| Competences |
| Type A | Code | Competences Specific |
| A53 | Ability to catalogue, plan and protect the built and urban heritage. | |
| Type B | Code | Competences Transversal |
| B7 | Sensitivity to environmental issues | |
| B8 | Management of complex technical or professional projects | |
| Type C | Code | Competences Nuclear |
| C3 | Be able to manage information and knowledge |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A53 |
Analyze the elements of the physical reality of the territory Represent with different methodologies the elements that characterize a territory To intervene in the conservation of heritage through the catalogs of cultural heritage in the figures of urban planning. | |
| Type B | Code | Learning outcomes |
| B7 |
Ensure that their studies and projects have social, economic and environmental dimensions. Ensure that their decisions reflect a clear awareness of the social and environmental responsibility of their profession. Understand sustainability from an interdisciplinary perspective, bearing in mind the global situation and the challenges it poses. | |
| B8 |
Describe situations and justify the need for projects. Set clear objectives for projects. Take active part in planning the teamwork, in distributing the members and in ensuring a good performance. Schedule the time required to complete the tasks to be done. Plan to evaluate the results of the project. Ensure that the objectives of projects are consistent with the needs detected in the context. Estimate the efficacy and efficiency of the actions carried out, and take advantage of all the resources at their disposal. Appraise and prioritize the needs and resources in a real intervention context, paying particular attention to the needs that are the objective of the project. Ensure that long-term objectives are made visible in operational objectives. Monitor the implementation of the project in order to evaluate the results and monitor the risks inherent to the project carried out. | |
| Type C | Code | Learning outcomes |
| C3 |
Locate and access information effectively and efficiently. Critically evaluate information and its sources, and add it to their own knowledge base and system of values. Reflect on, review and evaluate the information management process. |
| Contents |
| Topic | Sub-topic |
| 1. Els catàlegs | 1.1. Algunes reflexions sobre la conservació i restauració del patrimoni modern 1.2. Situació del patrimoni arquitectònic modern a Tarragona 1.3. Presentació i definició del CAIT (Centre d’anàlisi del territori a Tarragona) 1.4. Presentació de treballs del CAIT en curs |
| 2. to register the territory | 2.1 GIS Representation systems 2.2 Dinamyc representation systems |
| 3. Registres del territori | 3.1 Telègrafs óptics Optical telegraphs 3.2 Bridges and fluids of the territory 3.3 Remains of republicans forts 3.4 Ebro's Delta 3.5 Contemporary and modern architecture |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
5 | 5 | 10 | ||||||
| Presentations / oral communications |
|
5 | 5 | 10 | ||||||
| Lecture |
|
5 | 5 | 10 | ||||||
| Assignments |
|
10 | 30 | 40 | ||||||
| Personal attention |
|
15 | 15 | 30 | ||||||
| (*) 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 on the sylabus. General idea. Bibliography |
| Presentations / oral communications | Introduction to the working system of the subject |
| Lecture | The territory plans: Camp de Tarragona i Terres de l’Ebre The idea of the landscpae Systems of landscape representation. Visual expolarition of the landscpae Modern and contemporary heritage in Tarragona |
| Assignments | Workshop: Projects -3 escales /4 ambits: City (village), Reus -Tarragona-Salou, Comarcal, Province -The first 9 deliveries will be draw by hand and in trasnlucent paper. format DIN A2 -The last final deliveries (3-4) could be drawn in any system and the paper could be either DianA2 or DinA3 Process: -to draw the analysis frame. Geographical, administrative, buildings and city centres -to represent the infraestuctures -to represent the heritage -to represent activities -to represent empty palces -to develop a diagnosys. -to propose an intervention |
| Personal attention | The workshop it has a theoric and practical side. The practical projects will be developed in class but the need to be developed in a complementary way by the steundets in their own. It has a progresive character and allows to acquire the knoledgment in a cumulative way. (*) This metodolgy is a reference in the Architecture Grade according to the ORDEN ECI 3856/2007, de 27 de desembre. |
| Personalized attention |
| Description |
| The course combines theoretical classes, visits in the territory and practical work, which can be organized individually or in groups. These practical works are developed by students independently and are discussed in the classroom in open sessions, both with individualized and collective corrections. The follow-up of the workshop work of each and every one of the students is combined with the different theoretical classes |
| Assessment |
| Methodologies | Competences | Description | Weight | |||||
| Presentations / oral communications |
|
The students have public presentations of their work during the course, either of the graphic material or the research work. The course contemplates a final collective presentation of all the work done, which may include the assembly of an exhibition |
30% | |||||
| Assignments |
|
The Students must submit their work and practical assumptions in paper format and in digital format according to the presentation criteria that will be established according to the specific research. | 70% | |||||
| Others |
| Other comments and second exam session | |||
|
The Students that with the continuous assessment do not pass the subject would return the practical work into a second call This second call must incorporate a record or type of analysis that has been studied during the course and treated in one of the theoretical sessions. |
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| Sources of information |
| Basic |
Stephen Nijhuis, Ron van Lamieren & Frank van der Hoeven, Exploring the visual landscape. Advances in physiognomic landscape research in the Netherlands, Delft University Press, 2011
Clemens Steenbergen, Composing landscapes. Analysis, Typology and Experiments for Design, Birkhauser, 2008
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, Lessons From Bernard Rudofsky. Life As A Voyage, , Birkhäuser, , 2007
Josep Maria Sostres, Paisaje y diseño, Cuadernos de Arquitectura, n.64, 1966
Keneth Frampton, Prospects for a Critical Regionalism, Perspecta, Vol. 20, pp. 147-162 , 1983 |
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| Complementary | |||||||||||
| Recommendations |
| Subjects that it is recommended to have taken before | |||||||||||
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(*)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.