|
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. |
| | A64 |
Adequate knowledge of the technical, climatic, economic, social and ideological foundations of the architectural, urban and landscape traditions of Western culture. |
|
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.
| | | A64 |
Knowledge of the conditions governing vernacular architecture.
|
|
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 |
Set clear objectives for projects.
| | | 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 |
House between party walls. Phase I.
THE PLOT |
A lot will be assigned to each student, where the program of a single-family house between party walls must fit. |
House between party walls. Phase II.
THE NEIGHBORS AND THE TOPOGRAPHY |
It will be unveiled the fit of the different lots between them and the topography of the streets where their facades are opened. |
House between party walls. Phase III.
THE PLACE |
The real location of the lots will be revealed, in a consolidated urban environment that the students will visit. |
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
5 |
0 |
5 |
| Presentations / oral communications |
|
10 |
5 |
15 |
| Workshop (architecture) |
|
45 |
70 |
115 |
| Debates |
|
10 |
0 |
10 |
| 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 with students and presenting the subject. |
| Presentations / oral communications |
Oral presentation by students of a specific topic or a work. |
| 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. |
| Debates |
Activity where two or more groups defend opposing positions on a given topic. |
| 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 |
Margalef, Ramon, Ecologia, Omega, Barcelona, 1997, Reimp.
Deplazes, Andrea, Constructing Architecture: Materials, Processes, Structures, Birkhäuser, Basel
Zumthor, Peter, Pensar la arquitectura, Gustavo Gili, Barcelona, 2004
Pallasma, Juhani, Loa ojos de la piel., Gustavo Gili, Barcelona
Martí Aris, Carlos, Llocs públics en la natura, col.lecció microframes, UdG., Girona
Shulman, Julius, Case study houses, Taschen,
|
|
| Complementary |
Diversos autors, Col·lecció Paperback, Gustavo Gili,
|
|
| Subjects that are recommended to be taken simultaneously |
| ARCHITECTURAL DRAWING II/22204002 |
|
| Subjects that it is recommended to have taken before |
| ARCHITECTURAL DRAWING I/22204001 | | INTRODUCTION TO PROJECTS I/22204101 |
|
(*)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. |
|