lectures will be given, delivering theoretical support for each of the design stages. This will help the students to find the more adequate solution for the exercises and to develop and materialise them. The individual and collective outcomes of the workshop will be collected in a Portfolio. |
| Document analysis | It is the collection and processing of data coming from the theoretical lectures as well as the bibliographic and documental searches. This work will be gathered in the student's Portfolio. |
| Workbook | Readings undertaken from a critical attitude, both of references given by the teachers and the ones proposed by the student as well. Summaries and notes showing the fundamental contents and main ideas. This work will be gathered in the student's Portfolio. |
| Diagramming | Synthesis between the main contents and the personal reflections regarding architectural design: graphic data, images, drawings, sketches, bibliography and notes related to the site. The design process will be shown. work as well as to the development of each one of the exercises proposed. This work will be gathered in the student's Portfolio. |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Objective test | A34 A37 C1 C3 | The objective test will consist on a practical exercise that let the students show in a synthetic way their abilities and competences acquired after having taken the course. This test can include questions about the theoretical contents of the lectures delivered. |
20 |
| Workshop | A34 A37 A39 A50 A53 A55 A56 A57 A63 B1 B2 B3 B6 B10 B12 C1 C3 C4 C5 C6 C7 C8 | Architectural Design 2 will be taught in the workshop during approximately 30 meetings, of which 15 have shared teaching with teachers from other departments. Progressive, continuous and global assessment. Pass conditions are: 1. Students are expected to hand in every scheduled piece of work on time. There must be a positive progression in our evaluation of their work. 2. Students are expected to attend every workshop session. A minimum of 80% attendance is required. The assessment of the Design Workshop will take into account the student's personal work, supervised by the teacher. The worksop outcome consist on two exercises that will be gathered in the student's Portfolio. |
80 |
| Document analysis | A34 A37 A53 A55 A56 A57 B6 | This work will be gathered in the student's Portfolio and assessed together with the workshop outcomes. | 0 |
| Diagramming | A34 A37 A53 A55 A56 B6 | This work will be gathered in the student's Portfolio and assessed together with the workshop outcomes. | 0 |
| Workbook | A34 A37 B1 B2 B3 B6 | This work will be gathered in the student's Portfolio and assessed together with the workshop outcomes. | 0 |
| Assessment comments | |||
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Pass conditions for the First Opportunity: 1_Minimum class attendance of 80%. 2_All exercises must be handed in on time with a complete proposal, according the subject schedule. Adding or modifying documents of the delivery after the deadline is not allowed when the proposal is clearly unfinished. 3_Taking the objective test. This test is eliminatory, the minimum qualification to pass the subject is apt. If any of the conditions isnot met, the grade will be "Absent". If the two first conditions are not met, the Second Opportunity grade willbe "Absent", because the continuous evaluation requirement is not met. The deliveries cannot be completed between the exams of first and second opportunity. Grade composition at First Opportunity: -80% Workshop outcome. -20% Objective test. Grade composition at Second Opportunity: -50% Workshop outcome. -50% Objective test. |
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| Sources of information |
| Basic |
ARNHEIM, R. (1979). Arte y percepción visual. Psicología del ojo creador. Madrid: Alianza Editorial
ROWE, C. (1981). Ciudad collage. Barcelona: Gustavo Gili
DESPLAZES, A. (2010). Construir la Arquitectura. Del material en bruto al edificio. Barcelona: Gustavo Gili
McHARG, I. L. (1969). Design with nature. Garden City, Nueva York: Natural History Press
TANIZAKI, J. (2017). El elogio de la sombra. Madrid:Siruela
NORBERG-SCHULZ, Ch. (1975). Existencia, espacio y arquitectura. Barcelona: Gustavo Gili
NORBERG-SCHULZ, Ch. (1980). Genius Loci. Barcelona: Gustavo Gili
MONEO, R. (2004). Inquietud teórica y estrategia proyectual. Barcelona: Gustavo Gili
RASMUSSEN, S. E. (2000). La experiencia de la arquitectura. Sobre la percepción de nuestro entorno. Madrid: Celeste
LYNCH, K. (1998). La imagen de la ciudad. Barcelona: Gustavo Gili
SOLÁ-MORALES, M. (1997). Las formas de crecimiento urbano. Barcelona: UPC
MARTÍ ARÍS, C. (1993). Las variaciones sobre la identidad. Barcelona: El Serbal
HERTZBERGER, H. (1991). Lessons for students in architecture. Rotterdam: 010 Publishers
PALLASMA, J. (2014). Los ojos de la piel. La arquitectura y los sentidos. Barcelona, Gustavo Gili
LE CORBUSIER. (2014). Mensaje a los estudiantes de arquitectura. Buenos Aires: Infinito
ZEVI, Bruno (1981). Saber ver la arquitectura. Barcelona: Poseidón
MONTANER, J. M. (2008). Sistemas arquitectónicos contemporáneos. Barcelona: Gustavo Gili
ALEXANDER, Ch. (1980). Un lenguaje de patrones. Barcelona: Gustavo Gili
CARERI, F. (2002). Walkscapes. El andar como práctica estética. Barcelona: Gustavo Gili |
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| Complementary | |
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-ABALOS, I. (2010). Naturaleza y artificio.
Barcelona: Gustavo Gili. -ALONSO PEREIRA, J.R. (2005). Introducción a la historia de la
arquitectura. Barcelona: Reverté. |
| Recommendations | |||||||
| Subjects that it is recommended to have taken before | |||||||
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| 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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Specific conditions related to mobility for incoming and outgoing students: Since the subject of Architectural Design 2 pursues a continuous evaluation for all students, including those who are in outgoing or incoming mobility, the same conditions of evaluation will be applied for all students. Nevertheless, specific attention will be given to incoming students because of language difficulties or other clear differences between the teaching in the universities of origin and destination. |