Proxectos Arquitectónicos, Urbanismo e Composición
Coordinador
Sánchez Lampreave, Ricardo
E-mail
ricardo.lampreave@udc.es
Lecturers
Barge Ferreiros, Santiago
Carreiro Otero, Maria Concepción
Mesejo Conde, Mónica
Sánchez Lampreave, Ricardo
Vazquez Diaz, Sonia
E-mail
s.barge@udc.es
maria.carreiro@udc.es
monica.mesejo@udc.es
ricardo.lampreave@udc.es
sonia.vazquez.diaz@udc.es
Web
General description
The aim of Projects 1 is to build a provisional scaffolding that allows students to assimilate the bases of the architectural project: a shoring system, as Carlos Martí (2005) would say, that aspires to disappear over time, leaving only the trace of its order. To offer ephemeral certainties that allow us to take risks with greater confidence, like the wheels of a bicycle.
The strategy consists of teaching architecture as the handling of a new language, relying on humanistic disciplines such as psychology or semiotics. First, decoding the signs (learning to read), then understanding their internal logic (grammar), then the relationship established between them (syntax), to finally get a glimpse of the depth of the messages that can be transmitted (poetics).
The four-month period is structured in two parts. The first relates to the elements of composition, emphasising the perceptual and emotional consequences of their specific arrangement. The second part is devoted to the idea of the project, understood as a complex creative process that needs to transcend the more pragmatic functions through the use of poetics.
A didactic scheme is used that specifies what THE IDEA OF ARCHITECTURE consists of, a structure of concepts related by means of the most absolute coherence: a guiding idea, composed of a main objective (what is to be resolved above all else) and an associated poetic charge (how it is resolved), linked together by relations of a metaphorical or metonymic order; and a formal argument, a strategy or compositional logic that crystallises the guiding idea, and which has to materialise according to the functional programme to be resolved and the specific place in which it has to be implanted.
In no case is it intended to provide recipes to achieve predetermined results, but to structure a system of questions that every designer must ask himself and answer honestly throughout the creative process. The intention is to reflect on unconscious creative mechanisms and to make an effort to put into words what we professionals do intuitively through sketches and models: to offer a point of support so that students know what to look for, what to ask themselves.
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.
Subjects
