|Full time||2 years||September 2016|
This ARB/RIBA Part 2-accredited course has been retitled from the previously named Graduate Diploma in Architecture to MArch in Architecture. The course operates within the guidelines stipulated by professional accreditation, but has its own unique character. Being taught in an art-and-design-based faculty means that design is at the heart of our approach.
During this course, you will develop as architectural designers and thinkers and move towards the ability to engage in architectural practice as independent and reflective practitioners. You will build on and further develop the knowledge, understanding and skill acquired during your first degree and a recommended initial period of work-based learning. The emphasis of this course is therefore to deepen and consolidate existing learning and skill, rather than to introduce a wide range of new subject material.
Design projects, reports, seminars, presentations, essays, case studies, and dissertation.
The design studio aspect of the course course is taught through studio units. Students have the opportunity to enter a ballot for the unit of their choice at the beginning of each academic year. The subject focus of the units varies from year to year. The units for 2015/16 are as follows:
Please note that all modules listed below are compulsory for that level.
Architecture is a critical practice. A work of architecture is conditioned by the primary relationships it establishes with immediate physical, environmental and social conditions, understood with the wider context of society, material culture, architectural thought and history.
This module supports the continuing development of sophisticated, analytical, design research skills, employed and demonstrated within the conception, ongoing development and physical manifestation of a coherent design project. The module reinforces the history of ideas that have informed the development of architecture and the city, from antiquity to modernity, through the investigation of a series of major turning points. Students are asked to consider the ways in which such cultural and historical understandings inform the development of their own design propositions.
Good design successfully engages the ethical, regulatory and professional conditions, established by society, as elements that are integral to a creative process and the development of a coherent, successful architectural proposition. It is the result of a reflective and iterative process, whereby all aspects of a developing project are continually re-evaluated, both in relation to one another and in response to external contexts, in order to ensure their continuing validity and their eventual synthesis.
This module asks students to become agents of good design, and to integrate developing ideas relating to Architecture as an ethical, intellectual, practical, and professional discipline. As designers, students will identify, evaluate, formulate and record the complex range of factors, across a range of scales, which inform the ongoing design proposal and investigate the regulatory, contractual, and economic environment of professional practice, which underpins architectural production.
This module asks students to produce a sustainable architectural proposition which is spatially, formally, and programmatically resolved, and which is responsive to its physical, social, cultural and regulatory contexts. It asks students to begin to situate and represent their work within a broad cultural and intellectual frame, communicating it in ways that allow engagement with a range of audiences. The module also provides students with an opportunity to explore specialist forms of design, expression, and production techniques that can inform the ways in which they think and work as architects.
The resolution of a work of architecture occurs, ultimately, through its actualisation. Materials determine the tectonic expression of a building, articulated through a critical attitude to its structure, construction, and the modification of the environment. If these processes of making are to successfully engage with the wider concerns of form, use, culture and place, whilst also responding to increasingly complex and highly regulated procurement infrastructures, then they need to be considered as an integral part of an holistic process of design development, one that encompasses both strategic and detailed thinking.
This module develops a student's ability to critically research materials and to think strategically about the relationship between individual building elements and larger systems. The module asks students to resolve detailed aspects of the material, structural, environmental, and tectonic concerns of their project, through a series of iterative and developing levels of detail, where complex and often overlapping systems and components are integrated, across a range of scales.
It asks the student to begin to consider the interrelationship of craft and manufacture within a professional context where the architect is increasingly understood as a specifier, utilising the products of universalised, mass production in response to the increasingly stringent parameters of regulation and economics.
Critical scholarship underpins practices of architecture. Written research both supports and is supported by design research.
This module requires students to apply critical and analytical skills to produce a substantial piece of written research that sits alongside the design thesis project. The dissertation provides an opportunity for students to engage in an area of architectural enquiry and scholarship, including history and theory, technology and environmental science, professional practice and related topics; developed and presented as coherent, eloquent and well illustrated documents.
An architecture thesis is declared through the precise, physical embodiment of a holistic, intellectually rigorous proposition. Underpinning such an ambition is the ability to reflect upon, critically evaluate, integrate and resolve issues that emerge from immediate contextual conditions, the wider concerns of making, practice, use and the history of architecture, alongside those of society and culture, as a whole.
This module is the culmination of a student's design education within academia, drawing together the various demands and concerns of a complex work of architecture into a synthetic whole. It requires that sophisticated thinking, clearly articulated strategies and analytical research techniques are applied to the development of a project, expecting a student to evidence their comprehensive understanding of the complex and often contradictory issues at stake in formulating an architectural proposition.
The resulting project should demonstrate an ability to encompass and communicate these issues within an articulate, highly resolved, design proposal, utilising the range of abilities, skills and techniques acquired and iterated through a student's academic career. In drawing together these various strands of thinking and doing, the module offers the opportunity for students to begin to articulate their position as architects and emerging professionals.
You will have the opportunity to study a foreign language, free of charge, during your time at the University as part of the Kingston Language Scheme. Options currently include: Arabic, French, German, Italian, Japanese, Mandarin, Portuguese, Russian and Spanish.