ARCT07022 2019 Architectural Design Studio 3

General Details

Full Title
Architectural Design Studio 3
Transcript Title
Architectural Design Studio 3
Code
ARCT07022
Attendance
80 %
Subject Area
ARCT - Architecture
Department
YADA - Yeats Academy Art Dsgn & Arch
Level
07 - NFQ Level 7
Credit
30 - 30 Credits
Duration
Stage
Fee
Start Term
2019 - Full Academic Year 2019-20
End Term
9999 - The End of Time
Author(s)
Bernadette Donohoe, Deirdre Greaney, Michael Roulston, Cliona Brady, Peter Scanlon, Mary Byrne
Programme Membership
SG_VARCH_H08 201900 Bachelor of Architecture (Honours)
Description

Design studio forms the core element of Architecture at IT Sligo, with each of the design studio projects exploring the four philosophical vision points that characterise the programme. Design studio projects address design issues of relevance to the region and are integrated into the local area from a social, environmental, historical, and cultural perspective. Project types include existing buildings, extensions and new build and range from projects sited in extreme locations to those in villages, towns, Irish and European cities. They aim to give the student exposure to a range of project types including community engagement, multidisciplinary projects, live projects and public exhibition and to engage imagination, creativity, analysis and critical judgement in resolving design issues.

Architectural Design Studio 3 focusses on developing the ability to manipulate identity, form, material, function, appropriate construction typologies and technologies to address a climatically and geographically challenging site. Landscape, climate and interpretation of place are integral to studio projects explored. Projects will concentrate on the relationship between place, identity and architecture by exploring ideas of physical geography, landscape, climate, weather, people, memory and identity. The concept of exterior and interior climates will be introduced and students will investigate a variety of possibilities created by landscapes and individual structures. The studio will also address the re-imagination of towns that form the coastal edge, addressing ideas beyond commerce that might animate coastal towns. Through a series of design interventions students will focus on the transition between land and water to re-establish a link to the sea, and develop a language of architecture and urban design that is appropriate and offers future sustainability to these towns. The first stage of design projects establishes a body of precedent research from which design proposals can be built. This stage of the project introduces students to international and regional contextual considerations as design drivers. In the second stage students will develop and test design projects at a range of scales, from urban framework plans to building design, using a range of techniques and communication methods and media and at various stages in the design process. Projects will include both group work and individual work at different stages. The semester will include a field trip.

Learning Outcomes

On completion of this module the learner will/should be able to;

1.

Analyse critically one’s own work and that of others and be able to formulate confident, independent judgements based on research, analysis and criticism of design precedents, and to fulfil project briefs and regulatory requirements.

2.

Demonstrate knowledge of theories of urban design and of planning and development legislation, policy, practices and contexts in order to respond to complex briefs and context and develop design responses in individual and group situations.

3.

Demonstrate an understanding of relationships between people, buildings, external spaces, the built and the natural environment and of the methods for relating the built environment and scale to society’s needs through design interventions.

4.

Analyse, prioritise and synthesise the project brief/programme and context, consider design options and subject them to critical judgement, so as to produce a coherent and well‐resolved design solution.

5.

Create through design, appropriate conditions that respond to complex aesthetic, environmental, social and technical design challenges while meeting regulatory requirements.

6.

Demonstrate an ability to use various innovative communication methods and media appropriate to the various stages and exhibition of the design project.

7.

Participate and collaborate actively in team work.

8.

Demonstrate the ability to critically analyse individual learning requirements and work independently in a self-directed manner

Teaching and Learning Strategies

.

Directed problem based learning approaches are applied to one or several design projects. The students follow written, structured project briefs which follow the key stages of the design process. In the early stages of the projects group tasks are employed. During the course of each project we deliver individual and group tutorials, a variety of lecture and supporting inputs, and facilitate formative reviews and summative assessments.

The learning experience is intended to be experiential and self directed in order to promote student independence and autonomy. Our teaching model focuses on the constructive alignment of clearly defined learning outcomes and assessment criteria including the set of skills and cognitive abilities the student must have entering practice. It is our intention to foster higher order learning that is critical, creative, spatial and contextual.   All in a way that makes explicit an understanding of and sensitivity to, historical, contextual and cultural influences on the practice of design in a global, international and national context. Therefore we use discussions and seminars; exhibitions; debates, team work, critical questioning, small group discussions and workshops as part of our overall teaching and learning strategy. Additionally, guest lecturers and guest tutors participate at various times throughout the academic year. External examiners review projects and scripts at the end of each year in line with the Institute's Quality Procedures.

The practicum facilitates learning and development in using a range of tools, and communication approaches, so that our learners structure their presentations appropriately.  Some of the modes of expression explored in project work will include: the visual, the written word (power point) and verbal dialogues including, models, drawings, annotated diagrams, conceptual sketches, scaled plans, sections and elevations as well as three-dimensional drawing such as perspective drawings.  Studio is supplemented by information technology including 2D and 3D digital packages.  Students are required to keep a design notebook to assist their reflective dialogue and inform the process of communicating and presenting findings, conclusions and decisions.

Module Assessment Strategies

100% Design project

Projects are presented and formatively assessed throughout the year. Summative assessment of a portfolio of all projects at the end of the year.

Design projects are broken down into a series of tasks that are assessed formatively using group and individual presentations/reviews at the end of each task; and at the end of each semester through portfolio submission, formal review and summative assessment.

Assessment is performance orientated, and in response to current best practice, we use ‘assessment for learning’ (formative) modes during project work in design studio to provide constructive feedback. We employ this approach to foster the environment necessary for creativity to flourish, and facilitate the student to become an autonomous professional capable of responding to design problems contextually - globally, nationally and locally.

A range of continuous, performance assessment techniques are used in projects including; portfolio; reports; presentations; and a reflective/learning journal. The emphasis in Design Studio is on responding contextually; innovation, design integration; three-dimensional problem solving skills; communication skills; acceptance of responsibility for learning, and the use of a broad range of learning resources. Moreover, tutor, peer and self-ratings are utilised to assess a number of skills formatively, including effort, self-directed learning and group cooperation. Students are provided with relevant and informative feedback during interactive dialogue including comments on stated objectives at the end of each stage of a piece of the design project and this includes feedback from peers as well as tutors. A criterion-referenced model of summative assessment is employed in Design Studio at the end of each project including the academic portfolio submission at the end of the year.

Repeat Assessments

Repeat assessment will be dependent on failed components. This will be confirmed at formal exam boards.​

Module Dependencies

Prerequisites
None
Co-requisites
None

Indicative Syllabus

Part A (Semester 1)

Week 1               Project 1 -  Vertical Project: Run at the commencement of each academic year to encourage student interaction across years and introduce new students to the programme. Groups of architecture students from year 1 - 5, work on short, idea-based projects based on the programme vision points.

Week 2 - 6          Project 2 - Transformative Intervention: Poet's retreat - Conceptually based project.  Transformative power of architectural intervention, giving new meaning to place. Focus on place and identity.

Stage 1                      Site visit and analysis through sketches and photography.

Stage 2                      Conceptual Approach through model and drawings.

Stage 3                      Orthographic drawings and experiential drawings.

Stage 4                      Study models of site and intervention. 

Week 7                   Field Trip  

Week 8 -  13            Project 3 - Fish Restaurant and Cookery School 

Spatial planning skills are developed in a more complex mixed-purpose brief, with a series of related functions dealing with public-private interface.

Stage 1                       Site Visit, Recording and Analysis

Stage 2                       Precedent Research and Analysis

Stage 3                       Concept Models

Stage 4                       Sketch Design

Stage 5                       Detailed Design and Presentation

Part B (Semester 2)

Week 14 - 19                  Project 4: Interface between where land meets sea.

Stage One: Group: Mapping / Site Documentation / History / Context Model 

Stage Two: Group: Urban analysis 

Stage Three:  Individual: Precedent; Individual: Design project - Interface- Linear Leisure Landscape

Week 19 - 26                Project 5: NorthWest Gateway 

Stage One: Precedent Analysis and Evaluation 

Stage Two: Preparation and Brief 

Stage Three: Concept Design                                                                                      

Stage Four: Developed Design 

Stage Five: Technical Design                                                                                

Stage Six: Presentation 

Coursework & Assessment Breakdown

Coursework & Continuous Assessment
100 %

Coursework Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Design Portfolio Submission (see semester map) Continuous Assessment Project 100 % End of Semester 1,2,3,4,5,6,7,8
             
             

Full Time Mode Workload


Type Location Description Hours Frequency Avg Workload
Practical Architectural Studio Design Studio 12 Weekly 12.00
Total Full Time Average Weekly Learner Contact Time 12.00 Hours

Required & Recommended Book List

Recommended Reading
14/03/2012 Representing Landscapes: A Visual Collection of Landscape Architectural Drawings Routledge

Required Reading
2011 A Green Vitruvius Routledge
ISBN 1849711917 ISBN-13 9781849711913

2000 years ago the Roman architect Marcus Vitruvius Pollio wrote the ten books on architecture still referred to in every architects education. The concept of an architectural pattern book offering design principles as well as solutions is universally familiar and this is the green pattern book for today.Now fully updated to provide an introduction to sustainable architectural design suitable for both undergraduate and postgraduate courses, this well established textbook emphasises the importance of location specific architecture that responds to local climate conditions and uses local materials, as well as offering better architectural quality with more natural and fewer artificial inputs.Not only is less more, less is also beautiful.

Required Reading
2001 Form and Fabric in Landscape Architecture Taylor & Francis
ISBN 0415246385 ISBN-13 9780415246385

Form and Fabric in Landscape Architecture provides an original, visual approach to the study of landscape architecture by creating a spatial morphology based on use and experience of landscapes. It explores aesthetic, spatial and experiential concepts by providing a structure through which landscapes can be understood and conceived in design. 'Fabric' is the integrated structure of whole landscapes, while 'form' refers to the components that make up this fabric. Together form and fabric create a morphology of landscape useful for the development of visual-spatial design thinking and awareness. This book is intended as both an introduction to the discipline for students of landscape architecture, architecture and planning, and a source of continuing interest for more experienced environmental designers.

Recommended Reading
08/03/2012 Dwelling with Architecture Routledge

Required Reading
2007 The Green Studio Handbook Elsevier
ISBN 9780750680226 ISBN-13 0750680229

With more and more clients and architecture schools demanding 'green' design, both student and professional architects need to get up to speed quickly with the vast range of techniques in this fast moving area. This extensive and user-friendly handbook presents practical guidelines for applying environmental strategies during the schematic design of green buildings. For each strategy, the book provides: brief descriptions of principles and concepts, step-by-step approaches for integrating technologies into the early stages of design, annotated tables and charts to assist with preliminary design sizing, key issues to be aware of when implementing a given strategy, and references to the most recent international standards and rating systems, guidelines, and internet resources. The text is reinforced with conceptual sketches and photos in full color, illustrating each strategy. A discussion of the green design process and case studies of several green building projects puts the strategies presented in context. * Provides information required to implement green design ideas with confidence and accuracy. * Practical information provided in an easy-to-use format. * Full colour images throughout.

Required Reading
1995-02-20 Design with Nature Wiley
ISBN 047111460X ISBN-13 9780471114604

"In presenting us with a vision of organic exuberance and human delight, which ecology and ecological design promise to open up for us, McHarg revives the hope for a better world." --Lewis Mumford ". . . important to America and all the rest of the world in our struggle to design rational, wholesome, and productive landscapes." --Laurie Olin, Hanna Olin, Ltd. "This century's most influential landscape architecture book." --Landscape Architecture ". . . an enduring contribution to the technical literature of landscape planning and to that unfortunately small collection of writings which speak with emotional eloquence of the importance of ecological principles in regional planning." --Landscape and Urban Planning In the twenty-five years since it first took the academic world by storm, Design With Nature has done much to redefine the fields of landscape architecture, urban and regional planning, and ecological design. It has also left a permanent mark on the ongoing discussion of mankind's place in nature and nature's place in mankind within the physical sciences and humanities. Described by one enthusiastic reviewer as a "user's manual for our world," Design With Nature offers a practical blueprint for a new, healthier relationship between the built environment and nature. In so doing, it provides nothing less than the scientific, technical, and philosophical foundations for a mature civilization that will, as Lewis Mumford ecstatically put it in his Introduction to the 1969 edition, "replace the polluted, bulldozed, machine-dominated, dehumanized, explosion-threatened world that is even now disintegrating and disappearing before our eyes."

Required Reading
1971 Existence, Space & Architecture
ISBN 0289700221 ISBN-13 9780289700228
Required Reading
2009-02-05 The Craftsman Penguin UK
ISBN 9780141022093 ISBN-13 0141022094

Most of us have to work. But is work just a means to an end? In trying to make a living, have we lost touch with the idea of making things well? In this provocative and enlightening book, Richard Sennett explores the idea of craftsmanship - the desire to do a job well for its own sake - as a template for living. Pure competition, he shows, will never produce good work. Instead, the values of the craftsman, whether in a Stradivari violin workshop or a modern laboratory, can enrich our lives and change the way we anchor ourselves in the world around us.

Module Resources

Non ISBN Literary Resources

Recommended Reading:

CARMONA, M. (2010). Public places, urban spaces: the dimensions of urban design. Amsterdam, Elsevier.

Cullen, G. (1996). The concise townscape (4th ed). London, UK: Architectural Press.

FARRELLY, L. (2011). Drawing for urban design. London, Laurence King. http://proquestcombo.safaribooksonline.com/9781856697187.
Hertzberger, H. (2016). Lessons for students in architecture (7th ed). Rotterdam, Netherlands: Nai010.

LANG, J. (2015). Urban design. [Place of publication not identified], Routledge.

Larice, M., & Macdonald, E. (2013) The urban design reader (2nd ed). Abingdon, UK: Routledge.

LARMOUR, P., & O'TOOLE, S. (2008). North by northwest: the life and work of Liam McCormack. Kinsale, Gandon Editions.

MEEDA, B., MCGARR, S., DOYLE, M., & BROWN, C. (2018). Graphics for urban design.

MURPHY, O. (2012). Town origins, morphology and future. Westport, O. Murphy.

MURCUTT, G., & GUSHEH, M. (2007). Glenn Murcutt: thinking drawing / working drawing. Tokyo, Toto.

POLLARD, C., & MCCORMICK, L. (2011). Liam McCormick: seven Donegal churches. Oysterhaven, Kinsale, Co. Cork, Ireland, Gandon Editions.

SHAFFREY, P. (1975). The Irish town: an approach to survival. Dublin, O'Brien Press.

SHAFFREY, P., & SHAFFREY, M. (1984). Buildings of Irish towns. London, Architectural Pr.

Journal Resources

see module handbook

URL Resources

see module handbook

www.riai.ie

Other Resources

Refer to Architecture Space and Resource provision Handbook.

Dedicated studio space for each student registered on the the academic year of the BArch programme.

Including but not limited to: 

Drawing Board, Layout space, wall space, drawing/model storage, materials storage.

Printing and scanning facilities (A0, A1, A2, A3).

Model Making benches, cutting surfaces, hand tools, lazer cutters, 3Dprinters

Technology/Materials Lab

Critique space

General and Archive storage.