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The Processes of Designing Architecture

  • Module code: AR5002
  • Year: 2018/9
  • Level: 5
  • Credits: 30
  • Pre-requisites: None
  • Co-requisites: None

Summary

Constraints are a creative opportunity. User requirements and legislative frameworks, taken alongside the ‘reading' of a site, inform the iterative development of a design project. This module will address the professional, legislative, ethical concerns which inform the procurement of an architectural project. It will also encourage the exploration of self-reflective and critical working methods within the development of a project.

Aims

  • To develop the knowledge, techniques and skills which will enable students to understand the professional, regulatory and procedural context within which architecture is created;
  • To establish rigorous working methods for the development of architecture projects, with a level of complexity;
  • To support students in developing a professional, self-reflective and constructively critical attitude, through the appraisal of both their own work and the work of others.

Learning outcomes

On successful completion of the module, students will be able to:

1.    Demonstrate an understanding of the professional, social and ethical responsibilities which underpin the regulations and procedures under which professionals operate;

2.    Demonstrate knowledge of the processes which govern the procurement of architecture projects, from appointment and briefing to construction and hand-over;

3.    Work in a productive, self-reflective manner and as an effective team member, through a professional development plan (PDP);

4.    Demonstrate and evaluate, through a range of appropriate working methods and a variety of media, the key iterative stages and decision-making processes which have informed a developing design project;

5.    Respond to some of the professional, regulatory, social, sustainable and ethical issues in the development of an architectural design project;

6.    Develop a provided brief to establish programmatic and end user requirements, and undertake research into these requirements.

Curriculum content

  • The architecture profession;
  • The legal system as it relates to architecture, including contractual relationships;
  • Professional terminology and procedures of architecture;
  • Peer assessment and review skills;
  • Effective self-management and reflective learning skills;
  • An understanding of the professional design process;
  • Skills to respond to a given brief and site;
  • Iteratively testing and refining a project in response to feedback and self-reflection;
  • Recording the development of the design process;
  • Addressing professional, regulatory, social, environmental or ethical issues within a design;
  • Oral communication and presentation skills.

Teaching and learning strategy

The module includes a design component and a supportive/ contextual component and the two are taught in relation to each other through a combination of studio based-projects, lectures, seminars, tutorials, workshops and study visits.

The School employs various learning technologies to support the teaching and learning strategies. Canvas is used to support teaching and learning in all modules, and other aspects of the courses and School as a whole. It is used at a modular level as a repository for all module documentation, such as the module guide, briefs, lecture handouts, support material, and links to web-resources. It is also used for tutorial and workshop sign-up lists and discussion forums where appropriate.

All courses based in the Kingston School of Art offer students free access to the online video tutorial platform Lynda.com. This provides a wide range of subjects to choose from, many with downloadable exercise files, including software tutorials covering photography, graphics, web design, audio and music, CAD and Microsoft Office software, as well as courses on Business and Management skills. Some of these are embedded in the curriculum and offer additional self-paced learning, others may be taken at will by students wishing to broaden their employability skills in other areas.

Breakdown of Teaching and Learning Hours

Definitive UNISTATS Category Indicative Description Hours
Scheduled learning and teaching Studio-based projects, lectures, workshops, study visits, tutorials, seminars. 75
Guided independent study 225
Total (number of credits x 10) 300

Assessment strategy

Assessment for this module has two equally weighted components which students must pass separately in order to achieve an overall pass for the module. The design portfolio is synoptically assessed across all 4 modules.

Within the Supporting Studies, feedback/feed forward is given in different forms depending on the nature of the work. However all will offer the opportunity for at least one group or individual tutorial and formal written feedback following submission, within the prescribed timescale.

Within the Design Project studio, the following strategies for feedback/feed forward apply:

  • Weekly tutorials, either group or individual as appropriate to the project stage
  • At least one formal presentation and review, with written feedback, within each teaching block
  • Formative feedback on a submitted portfolio at end of teaching block 1
  • Formal written feedback on a submitted portfolio at end of teaching block 2

Component 1 - Coursework assessment (50%):

This relates to elements of teaching and delivery, such as lecture and seminar programmes, which support studio design work or address specific skills that relate to it. This is referred to as Supporting Study and is reflected in Learning Outcomes 1-3. A typical example of assessment for the Coursework assessment of this module would be a Project Diary (PDP) (25%) and a graphically presented coursework submission related to aspects of professional architecture practice (25%).

Component 2 - Design Portfolio (50%):

This relates to the aspects of assessment tested through design studio projects. This is referred to as Design Project and is reflected in Learning Outcomes 4-6. A typical example of assessment for the Design Project component of this module would be a portfolio of work relating to the iterative development of the design project and its integration into wider professional and regulatory issues.

Mapping of Learning Outcomes to Assessment Strategy (Indicative)

Learning Outcome Assessment Strategy
1) Demonstrate an understanding of the professional, social and ethical responsibilities which underpin the regulations and procedures under which professionals operate; Coursework.
2) Demonstrate knowledge of the processes which govern the procurement of architecture projects, from appointment and briefing to construction and hand-over; Coursework.
3) Demonstrate an ability to work in a productive, self reflective manner and as an effective team member, through a professional development plan (PDP); Coursework.
4) Demonstrate and evaluate, through a range of appropriate working methods and a variety of media, the key iterative stages and decision making processes which have informed a developing design project; Design Portfolio.
5) Begin to respond to some of the professional, regulatory, social, sustainable and ethical issues in the development of an architectural design project; Design Portfolio.
6) Develop a provided brief to establish programmatic and end user requirements, and undertake research into these requirements. Design Portfolio.

Elements of Assessment

Description of Assessment Definitive UNISTATS Categories Percentage
Coursework assessments Coursework 50%
Design portfolio Coursework 50%
Total (to equal 100%) 100%

Achieving a pass

It is a requirement that the elements of assessment are passed separately in order to achieve an overall pass for the module.

Bibliography core texts

RIBA Plan of Work 2007 & 2013

3DReid, 2008, Architect's Job Book. 8th ed. London: RIBA Publications

RIBA, 2009, A Clients Guide to Engaging and Architect: Guidance on hiring an architect for your project. London: RIBA Publications

ARB Code of Conduct

HSE, 2007. Managing Health and Safety in Construction. London: HSE Books

Bibliography recommended reading

Studios will provide specific recommended reading lists relevant to each project.

Speaight, A. 2010. Architect's Legal Handbook. 9th ed. Oxford: Architectural Press

Halliday,S., 2007. Green Guide to the Architect's Handbook. London: RIBA Publishing

Polley,S., 2011. Understanding the Building Regulations. London: Spon Press

Tricker, R. and Alford, S., 2012. Building Regulations in Brief. 7th ed. London: Routledge

Dijksman,K., 2008. The Planning Game. Ovolo

Sinclair, D., 2011. Leading the Team: An Architects Guide to Design Management. London: RIBA Publishing

Cave,A., 2007. Legislation Maze: Inclusive Accessible Design. London: RIBA Publishing

Barker,A., 2006. Improve your Communication Skills. London: Kogan Page

RIBA Good Practice Guides - various

Centre for Accessible Environments (CAE) guides - various

Planning portal (planning and building regulations)

Gov.uk (planning and building legislation)

HSE (Construction, Design (Management))

Architects Registration Board - (code of conduct

Royal Institute of British Architects

Professional Experience and Development Record

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