| 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) |
| A36 |
Ability to design, implement and develop construction management (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) " |
| A41 |
Ability to solve the passive environmental conditioning, including thermal and acoustic insulation, climate control, energy efficiency and natural lighting (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 |
| A47 |
Ability to develop environmental, landscape and environmental impact correction studies (T) |
| 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. |
| 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 |
| A61 |
Knowledge of feasibility analysis and the surveillance and coordination of integrated projects |
| 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 |
| 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 |
| Ability to address new facilities within the neighborhood and urban sector scale, developing the programs of needs appropriate to each situation |
A37
A38
A44
A52
A53
A58
A61
|
B2
B3
B4
B5
B12
|
C1
C3
C8
|
| Ability to give an objectual and contextual architectural response to new urban facilities, incorporating the perspective of gender and accessibility as the foundations of sustainability. |
A34
A35
A36
A38
A41
A43
A44
A45
A46
A47
A52
A53
A60
A63
|
B2
B4
B5
B9
B10
B11
B12
|
C1
C3
|
| Ability to study and critically analyze architectural projects and projects as a means of knowledge and continuous training, in relation to the aspects of the program of needs, functional, technical and symbolic resolution. The physical and temporal context of the case studies will have to be considered, and they will be related to the contemporary parameters of sustainability, gender perspective and biophilia. |
A63
|
B2
B3
B4
B5
B12
|
C4
C5
C6
C7
C8
|
| Contents |
| Topic |
Sub-topic |
| O deseño sostible |
-Environmental and social impact of architectural and urban interventions
-Materials advanced vs traditional materials
-Reduce, reuse and recycle: applications in the formulation of needs programs and architectural and urban design
- The new conceptual tools of analysis and transformation of reality: gender perspective, sustainability, biophilia |
| Novos programas e escalas complexas |
-Equipamiento vs infraestructura
-El concepto de infraestructura para la vida cotidiana
-Nuevas tecnologías: aplicación en el hábitat |
| Estudo e análise crítica de proxectos arquitectónicos: a vida na cidade. |
-Study of cases 1. The residential project in the consolidated city.
-Study of cases 2. Projects for care and conciliation in the city.
-Study of cases 3. The equipments of the urban scale. |
| Planning |
| Methodologies / tests |
Competencies |
Ordinary class hours |
Student’s personal work hours |
Total hours |
| Guest lecture / keynote speech |
A52 A53 A58 A60 A61 B9 B10 B11 B12 C3 C5 C6 C8 |
14 |
0 |
14 |
| Workshop |
A34 A35 A36 A37 A38 A41 A43 A44 A45 A46 A47 A63 B2 B4 B5 C1 |
195 |
0 |
195 |
| Case study |
B3 C4 C7 |
15 |
0 |
15 |
| |
| 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 |
| Guest lecture / keynote speech |
Oral presentation to introduce the references and theoretical contributions in relation to the workshop methodology. |
| Workshop |
Training modality inherent in the objectual, contextual and urban architectural project, which consists of classroom and non-contact hours It includes practical work, individual or group, individual and collective critical sessions, sharing, debates and comments, and preparation of works that develop case studies.
In the classroom hours the students will develop the project work with the support and supervision of the teaching staff. In the non-contact hours will be completed and progress in the resolution of the exercises raised from personal work and deepening comments and observations made in the classroom. |
| Case study |
Study and critical analysis of case studies of types 1, 2 or 3 indicated in the contents. |
| Personalized attention |
|
|
| Description |
| Individual attention to students for the development of workshop work |
|
| Assessment |
|
Methodologies
|
Competencies |
Description
|
Qualification
|
| Case study |
B3 C4 C7 |
Study of a work or a project based on the search for information from different documentary sources, both graphic and written. Treatment of data, preparation of the study and conclusions.
The rigor of the content and the quality of the graphic expression will be assessed.
The work must be publicly exposed by means of a limited time in the different stages of preparation.
Work developed individually. |
25 |
| Workshop |
A34 A35 A36 A37 A38 A41 A43 A44 A45 A46 A47 A63 B2 B4 B5 C1 |
Development of the workshop works varying from preliminary level to basic level, as indicated in each case.
All the works developed in the workshop must be publicly exposed by means of a limited time in the different stages of preparation.
They can be developed in groups (two people) or individually, according to specific indications of each specific work. |
75 |
| |
|
Assessment comments |
- June opportunity: To obtain the qualification of suitable, the delivery of all the workshop exercises and case studies is required, as well as participation in their public exposition. Public exhibitions of the work in progress will be regularly scheduled. To obtain the qualification of apt it will be necessary to attend all of these sessions. Those students who choose a grade will make a presentation to the subject teachers, in which the exercise will be discussed with the student. - July opportunity: The work carried out throughout the course will be reviewed or completed, correcting the detected deficiencies. The suitable without development is not contemplated according to the level specified in each case of the set of works proposed in the workshop and in the case study. |
| Sources of information |
|
Basic
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_Alexander, Christopher et alt. Un lenguaje de patrones. Barcelona: Gustavo Gili, 1980.
_Apodaka Ostaikoetxea, Marije (coord.). Urbanismo inclusivo. Las calles tienen género. Vitoria: Servicio Central de Publicaciones del Gobierno Vasco, 2012.
_Ashihara, Yoshinobu. El diseño de espacios exteriores. Barcelona: Gustavo Gili, 1982.
_Berrizbeitia, Anita; Pollak, Linda. Inside outside, between architecture and landscape.
_Bofill Levi, Anna. Guia per al planejament urbanístic i l´ordenació urbanística amb la incorporació de criterios de génere. Barcelona: Generalitat de Catalunya, 2008.Gloucester, (Massachussets): Rockport, 2003.
_Cano, G. y Maestre, J.M. Tecnología y sociedad: ¿Por qué no llega el hogar digital? Informes de la Construcción, vol. 67, 538 (2015).
_Carreiro Otero´, María y Cándido López González. Parametrizar y sistematizar o cómo incorporar la perspectiva de género en el urbanismo.
;
Cervero Sánchez, N. y Hernández, Agustín. Remodelación, Transformación y Rehabilitación. Tres formas de intervenir en la vivienda social del siglo XX. Informes de la Construcción, vol. 67 (EXTRA-1): mo26 (2015).
_COAC, Collegi d´Arquitectes de Catalunya (1990): Vivienda y ciudad. Concurso Internacional de Proyectos. Barcelona: COAC.
_Eleb-Vidal, Monique et al. (1988): Penser l´habité, le logement en question. Lieja: Pierre Mordaga.
Fernández, Roberto. “Modos de hacer ciudad: proyecto y plan”, en Ciudades 3 (1996): 111-127.
GALLARDO, Laura. “Del no-lugar al lugar en el proyecto arquitectónico”. AUS (Valdivia) 14 (2013): pp. 5-10.
_Gehl, Jan. La humanización del espacio urbano. Barcelona: Reverté, 2006.
_Lion, Yves y François Leclerq (1985): “Domus Demain, la Bande Active”. L´architecture d´Aujour d´Hui 252: 16-20.
_López Candeira, José A. Tratamiento del espacio exterior. Madrid: Munilla-Leria, 2002.
_López González,Cándido y María Carreiro Otero /eds. La casa. Piezas, ensambles y estrategias. Málaga: Recolectores Urbanos, 2016.
_Lyndon, Donlyn. The Sea Ranch. New York: Princeton Architectural Press, 2004.
_Marín Acosta, Flor Inés. “La arquitectura escolar del estructuralismo holandés en la obra de Herman Hertzberger y Aldo van Eyck”, en Revista de Educación y Pedagogía (21) 54 (2009): 67-80.
_Moore, Charles et al. La casa: forma y diseño. Barcelona: Gustavo Gili, 1976.
_Paricio, Ignacio y Xavier Sust (1998): La vivienda contemporánea. Programa y tecnología. Barcelona: Institut de Tecnologia de la Construcció de Catalunya, IteC.
_Sánchez de Madariaga, Inés. Urbanismo con perspectiva de género. Sevilla: Instituto Andaluz de la Mujer. Junta de Andalucía.
_Sánchez de Madariaga, Inés. “Infraestructuras para la vida cotidiana y la calidad de vida”. Valladolid: Ciudades: Revista del Instituto Universitario de Urbanística de la Universidad de Valladolid, 8 (2004): pp. 101-133.
_Tejedor, J. 2015. Nuevo paradigma normativo sobre la ciudad: Retronando a la ciudad tradicional. Informes de la Construccion, 67 (EXTRA-1): mo22
_Zoppi, Mariella. Progettare con il verde. 2. Vuoti Urbani. 3ª reimp. Firenze: Alinea, 1997.
_Sobre puntos limpos:
_https://www2.uned.es/biblioteca/rsu/pagina3.htm
_http://economiacircular.org/DOCUMENTACION/Publicaciones/Multiparticipantes/20151209_EB3_Analisis%20para%20la%20optimizaci%C3%B3n%20de%20los%20puntos%20limpios.pdf
_http://residus.gencat.cat/es/ambits_dactuacio/valoritzacio_reciclatge/instal_lacions_de_gestio/deixalleries/caracteristiques_de_les_deixalleries/
_http://www.madrid.org/cs/Satellite?blobcol=urldata&blobheader=application%2Fpdf&blobheadername1=Content-Disposition&blobheadervalue1=filename%3DTipos+de+Puntos+Limpios-39680.pdf&blobkey=id&blobtable=MungoBlobs&blobwhere=1310630261610&ssbinary=true
_http://www.mapama.gob.es/es/calidad-y-evaluacion-ambiental/temas/prevencion-y-gestion-residuos/flujos/domesticos/gestion/sistema-recogida/Puntos-limpios.aspx
Sobre pavimentos:
www.atlantiscorp.com.au
www.pvt.es
www.grupoentorno.es/aripaq/web/producto.php
www.construmatica.com/construpedia/Pavimentos_Ecol%C3%B3gicos
www.ecoralia.com
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Complementary
|
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_Molino, Sergio del. La España vacía. Turner, 2016.
_Sennett, Richard. “El confesor, el limosnero y el jardinero” en Sennett, Richard. Carne y piedra. El cuerpo y la ciudad en la civilización occidental. Madrid: Alianza Editorial, 1994, pp. 194-197. |
| Recommendations |
| Subjects that it is recommended to have taken before |
| Architectural Design 8/630G02036 | | Construction 6/630G02037 | | Construction 7/630G02045 | | Territorial Planning/630G02057 | | Urbanism 5/630G02042 |
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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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