DSGN08043 2013 Architectural Studio 4

General Details

Full Title
Architectural Studio 4
Transcript Title
ArchStudio 4
N/A %
Subject Area
DSGN - Design
CENG - Civil Eng. and Construction
08 - NFQ Level 8
20 - 20 Credits
Start Term
2013 - Full Academic Year 2013-14
End Term
9999 - The End of Time
Bernadette Donohoe, Rowan Watson, Michael Roulston, Emmet O'Doherty, Cliona Brady, Peter Scanlon, Maeliosa O'Brien
Programme Membership
SG_JINTE_H08 201300 Bachelor of Arts (Honours) in Architectural Design SG_JINTE_H08 201400 Bachelor of Arts (Honours) in Interior Architecture RIBA 1

This module is studio based. It will consolidate the design theory, processes and procedures iterated in the previous years and emphasise the idea of integrated holistic design solutions that address the programmes four vision points namely:

  • Interior - A vision of architecture where the interior environment is both influenced by, and influential upon, the architectural whole;
  • Existing Buildings - A focus on new and exciting ways to re-imagine our existing built environment  through utilizing a broad spectrum of adaptive re-use typologies;
  • Place A connectedness to place through interpreting and responding to the characteristics embodied in existing buildings, with an awareness of the wider context and existing community and the occupation of space;
  • Environment - Integrated technologically informed solutions which acknowledge environmental responsibility as an underlying philosophy for architectural design.

Design Studio in the final year is underpinned by five main concepts that include:

  1. Investigating the integrated nature of interior architectural and architectural design and the relevance of the associated programme material;
  2. Exploring design problems with a specialised focus which synthesise  contextual- physical, cultural, aesthetic and technical criteria;
  3. Examining and solving design problems requiring integrated systems of structures, elements and materials;
  4. Exploring the interdependence of service proposals with climatic requirements, energy use and sustainability;
  5. Investigating the professional role and legislative codes relevant to architectural design and construction


Learning Outcomes

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


Critically appraise the interdependence of ideas required for an integrated design proposal incorporating an informed approach to the synthesis of material from the previous years and across all modules


Synthesise physical/contextual social, cultural and aesthetic meaning in the conception and generation of complex designs


Integrate systems of form, structure, elements, materials and services in the conception and generation of complex designs


Assimilate the climatic, energetic and sustainable requirements in the formation and generation of intricate designs.


Incorporate legislation, codes of practice and health and safety in the creation and production of complex designs


Select the appropriate media and methodologies to communicate design ideas and proposals


Appraise interior architecture from a personal view within a global, physical, environmental, historical, cultural and social critical framework


Manage the research process and solve design problems contextually; and debate the findings critically


Work in groups innovatively

Module Assessment Strategies

Teaching, Learning and Assessment Strategy

A hybrid of Problem Based Learning will be used that is referred to as ‘guided design' or ‘guided discovery'. The learning experience is intended to be experiential and self directed in order to promote student independence and autonomy. The activity of design involves the development of skills and understanding through an integration of the learning outcomes. Thus our teaching model focuses on the constructive alignment of clearly defined learning outcomes and assessment criteria and includes the set of skills and mental abilities the student designer must have entering the workforce.  Design, following specific project briefs, is taught through iterative individual and group tutorials with ongoing process and outcome oriented reviews. It is our intention to foster higher order learning that is critical, creative, spatial and contextual.  Therefore we will employ a wide range of teaching and learning modes including: panel discussion and seminars; exhibitions; debates; role plays; team work; critical questioning and small group discussions and workshops as part of our overall teaching and learning strategy

A criterion referenced model (CRA) of summative assessment will be used at the end of each project including a portfolio submission at the end of the year.  Assessment will be process, outcome/ performance orientated and ‘assessment for learning' modes will be employed during the process of project work to provide constructive feedback.   The emphasis will be on: responding contextually; design integration; three-dimensional problem solving skills; communication skills; acceptance of responsibility for learning; and the use of a broad range of learning resources

Indicative Syllabus

Design studio will consolidate the design processes iterated in the previous years and emphasise the idea of integrated holistic design solutions with a particular emphasis on interiors.  Comprising of studio projects of a complexity requiring a synthesis of material from the entire syllabus to date.  Students will be required to demonstrate higher order learning at all stages of the design process in practice including:

  • Preliminary Studies Phase
  • Sketch Design Phase
  • Design Realisation Design Phase
  • Design Realisation and Technological Integration

Coursework & Assessment Breakdown

Coursework & Continuous Assessment
100 %

Coursework Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Design Presentation Representation Continuous Assessment Project 15 % OnGoing 6
2 Continuous Assessment Portfolio Submission Continuous Assessment Project 85 % OnGoing 1,2,3,4,5,6,7,8,9

Full Time Mode Workload

Type Location Description Hours Frequency Avg Workload
Design Projectwork Architectural Studio Project 24 Weekly 24.00
Independent Learning Architectural Studio Self Directed Learning 18 Weekly 18.00
Total Full Time Average Weekly Learner Contact Time 24.00 Hours

Module Resources

Non ISBN Literary Resources

Design Studio

Holgate, A, (1992), Aesthetics of Built Form,  Oxford University Press

Hudson, J. (2007), Interior Architecture Now, Laurence King, London

Lawson, B, (1997), How Designers Think: The Design Process Demystified, Architectural Press

Ruedi, R, (2003), The Portfolio: An Architectural Student'sHandbook, Architectural Press

Schön D, (2003), The Reflective Practitioner, Great Britain, Ashgate Publishing Limited


Journals for all stages

  • Architectural Review
  • Architect's Journal
  • Building Design
  • Detail
  • Frame Magazine
  • Landscape Design
  • Mark Magazine
  • RIAI Journal
  • RIBA Journal
Other Resources

architectural studio

drawing boards

model room

Additional Information