| Competences |
| Type A | Code | Competences Specific |
| A46 | Ability to concieve, execute and oversee urban projects. | |
| A68 | Adequate knowledge of urban sociology, theory, history and economics. | |
| Type B | Code | Competences Transversal |
| 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 |
| C3 | Be able to manage information and knowledge |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A46 |
Distinguish the main elements of the relation of the house with the public space To articulate a conceptual discourse that relates the architectural project with the ideas of the moment in which it is produced Analyze complex buildings and their surroundings by linking technical, aesthetic and urban aspects | |
| A68 |
To articulate a conceptual discourse that relates the architectural project with the ideas of the moment in which it is produced | |
| Type B | Code | Learning outcomes |
| B6 |
Intervene effectively and convey relevant information. Control their nerves sufficiently to be able to express themselves in public. Structure their presentations and comply with any requirements should there be any. Use other media to support the message of their presentations. Reply to the questions that they are asked. Volunteer to make the necessary presentations in public. Understand that non-verbal language is appropriate to verbal discourse. Plan their communications: generate ideas, search for information, select and order the information, make schemes, determine the type of audience and the objectives of the communication, etc. Make interesting and persuasive presentations. Analyze, appraise and respond to the questions they are asked during an oral presentation. Draft documents with the appropriate format, content, structure, language accuracy and register, and illustrate concepts using the appropriate conventions: formats, titles, footnotes, captions, etc. Prepare their presentations and use a variety of presentation strategies (audiovisual support, eye contact, voice, gesture, time, etc.). Adapt their arguments to different groups and/or situations. Encourage their audiences to participate and ask constructive questions to stimulate dialogue. Adapt the form of their message to different situations. | |
| B10 |
Work in regard to the arts plàstiques modern and contemporary | |
| 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. Have a full understanding of the economic, legal, social and ethical implications of accessing and using information. Reflect on, review and evaluate the information management process. |
| Contents |
| Topic | Sub-topic |
| Presentation of historical cases betwen housing and city | |
| Cases exposed by teachers in the master classes. | Robin Hood Gardens - ALison & Peter Smithson Gallatarese - Aldo Rossi Free University Berlin - Candilis, Josic i Woods La Ciudad en el Espacio- Taller de Arquitectura Ciutat espacial - Arata Isozaki (els metabolistes) Plug-in-City - Archigram New Babylon - Constant (els situacionistes) Munich 1972 - Frei Otto |
| Search for selected analysis models among the three cities to visit. REUS-PARIS BARCELONA | |
| Research about other ways of living and new family units. INHABIT; CO-INHABIT; and COEXIST |
|
| Research about internal-external, public - community and private in collective housing. | |
| Proposals for the new housing and new ways to inhabit the city |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
4 | 0 | 4 | ||||||
| Seminars |
|
38 | 30 | 68 | ||||||
| Lecture |
|
6 | 6 | 12 | ||||||
| Personal attention |
|
4 | 0 | 4 | ||||||
| Practical tests |
|
6 | 6 | 12 | ||||||
| (*) 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 | The subject will analyse and make proposals on other ways of inhabit trough three main topics: INHABIT; CO-INHABIT; and COEXIST. Each of the subject will be developed in a week, in collaboration with students come from ENSA Val de Siene (Paris) and the Architectural School of Vallès (ETSAV). |
| Seminars | It will be structured in three areas and 'laboratories' (understood as experimentation spaces) which will be developed in the classroom for a week in a semi-intensive way: Laboratory 1, (will take place at ETSAV), trough the topic: INHABIT, will be studied and deepened about the minimum unit: the room, and its possible aggregations to give rise to the house Laboratory 2, (will take place at the EAR), trough the topic: CO-INHABIT, study and deepen about what it means to co-inhabit, what answers can we give today to the new ones Ways to inhabit collectively and its possible groupings. He will raise the new ones Relationships that can be established between the family units that make up the house collective, between the individual and the community that conforms, between the private space and public space, and how this can affect what is the minimum habitable piece and theirs relationships Laboratory 3, (will take place at ENSA, Paris), trough the topic: COEXIST, will study and will deepen the relations of the house with the city, through the work of community and public spaces will raise new relationships between housing and the city, between the community of neighbors and society. |
| Lecture | The subject will be accompanied by an inaugural lesson, short theoretical sessions in the beginning of the class, and visits to paradigmatic cases in the city of Barcelona, of the Camp de Tarragona and Paris. |
| Personal attention | The work will start agile and intense throughout each of the three weeks, Complementing with work at home, which will be presented and debated in the 1st session of the next teaching week. |
| Personalized attention |
| Description |
| In class, thought of as a workshop, the professors will follow the work of each student, destining the last hour of the class in the sharing of the works. |
| Assessment |
| Methodologies | Competences | Description | Weight | |||||
| Practical tests |
|
The subject will be evaluated through the work carried out in the workshop and during visits to Barcelona and Paris. It is essential to attend 9 of the 10 sessions to be able to be evaluated, and therefore it is essential to travel to Paris. The exercises will be developed in groups of at least 3 people (one in each school). To the extent possible, and in order to reduce the cost of the stay, it will be tried that students also exchange their accommodation. The intensive weeks of work will be specified before enrollment. It is recommended having completed Urbanism and Project V-VI, which works for collective housing. |
100% de la nota | |||||
| Others | The evaluation of the student will be based on the objectives achieved in the following aspects: 1-Reflection, debate and exercise on contemporary housing and society a which must answer. 2-Understand and know how to project interior-external, public-community-private relationships in collective housing. 3- Understand theoretical models of housing and ways of living and crossing them with real experience by visiting and analyzing some of the cases. 3-Be able to face in an agile way and through drawing and sketches by hand raised to the questions about the dwelling that arise. 4-Learn to work in teams and with students from other universities and countries. 5-Respond properly when asked questions in an oral or written presentation. |
| Other comments and second exam session | |||
| Sources of information |
| Basic |
ALEXANDER, Ch, Un lenguaje de patrones: ciudades, edificios, construcciones, , Gustavo Gili, 1980
BUSQUETS, J. ET AL, Cerdà i la Barcelona del futur: realitat versus projecte, , CCCB, 2009
EAMES, CHARLES, ¿que es una casa? ¿que es el diseño?, , Editorial Gustavo Gili SL. GG mínima, 2007
GEHL, JAN, La humanización del espacio urbano, , Editorial Reverté, 2006
GUÀRDIA, M. OYÓN L. & MONCLÚS, Atlas histórico de ciudades europeas, , CCCB, 1994
HABITAR grupo de investigación, ReHabitar en nueve episodios, , Lampreave, Madrid, Ministerio de Fomento, 2011
HABRAKEN, N. J, El diseño de soportes, , Gustavo Gili, 2000
KOOLHAAS, R., AMO, HARVARD GRADUATE SCHOOL OF DESIGN, Elements, Venice, , Marsilio, 2014
MONTEYS, X. & FUERTES, P, Casa collage: un ensayo sobre la arquitectura de la casa, , Gustavo Gili, 2001
MONTEYS, X. & FUERTES, P, La habitación: más allà de la sala de estar, , Gustavo Gili, 2014
PÉREZ DE ARCE, R., Domicilio urbano, , Santiago de Chile, 2006
SENNETT, RICHARD., El declive del hombre público, , Editorial Anagrama. Colección Argumentos, 2011 |
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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.