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The Processes of Representing Architecture

  • Module code: AR5003
  • Year: 2018/9
  • Level: 5
  • Credits: 30
  • Pre-requisites: None
  • Co-requisites: None

Summary

A work of architecture represents the drawing together of physical, environmental, social and cultural factors: interpreting, conceptualising and integrating them into a body of ideas that can shape a building. Architects employ a diverse range of media, across two and three dimensions in order to both explore these ideas and to communicate them and the resulting project to different audiences.

This module assists you in the refinement of representation skills and techniques and develops their approach to the representation and communication of their design proposal. This enables you to arrive at a formal, spatial, contextual and programmatic resolution of a design project.

Aims

The aims of this module are:

  • To assist students in developing a more complex range of analogue and digital design techniques in order to express and consolidate design ideas;
  • To foster methodologies for gathering, assimilating, and utilising visual information to develop a more personal and informed language of representation;
  • To support students in the completion and representation of a clearly conceptualised and rationalised architectural design response, synthesising a range of issues and ideas at an appropriate level of complexity.

Learning outcomes

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

1.    Critically analyse precedents and methods of architectural interpretation and conceptualisation;

2.    Demonstrate ability in an appropriate range of representational techniques, across two and three dimensions, including model making, photography, conventional orthographic drawings and more complex projections;

3.    Demonstrate a considered approach to the representation and communication of a work of architecture.

4.    Complete a design proposal that strategically addresses the design brief and a suitably complex range of concerns, relating to issues of context, programme, space, form, material, inhabitation and experience;

5.    Effectively communicate the key issues and ideas which have determined the resolution of a design project;

6.    Use conventional analogue and digital two and three dimensional orthographic drawings alongside physical models, in order to represent a resolved design project.

Curriculum content

  • Knowledge of a range of historic and contemporary examples of architectural interpretations and techniques of representation;
  • Technical understanding of a range of analogue and digital techniques for interpreting architecture;
  • Vectorworks, Photoshop and INDD software;
  • Advanced model making techniques, including wood and metal work and casting;
  • An understanding of synthesis, conceptualisation and inspiration;
  • Skills in synthesising a more complex range of issues as a coherent design proposition;
  • A personal approach to design and representation;
  • Exploring and inventing ideas and techniques;
  • Selecting appropriate materials and techniques for the interpretation and representation of particular subjects;
  • Working simultaneously at different scales and levels of detail;
  • Producing a coherent documentation of the design process.

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.

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 series of individual practical assignments in architecture representation.

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 demonstrating the resolved design of two Design Projects, which integrate the various physical and social contexts within which they are situated.

Mapping of Learning Outcomes to Assessment Strategy (Indicative)

Learning Outcome Assessment Strategy
1) Critically analyse precedents and methods of architectural interpretation and conceptualisation; Coursework.
2) Demonstrate ability in an appropriate range of representational techniques, across two and three dimensions, including model making, photography, conventional orthographic drawings and more complex projections; Coursework.
3) Demonstrate a considered approach to the representation and communication of a work of architecture; Coursework.
4) Complete a design proposal that strategically addresses the design brief and a suitably complex range of concerns, relating to issues of context, programme, space, form, material, inhabitation and experience; Design portfolio.
5) Effectively communicate the key issues and ideas which have determined the resolution of a design project; Design portfolio.
6) Use conventional analogue and digital two and three dimensional orthographic drawings alongside physical models, in order to represent a resolved design project. Design portfolio.

Elements of Assessment

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

Achieving a pass

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

Bibliography core texts

Ching, F.D.K., 2002. Architectural Graphics, Hoboken: John Wiley & Sons

Bielefeld, B., Skiba, I., 2007. Basics. Technical Drawing, Basel: Birkhäuser

Zell, M., 2008. The Architectural Drawing Course, London: Thames & Hudson

Schilling, A., 2007. Basics. Modelbuildings, Basel: Birkhäuser

Deplazes, A., 2008. Constructing Architecture: Material Processes Structures, Basel: Birkhäuser

Farelly, L., 2008. Representational Techniques. Worthing: Ava Publishing

Bibliography recommended reading

Pallasmaa, J, 2011. The Embodied Image. Hoboken: John Wiley & Sons

Berger, J., 1977. Ways of Seeing. London: Penguin Books Ltd.

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

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