|
Type A
|
Code |
Competences Specific | | | A53 |
Ability to catalogue, plan and protect the built and urban heritage. |
| | A59 |
Adequate knowledge of the general theories of form, composition and architectural typology. |
| | A67 |
Adequate knowledge of the foundations of vernacular architecture. |
|
Type B
|
Code |
Competences Transversal | | | B3 |
Critical, logical and creative thinking, and an ability to innovate |
| | B4 |
Autonomy, responsibility and initiative |
| | B6 |
Clear and effective communication of information, ideas, problems and solutions in public or a specific technical field |
| | B10 |
aesthetic sensitivity |
|
Type C
|
Code |
Competences Nuclear | | | C1 |
Have an intermediate mastery of a foreign language, preferably English |
| | C2 |
Be advanced users of the information and communication technologies |
| | 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 |
|
Type A
|
Code |
Learning outcomes |
| | A53 |
Elaboration of inventory and catalogue records of architectural heritage, and protection proposals.
| | | A59 |
Visual and compositional analysis of modern architecture through graphic documents and models.
| | | A67 |
Knowledge of the history of architecture, construction forms and the architectural traditions of Western culture.
|
|
Type B
|
Code |
Learning outcomes |
| | B3 |
Find new methods for doing things.
| | | B4 |
Decide how to do a particular job so that it is of the highest quality possible.
| | | B6 |
Draft documents with the appropriate format, content, structure, language accuracy and register, and illustrate concepts using the appropriate conventions: formats, titles, footnotes, captions, etc.
| | | B10 |
Composa With aesthetic criteria
|
|
Type C
|
Code |
Learning outcomes |
| | C1 |
Understand instructions about classes or tasks assigned by the teaching staff.
| | | C2 |
Use software for off-line communication: word processors, spreadsheets and digital presentations.
| | | C3 |
Reflect on, review and evaluate the information management process.
| | | C4 |
Produce written texts that are appropriate to the communicative situation
|
| Topic |
Sub-topic |
Architecture and landscape in Spain on 1950's and forward.
|
Josep Maria Sostres, “Paisaje y diseño”, Cuadernos de Arquitectura, n.64, Barcelona, 1966.
|
| Arquitectura, arte i paisatge a Europa i EE.UU., desprès dels anys cinquenta. |
-CIAM
-Team X
-Bernard Rudofsky
-Aldo van Eyck
-Max Bill |
| Questions de la mirada y la percepció |
Veure: Josef Albers, John Berger, Marinna Abramovich. |
| Sistemes en la lectura i construcció del paisatge |
-Art, politica i territori: Jorge Oteiza, Joseph Beuys, Donald Judd. |
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
3 |
0 |
3 |
| Workshop (architecture) |
|
28 |
25 |
53 |
| Personal attention |
|
5 |
35 |
40 |
| |
| Extended-answer tests |
|
4 |
0 |
4 |
| |
(*) 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 |
Introduction of the subject and the sessions
|
| Workshop (architecture) |
In the sessions will be studied and analyzed the diferent tendencies and movements in the western contemporary architecture, from 1950's and forward. |
| Personal attention |
In class, offering assitance to the presentations and correcting the presentation criteria
|
|
Description |
|
The corrections will be held in class and they will be useful for the rest of the students. If the student asks for it the corrections could be held in the office during the anounced timetable.
The the evolutions of the exercises as well as the presentations will be corrected in class. |
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Workshop (architecture) |
|
It will be evaluated the attendance, everyday work, the contribution in class and in order to develop the presentation the quality of the documents used.
It will be specially considered the quality ant the truthfulness of the information, the quality of the discourse in order to understand the evolution of the contemporary architecture along the second half of the century.
The described readings and the analysis of them must be realized in the apointed day. All the deliveries as well as the readings must be realized in order to be evaluated.
Deliveries by other people different of the author, and out of classes schedule will be not accepted. Two no entries, or a final no entrie will be evaluated as NP (Not Presented) for all the subject. The evaluation is continuous.
|
|
| Extended-answer tests |
|
The presentations must be organized in order to understand the analyzed period and the evolution of the contemporary architecture along the second half of the century. |
|
| Others |
|
Each student sould realize the following exercises: 1 Dossier that should be delivered the last class day with the following index: Notes of all the sessions (3 or 4 pages). Critical writings of the readings (300 word per article). Writing of the public presentation. 2. Public presentation (40%) |
|
| |
|
Other comments and second exam session |
|
Those students with a failed grade or with an NP they should exam |
| Basic |
|
- Josep Lluís Sert, “The Scope of Architecure” (“El alcance de la arquitectura”), Lecture to students at Harvard University
Graduate Design School, 17th March 1953. En: JAUME FREIXA, Josep Lluís Sert, Barcelona: Santa y Cole, ETSAB, 2005, pp.
199-201.
- Josep Maria Sostres, “Creación arquitectónica y manierismo”, Arquitectura Cuba, La Habana, marzo 1956.
- Josep Maria Sostres, “Paisaje y diseño”, Cuadernos de Arquitectura, n.64, Barcelona, 1966.
- Keneth Frampton, “Prospects for a Critical Regionalism”, Perspecta, Vol. 20, (1983), The MIT Press, pp. 147-162
- Edward Tufte, Visual Display of Quantitative Information, Graphics Press, Cheschire, Connecticut 1983.
- Edward Tufte, Visual explanations: images and quantities, evidence and narrative, Graphics Press, Cheschire,
Connecticut 1997.
- Bernard Rudofsky, Rudofsky: Lessons From Bernard Rudofsky. Life As A Voyage, Birkhäuser, Basel 2007.
- Alfons Tejero Farnós, Inventari de les restes arqueològiques I històriques de la plana de coll de Balaguer, Ajuntament de
Vandellós i l’Hospitalet de l’Infant, l’Hospitalet de l’Infant 2008.
- Cait, "Altafulla i Torredembarra 1950-2010 : arxiu d'arquitectura moderna en el seu context urbanístic" Torredembarra : Centre d'Estudis Sinibald de Mas ; Altafulla : Centre d'Estudis d'Altafulla, 2013. |
| Complementary |
|
|
| Subjects that continue the syllabus |
|
| |
| Other comments |
|
To be able to read and to write. Enjoy drawing.To express correctly.
|
(*)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. |
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