| 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) |
| A35 | Ability to design, implement and develop urban projects (T) |
| A37 | Ability to develop functional programs for buildings and urban spaces (T) |
| A38 | "Ability to take part in the preservation, restoration and renovation of the built heritage (T) " |
| A39 | Ability to remove architectural barriers (T) |
| A41 | Ability to solve the passive environmental conditioning, including thermal and acoustic insulation, climate control, energy efficiency and natural lighting (T) |
| A42 | Ability to catalogue the built and urban heritage and plan its protection (T) |
| A43 | Ability to carry out safety projects, evacuation and protection in buildings (T) |
| A44 | Ability to develop civil work projects (T) |
| A45 | Ability to design and execute urban layouts and urbanization, gardening and landscape design projects (T) |
| A46 | Ability to apply standards and urban regulations |
| A51 | Adequate knowledge of the methods of studying the social requirements, living conditions, habitability and basic housing programmes |
| A52 | "Adequate knowledge of ecology, sustainability and the principles of conservation of energy and environmental resources. " |
| A53 | Adequate knowledge of the architectural, urban and landscape traditions of Western culture, as well as their technical, climatic, economic, social and ideological foundationsxicos. |
| A57 | Adequate knowledge of urban sociology, theory, economics and history |
| A58 | Adequate knowledge of the methodological foundations of territorial, metropolitan and urban planning. |
| A60 | Knowledge of the legal framework in terms of civil laws, administration, planning, construction and building industry according to the professional pratice |
| 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 |
| 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 |
| 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 |
| B6 | Knowing the history and theories of architecture and the arts, technologies and human sciences related to architecture |
| B9 | Understanding the problems of the structural design, construction and engineering associated with building design and technical solutions |
| 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 |
| B11 | "Knowing the industries, organizations, regulations and procedures involved in translating design concepts into buildings and integrating plans into planning " |
| 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 | ||
| Upon passing this subject, the student must be able to: -Develop projects of medium complexity, in which the compositional, spatial, technical and functional requirements inherent in architectural and urban design are adequately met. -Integrate within the compositional process and architectural proxectación the learning of the subjects of technological and urban profile, with a methodology that allows the practical application of the theoretical contents of all of them in a project of medium complexity. -Use the content of the HOUSING II teaching block. Regulations, standards. The neighborhood and urban space, solving housing management projects that allow a global vision of the circumstances that make up the complex relationships that exist in a PLACE. The change of scale with respect to previous semesters and the breadth of the work to be carried out requires the use of experiences and knowledge acquired in other disciplines, as well as in the daily life of students. Also, other elements of knowledge appear, such as fieldwork and interviews with residents that promote research proposals adapting to the needs of its inhabitants. The workshop work is located in urban transition spaces or villas. Different types of housing are projected that respond to different social groups, family organizations or alternative ways of living. The projects develop at the basic project level and will advance towards the execution project, from initial ideas to more detailed elaboration, including the definition of their materials and their construction and the incorporation, design and dimensioning of structural elements. It works with the rules on habitability, removal of barriers, evacuation criteria, technical code and urban regulations. | A34 A35 A37 A38 A39 A41 A42 A43 A44 A45 A46 A51 A52 A53 A57 A58 A60 A63 |
B2 B3 B4 B5 B6 B9 B10 B11 B12 |
C1 C3 C4 C5 C6 C7 C8 |
| Contents |
| Topic | Sub-topic |
| HOUSING II | - Types of housing: single-family, free groups, groups of official protection, other types - Housing and economy - Accessibility criteria - Spatial flexibility - Private and shared areas - Children's play spaces - Exterior and interior transit areas - Storage spaces - Work areas - The needs of daily life - Housing and urban plot |
| PUBLIC BUILDINGS II | - Cultural, educational, sports, social or civic facilities. - Endowment typologies - Social and community spaces - Comprehensive treatment of the areas |
| REGULATION II | - Local, state and regional regulations - Town planning regulations - Regulations for removing architectural barriers - Regulations for public promotion and official protection in collective housing. - Technical building Code. |
| EXERCISES | - Collective housing and adaptation of its use by different social groups and types of coexistence. - Urban provisioning public buildings and equipment |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Workshop | A34 A35 A37 A38 A39 A41 A42 A43 A44 A45 A46 A51 A52 A53 A57 A58 A60 A63 B2 B3 B4 B5 B6 B9 B10 B11 B12 C1 C3 C4 C5 C6 C7 C8 | 30 | 51 | 81 |
| Objective test | A34 A35 A37 A38 A39 A41 A42 A43 A44 A45 A46 A51 A52 A53 A57 A58 A60 A63 B2 B3 B4 B5 B6 B9 B10 B11 B12 C1 C3 C4 C5 C6 C7 C8 | 4 | 6 | 10 |
| Field trip | A34 A35 A37 A51 A52 A53 A58 A60 B2 B3 B4 B5 B6 B9 B10 B11 B12 C1 C3 C4 C5 C6 C7 C8 | 2 | 0 | 2 |
| Introductory activities | A34 A35 A37 A51 A52 A53 A58 A60 B2 B3 B4 B5 B6 B9 B10 B11 B12 C1 C3 C4 C5 C6 C7 C8 | 2 | 2 | 4 |
| Directed discussion | A34 A35 A37 A38 A39 A41 A42 A43 A44 A45 A46 A51 A52 A53 A57 A58 A60 A63 B2 B3 B4 B5 B6 B9 B10 B11 B12 C1 C3 C4 C5 C6 C7 C8 | 4 | 4 | 8 |
| Diagramming | A34 A35 A37 A51 A52 A53 A58 A60 B2 B3 B4 B5 B6 B9 B10 B11 B12 C1 C3 C4 C5 C6 C7 C8 | 1 | 4 | 5 |
| Workbook | A34 A35 A37 A51 A52 A53 A58 A60 B2 B3 B4 B5 B6 B9 B10 B11 B12 C1 C3 C4 C5 C6 C7 C8 | 1 | 4 | 5 |
| Multiple-choice questions | A34 A35 A37 A51 A52 A53 A58 A60 B2 B3 B4 B5 B6 B9 B10 B11 B12 C1 C3 C4 C5 C6 C7 C8 | 2 | 2 | 4 |
| Guest lecture / keynote speech | A34 A35 A37 A38 A39 A41 A42 A43 A44 A45 A46 A51 A52 A53 A57 A58 A60 A63 B2 B3 B4 B5 B6 B9 B10 B11 B12 C1 C3 C4 C5 C6 C7 C8 | 15 | 15 | 30 |
| Personalized attention | 1 | 0 | 1 | |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||
| Methodologies |
| Methodologies | Description |
| Workshop | Training modality oriented to the application of learning in which knowledge of various subjects is introduced, always around an architectural project, where various methodologies / tests can be combined (exhibitions, simulations, debates, problem solving, guided practices, etc.) through which the students develop practical tasks on a specific subject, with the support and supervision of the teachers of the subjects involved. |
| Objective test | Written test used for learning assessment, whose distinctive feature is the possibility of determining whether or not the answers given are correct. It constitutes a measuring instrument, rigorously elaborated, that allows to evaluate knowledge, capacities, skills, performance, aptitudes, attitudes, intelligence, etc. It is applicable to both diagnostic, formative and additive evaluation. The objective test can combine different types of questions: multiple choice, ranking, short answer, discrimination, completion and / or association questions. It can also be built with just one type of any of these questions. |
| Field trip | Activities developed in a context external to the university academic environment (companies, institutions, organizations, monuments, etc.) related to the field of study of the subject. These activities focus on the development of capacities related to direct and systematic observation, information gathering, the execution of sketches, photographs, sketches, designs, etc. |
| Introductory activities | Activities that are carried out before starting any teaching-learning process in order to know the competences, interests and / or motivations that the students possess to achieve the objectives that they want to achieve, linked to a training program. The aim is to obtain relevant information that allows teaching to be articulated to promote effective and meaningful learning, based on prior knowledge. |
| Directed discussion | Group dynamics technique in which the members of a group discuss freely, informally and spontaneously on a topic, although they may be coordinated by a moderator. |
| Diagramming | It consists of a synthesis of the main contents worked on. It is an optimal resource to facilitate the understanding of reality and / or text and personal concentration on the material under study. It is also an important aid for reviewing and preparing for exams. |
| Workbook | They are a set of texts and written documentation that constitute a source of deepening in the contents worked on. |
| Multiple-choice questions | Objective test that consists of formulating a question in the form of a direct question or an incomplete statement, and several options or answer alternatives that provide possible solutions, of which only one is valid. |
| Guest lecture / keynote speech | Oral presentation complemented by the use of audiovisual media and the introduction of some questions for students, in order to transmit knowledge and facilitate learning. The magisterial session is also known as a lecture, expository method, or magisterial lesson. This last modality is usually reserved for a special type of lesson given by a teacher on special occasions, with content that involves original elaboration and based on the almost exclusive use of the word as a way of transmitting information to the audience. |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Workshop | A34 A35 A37 A38 A39 A41 A42 A43 A44 A45 A46 A51 A52 A53 A57 A58 A60 A63 B2 B3 B4 B5 B6 B9 B10 B11 B12 C1 C3 C4 C5 C6 C7 C8 | The final result of the work carried out on the subject will be reflected in the student's personal, physical and digital portfolio, physically available on paper and accessible through the Moodle teaching computer tool. The results will be evaluated, but through a supervised and guided teaching process, where the student's personal effort and intellectual evolution must be reflected in the final documentation. |
80 |
| Objective test | A34 A35 A37 A38 A39 A41 A42 A43 A44 A45 A46 A51 A52 A53 A57 A58 A60 A63 B2 B3 B4 B5 B6 B9 B10 B11 B12 C1 C3 C4 C5 C6 C7 C8 | Los conocimeintos instrumentales contenidos en el temario de docencia expositiva, teóricos y prácticos del curso serán evaluados mediante una prueba objetiva. | 20 |
| Assessment comments | |||
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In order to pass the subject it will be necessary to meet the following requirements: Terá on condition of NON PRESENTED or / to a student who runs into any of the following circumstances: In accordance with the report established in the Bachelor's Degree in Architecture, a Workshop Assessment Council will be convened, which will analyze the overall results of the same and will decide, not in its case, on the special situations of student assessment. When you do not pass the subject at the first opportunity, you will be allowed to complete and modify the work presented at the workshop, as long as it is completed with minimum attendance, all the work delivered of all subjects involved at the workshop and at the mandatory test of the first opportunity. To pass the subject, in this case, and the compulsory completion of the objective test of the second opportunity. Students who do not exceed in any of these days opportunities in the subject of Proxectos 7 must attend either a workshop or the following year. In this case, the students, in addition to Proxectos 7, will unravel your work on subjects that you would not have passed the workshop of the previous year. Those students who, once passed the subject of Proxectos 7, will not pass some other subjects of the workshop, will have to present, in consecutive calls, de novo e coas opportune corrections, the non-workshop proposals that did not participate. |
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| Sources of information |
| Basic |
Rowe, Collin (1981). Ciudad Collage. Barcelona: GG
Pallasmaa, Juhani (2010). La arquitectura de la humildad. Barcelona: Fundación Caja de Arquitectos
Alexander, Ch (1978). Urbanismo y participación. Barcelona: GG |
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Código Técnico de la Edificación Normativa de Habitabilidade galega |
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| 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 | |