Type A
|
Code |
Competences Specific | | A43 |
Ability to concieve, execute and oversee schematic design projects. |
| A48 |
Ability to create functional programmes of buildings and urban spaces. |
| A50 |
Ability to remove architectural barriers. |
| A51 |
Ability to take a critical view of architecture. |
| A52 |
Ability to design passive environmental conditioning, including thermal and acoustic insulation, climatic control, energy efficiency and natural lighting. |
| A61 |
Adequate knowledge of the methods for studying symbolic processes, practical functions and ergonomics. |
| A62 |
Adequate knowledge of the methods for studying social needs, quality of life, habitability and basic housing programmes. |
| A63 |
Adequate knowledge of ecology, sustainability and the principles of energy and environmental resources preservation. |
Type B
|
Code |
Competences Transversal | | B1 |
Learning to learn |
| B3 |
Critical, logical and creative thinking, and an ability to innovate |
| B4 |
Autonomy, responsibility and initiative |
| B5 |
Teamwork, collaboration and sharing of responsibility |
| B6 |
Clear and effective communication of information, ideas, problems and solutions in public or a specific technical field |
| B7 |
Sensitivity to environmental issues |
| B8 |
Management of complex technical or professional projects |
| B9 |
Spatial vision |
| B11 |
General graphical skills |
Type C
|
Code |
Competences Nuclear | | C3 |
Be able to manage information and knowledge |
| C4 |
Be able to express themselves correctly both orally and in writing in one of the two official languages of the URV |
| C5 |
Be committed to ethics and social responsibility as citizens and professionals |
Type A
|
Code |
Learning outcomes |
| A43 |
Execution of architectural, urban and landscape projects in the proposal, analysis, processing and presentation phases. Use of tradtional methods and computer technologies to make graphic presentation of these projects in the form of outlines, sketches, drafts, basic projects, construction projects, models and prototypes.
| | A48 |
Knowledge of social needs relating to housing and urban development.
| | A50 |
Applied knowledge in architectural barriers removal projects
| | A51 |
Execution of architectural, urban and landscape projects in the proposal, analysis, processing and presentation phases. Use of tradtional methods and computer technologies to make graphic presentation of these projects in the form of outlines, sketches, drafts, basic projects, construction projects, models and prototypes.
| | A52 |
Resolution of passive environmental conditioning in architectural projects.
| | A61 |
Knowledge of signing processes, practical functions and ergonomics.
| | A62 |
Knowledge of social needs relating to housing and urban development.
| | A63 |
Knowledge of the principles of ecology, sustainability, the conservation of energy and environmental resources, and recycling of materials.
|
Type B
|
Code |
Learning outcomes |
| B1 |
Put into practice the approaches, methods and experiments put forward by the teaching staff in a disciplined fashion.
| | B3 |
Be aware of the limitations and weak points of their work processes and methods.
| | B4 |
Do the work planned in accordance with the quality criteria provided.
| | B5 |
Participate actively and share information, knowledge and experience.
| | B6 |
Structure their presentations and comply with any requirements should there be any.
| | B7 |
Bear in mind the context of sustainability
| | B8 |
Plan to evaluate the results of the project.
| | B9 |
Imagine the geometrical shapes to the space and represents them
| | B11 |
Represent with graphic correction the lines, values and proportions of the shapes and his surroundings
|
Type C
|
Code |
Learning outcomes |
| C3 |
Locate and access information effectively and efficiently.
| | C4 |
Produce grammatically correct oral texts.
| | C5 |
Be respectful of and promote human rights and the principles of universal accessibility, equal opportunities, non-discrimination and universal accessibility for th
ose with special educational needs.
|
Topic |
Sub-topic |
Intervention in a public space. Phase I.
THE PLACE |
The public space will be divided into different sectors. Each sector will be assigned to a group of about 8 students to carry out a survey. |
Intervention in a public space. Phase II.
THE QUALITIES |
Groups of 2-3 students, resulting from subdividing the groups of the previous phase, will analyze one of the three sets of qualities related below:
• USE, ROUTES, URBAN FURNITURE
• VEGETATION, WATER, TOPOGRAPHY
• SUNLIGHT, WIND, TEMPORARY
|
Intervention in a public space. Phase III
SHELTER |
Design a shelter of 15 m2 maximum. Individual exercise; each student must choose the position of his shelter within the sector that he has surveyed and analyzed. The interior space should approximately meet the requirements of a mid-range hotel room.
|
FAÇADE |
Design a façade in an existing structure, taking into account the intended uses of the interior spaces and the conditions of the exterior environment. |
Methodologies :: Tests |
|
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
Introductory activities |
|
5 |
0 |
5 |
Presentations / oral communications |
|
10 |
5 |
15 |
Debates |
|
10 |
0 |
10 |
Workshop (architecture) |
|
45 |
70 |
115 |
Personal attention |
|
5 |
0 |
5 |
|
|
(*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies
|
Description |
Introductory activities |
Activities aimed at making contact and collecting information from students and the presentation of the subject. |
Presentations / oral communications |
Oral presentation by students of a specific topic or a work. |
Debates |
Activity where two or more groups defend opposing positions on a given topic. |
Workshop (architecture) |
The Workshop consists of a theoretical part and a practical part. The practical projects are developed in the classroom in face-to-face sessions and require a complementary dedication of the students to the development of projects without tutelage.
It has a progressive character and allows cumulative competence acquisition.
(*) This methodology is a reference in the Degree of Architect according to the ECI ORDER 3856/2007, of December 27. |
Personal attention |
Within the workshop, the teachers dedicate part of the time to personalized attention. |
Description |
Within the workshop, the teachers dedicate part of the time to personalized attention. |
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
Presentations / oral communications |
|
Presentation of research works aimed at providing the group with the necessary knowledge to develop the exercises. |
5% |
Workshop (architecture) |
|
The student will deliver during the semester exercises presented in the workshop and developed / supervised through public presentations, individualized corrections and pre-deliveries. |
95% |
Others |
|
|
|
|
Other comments and second exam session |
|
Basic |
Rudofsky, Bernard, Architecture without architects, Academy editions, London, 1964
Careri , Francesco, Walkscapes. El andar como práctica estética, Gustavo Gili, Barcelona, 2002
Laureano, Pietro, La pirámide Roevsciata. Il modello dell'oasi per il pianeta Terra., Ed. Bolliati Boringhieri,
Rilke, Rainer Maria, Cartas a un joven poeta., ,
|
|
Complementary |
|
|
Subjects that continue the syllabus |
INTRODUCTION TO PROJECTS II/22204102 |
|
Subjects that are recommended to be taken simultaneously |
ARCHITECTURAL DRAWING I/22204001 |
|
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
|