ALTERNATIVE PRACTICES: THE CITY - Framework · construye y se comparte. Segovia es la cultura que se habita. ... For Jane Jacobs, author of “ ... “Vida y muerte de las grandes

Edited by IE Publishing Department.

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ALTERNATIVE PRACTICES: THE CITY

DEGREE: BACHELOR IN ARCHITECTURE

DEGREE COURSE YEAR: FIRST SECOND THIRD FOURTH FIFTH SEMESTER: 1º SEMESTER 2º SEMESTER CATEGORY: BASIC COMPULSORY OPTIONAL NO. OF CREDITS (ECTS): 6 3 LANGUAGE: ENGLISH SPANISH TUTORIALS: TO BE ARRANGED WITH STUDENTS FORMAT: ON SITE PREREQUISITES:

1- SUBJECT DESCRIPTION

“Segovia es patrimonio vivo. Es cultura que se vive y se recorre, que se contempla, se construye y se comparte. Segovia es la cultura que se habita. Esta es una invitación a habitar la cultura. Porque ¿qué es la cultura si no está habitada?”

Segovia, Cultura Habitada

For centuries cities were simply cities. Little or big, central or peripheral, industrial, commercial or rural, their qualifications were associated to ideas of scale, position or activity with no reference to a definition based on a cultural (or historic) values of exchange or differentiation from other cities. The intrinsic value of the city resided, fundamentally, in the use of its space by its inhabitants.

In the last decades we have witnessed the explosion of mass tourism and with it, a change of perspective in the value of cities. Tourism has become in many cities the primary driver of economic activity, transforming their built fabric into an object for contemplation and consumption. This highly specific mode of producing and consuming urban space has produced (in conjunction with other urban dynamics) the displacement of its real inhabitants by temporary ones armed with hats and cameras. The city has been transformed from an inhabited space to a consumed object.

In December 1985, UNESCO named the “old city” of Segovia part of the world’s cultural heritage. The honorary title put the (old) city on the map of eager consumers of history and souvenirs, elevating Segovia to the condition of a museum. In this renowned open-air museum at an urban scale and there coexists a visible structure of physical objects of historic value and an invisible structure or relations knitted together by its inhabitants. This invisible structure of relations is what defines the neighbourhood as a spatial, functional, cultural and social unit different from the city as a generic definition of inhabited space.

So, what is a neighborhood? Is it possible to talk of a neighborhood in the historic quarter? Or is the historic quarter merely a museum? If the relations that define a neighborhood comprise an invisible tissue, what is the visible structure of these relations? How are these relations built? For some inhabitants, cultural heritage has become the culprit for the destruction of the city as

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neighborhood. How and to what degree can we talk of a coexistence of cultural heritage as cultural asset and inhabited space?

This course will investigate, speculate and produce mechanisms to regenerate neighborhood in the complex structure of a historic quarter of high cultural heritage value.

2- OBJECTIVES AND SKILLS

2.1. Objectives and Generic Skills (ORDEN ECI/3856/2007.BOE 312)

Based on the established in the item 5 of the order ECI/3856/2007 of December 27th in which are established the “Requisites for verification of university level official degrees for the exercise of the profession of architect” this course has as objective to provide the students with the following skills:

“To understand: the architecture as witness of the development of the present societies and the transcendence of its preservation as such.” The student should demonstrate a proficiency in developing, in the training of a professional practice, a good understanding of architecture as witness of the present societies and the importance of its preservation as such

“To know and develop: The usual procedures of the professional practice through experiences close to reality.” The student should demonstrate a proficiency in the acquired knowledge and the approach to normal procedures of professional practice.

“Capacity to understand the profession of architecture and its function in society, in particular elaborating projects that relate to social factors” The student should demonstrate a proficiency in demonstrating knowledge of research methods and processes as well as field work in architecture and related disciplines.

2.2. Specific Objectives and Skills

The specific objectives and skills that should be obtained derive from the established in the White Book of European Convergence for architecture and in the order ECI/3856/2007 of December 29th. Therefore, this course’s main learning objectives are the following: “Aptitude for the conception, practice and development of urban projects” The student should demonstrate a satisfactory level of understanding of the process and execution of a project at an urban scale in its several scales of complexity.

“Aptitude to elaborate functional programs for urban spaces; intervene in the conservation, restoration and rehabilitation of the built heritage” The student should demonstrate a satisfactory level of understanding of the meaning of heritage and comprehend the strategies to operate in its presence.

“Capacity to design and execute urban plans and urbanization projects” The student should demonstrate a satisfactory level of understanding of the process of urban design.

“Capacity to apply rules and urban codes” The student should demonstrate a satisfactory level of understanding of rules and codes applicable to any urban environment.

“Adequate acknowledge of the methodological principles of urban planning and metropolitan and territorial planning.” The student should demonstrate a satisfactory level of understanding of the urban methodology in its several scales, applying those specific tools to the scale of operation.

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“Comprehend architecture as a witness of the development of present societies and the transcendence of its preservation as such. To know the state of the architectonic and urban legacy as well as the professional exercise related to management and interventions around it. To know and to know to apply in the practice of architecture the theoretical base of history and evolution in conservation and rehabilitation of architectonic heritage up to the present day, as well as the research mechanisms that allow one to get to the original resources, the texts and codes that affect the conservation and rehabilitation of heritage, the technical and design tools to operate in historical environments, buildings and pieces of art related, as much as for the remote heritage as for the most recent one.” The student should demonstrate a satisfactory level of understanding of all the issues related to heritage, as much as in its legal regulation as well as in its passive and active capacities to constitute part of the projected interventions.

3- CONTENT

From the View from the Sky to the View from the Ground

For Jane Jacobs, author of ““The Death and Life of Great American Cities” (“Vida y muerte de las grandes ciudades” in its spanish translation) and maximum advocate of the neighborhood-scaled urban values in the American city of the 1960s, the corner was an urban episode of maximum importance, due to its own geometrical and spatial nature: two streets that intersect each other inevitably provide a place to gather. Her book, filled with experiences and anecdotes about the values of the neighborhood, is a ferocious criticism of the tools of modern urbanism. For Jacobs, contemporary urbanism had for too long operated from a bird´s-eye perspective, rather than from street level.

In the historic quarter of Segovia, we can witness of the emptying of urban core as an inhabited space, as a neighborhood. The exodus of the urban population in the old city, and as a consequence, the death of the neighborhood, can in part be explained by the growth of tourism and the services that it demands, the decay of some domestic structures and the economic crisis that for the moment has paralyzed its reconstruction, and the antiquated infrastructure and the difficulty of making it compatible with the heritage.

Traditionally, the making of the city has been determined by two main factors, on the one hand, public and private economic investment, and on the other, a type of urbanism that bases its objectives on very ambitious operations. The question, therefore, is the following: is there space for an urbanism capable of transforming the city without having those factors as a starting point, or are they a sine qua non condition? That is to say, can we make city without the traditional drivers in place?

In recent years, as a result of a financial crisis that has touched the public sphere as well as civil society as a whole, and through a professional reflection about the tools that still respond to the paradigms of modern urbanism, several experiences have emerged as an attempt to respond to the above questions: strategies such as those intent on “placemaking” or “bottom-up” urbanism are meant to serve as a replacement for those that with the a click of a mouse and a dose of blind optimism in the flow of capital project the future onto a map. These initiatives, filled with civic participation, group collectives and interdisciplinary collaborations are nothing more than the palpable evidence of a mutation in the way we make of the city, or in this case, in the way we make the neighborhood in the city.

Segovia, more precisely the old city of Segovia, will be our object of study, and more importantly, our field for action. The city as heritage and the city as neighborhood should not be antagonistic concepts, but should instead serve as concepts that complement each other while operating on different levels of interaction. We will decipher the anatomy of the neighborhood and its inhabitants, and we will propose how the old city might simultaneously serve as a neighborhood and heritage site. We will work on a type of city-making more sensitive to the spaces and the social dynamics of its inhabitants. We will search for a way to make the city with our feet and our eyes on the ground.

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Resources:

. For this course we recommend the use of a computer in class with Wi-Fi connection. Theuse of Wi-Fi for other activities that are not part of the class will have consequences in thefinal grade.

. Computer connected to projector. The class will have presentations in PowerPoint, as wellas other audiovisual media.

. The students will have access to CAD drawings of Segovia for their utilization during theclass. They can be downloaded from campus online.

4- METHODOLOGY AND ECTS WEIGHTING

4.1. GENERAL OBSERVATIONS

This course is framed within a workshop format, understanding the workshop space to be a place of simultaneous work, experimentation and analysis, abandoning a linear mode of working for one in which project development runs in parallel to the obtained information, its critical analysis and its conceptualization.

This format aims to prepare the student to produce a type of work closer to the kind they are likely to encounter once their schooling is finished, and it therefore requires his or her trust, effort and enthusiasm. We strongly encourage the student to work in studio, making the space his or her own, and understanding it as his or her real work place, his or her space in the “office”.

The workshop will be fed by lectures, special guests, fieldwork, collection and processing of information and by the fundamental active participation, debate and criticism of the students.

The project will be developed in groups, although the grades will be individually assigned based on participation, attendance and learning attitude as a differentiating factor.

The workshop will conclude with a final presentation of the work to a panel of invited guests that will debate the results and their potential. Furthermore, the work will be part of a publication as an evidence of the effort made and the ideas developed during the course. The student will prepare all the information for the publication in the date that will be set by the professor. The details for the publication will be discussed with the professor during the first week of the workshop.

4.2. LEARNING METHODOLOGY FOR THE STUDENT/ ECTS WEIGHTING DISTRIBUTION

Course of 6 credits ECTS (6 x 25 h/credit = 150 h. student working time)

Activity Percentage Estimated Student Time Commitment

Lectures 8 % 12

Work sessions 57 % 85

Other activities 6 % 9

Group tutorials 22 % 33

Presentations 7 % 11

TOTAL 100 % 150

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5- EVALUATION SYSTEM

5.1. GENERAL OBSERVATIONS The learning and acquisition of skills will be evaluated on daily basis by the professor.

Inasmuch as the workshop format is meant to approximate modes of professional practice, the final grade will be the result of a combination of the development process and the final result of the project. Both factors are equally important in the final evaluation and neither will take precedence over the other.

The workshop exercise will be developed in groups organized by the students, but the grading and follow up from the professor will be individual, where factors such as participation, critical analysis, work attitude and attendance may result in different final grades among the members of a working group..

The minimum attendance allowed will be that established in the IE University regulations: those students that do not attend at least 70% of all sessions will fail the course and will also be deprived of the opportunity to attend the extraordinary exam period.

The maximum possible grade in second registration is 8,0.

5.2. EVALUATION AND WEIGHTING CRITERIA Process of the exercise development (40%). The student will be evaluated based on his or her attitude towards the process of the exercise development in factors such as work and collaboration attitude, production, development and research of information, and capacity to evaluate the received criticism and act consequently.

Final presentation (40%). The student will be evaluated on the quantity and quality of work prepared for the final presentation, as well as on his or her clarity in expressing, verbally and graphically, the concepts developed for the project and their materialization. This instance represents the work prepared for the final review as well as the work elaborated for the publication.

Attendance (10%). The attendance includes the regular attendance to the workshop as well as the one to any other activity that could be developed outside the school. Every session will count as individual.

Participation (10%). This item refers to the student attitude to participate in working in groups as well as groups’ debates.

It is fundamental for the students to understand that the work should be in their totality original, this means that any quotation or reference of external authors must be correctly cited. Any attempt to omit references to other authors will be considered an act of plagiarism, and as such will have serious academic consequences.

The student will pass the course when his or her final grade is equal or superior to 5 over 10 points.

5.3. ENROLLMENT- EXTRAORDINARY EXAMS Students have access to a total of four enrollments, in two consecutive academic year. Students must attend at least 70% of all class sessions. Students who do not meet this

minimum percentage automatically fail both first and second enrollments, and pass directlyto the third enrollment.

The maximum grade that the student can achieve during the extraordinary exams will be 8and the necessary grade to pass the course will be 5 out of 10.

The professor in an independent document will establish the minimum requirements andconditions to attend the extraordinary exams where the details, objectives to reach and workto develop will be clearly explained.


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LANDSCAPE AND ENVIRONMENT


YEAR COURSE: FIRST SECOND THIRD FOURTH FIFTH SEMESTER: 1º SEMESTER 2º SEMESTER SUBJECT CATEGORY: BASIC OBLIGATORY OPTATIVE NÚMBER OF CREDITS (ECTS): 6 3 LANGUAGE: ENGLISH SPANISH TUTORIAL: WORKSHOP BASED SUBJECT, THUS TUTORIALS WILL BE PREDOMINANTLY GROUP BASED WITH INFORMAL INDIVIDUAL SUPPORT. METHODOLOGY: WORKSHOP BASED PREREQUISITE: TO READ OBLIGATORY BIBLIOGRAPHY

1- SUBJECT DESCRIPTION

Landscape architecture includes “all aspects of the science, planning, design, implementation and management of landscapes and their environment in urban and rural areas and the assessment, conservation, development, creation and sustainability of landscapes with a view to promoting landscapes which are aesthetically pleasing, functional and ecologically and biologically healthy and which when required are able to accommodate the built environment in all its forms” Landscape Institute Royal Charter of Incorporation, 1997

“Landscape architecture combines environment and design, art and science. It is about everything outside the front door, both urban and rural, at the interface between people and natural systems”. Source: http://iwanttobealandscapearchitect.com/index.html

The subject introduces the students to another professional discipline within the construction and planning field; and by doing so will: Widen their understanding of the built environment Provide tools that will benefit the student´s future work and collaboration in multidisciplinary

teams Give an introductory insight to what might be consider by some students, as a possible

future professional path.

The subject also aims to: Highlight main environmental issues to consider in designing large scale interventions Introduce to basic reading and understanding of the environment and landscape and how to

incorporate those elements within the design process; As well as being reflective of our relationship with nature today.

http://iwanttobealandscapearchitect.com/index.html

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2- EDUCATIONAL OBJECTIVES AND PROFICIENCIES

2.1. General educational objectives and proficiencies (Educational policy: ORDEN ECI/3856/2007.BOE 312). RD 1393/2007

2.1. Objetivos y Competencias Genéricos (ORDEN ECI/3856/2007.BOE 312). RD 1393/2007

“To design and execute urban structures, and projects of urbanization and landscape design”. The aim is for the students to achieve a basic understanding of: concept and design development to a level of definition required to cover the technicalities as well as the spatial programme involved.

“To elaborate Environmental and Landscape Impact Assesments, and Environmental Mitigation Measures” The aim is for students to achieve an adequate understanding of: the analytical and research process involved in the elaboration of Environmental Planning Documents necessary for the evaluation of large scale interventions in our environment.

“Ecology, Sustainability and the principles of energy and environmental conservation”. The aim is for the students to achieve a high understanding of: the basic principles of sustainable development, energy efficiency and life cycles: related to the built environment.

2.2. Specific objectives and proficiencies

The specific competencies of the present subject are derived from the White Book of European Convergence for Architecture (Libro Blanco de Convergencia Europea para Arquitectura), and the Educational policy :Orden ECI/3856/2007 of 29 of December.:

Proficiency in: Garden and Landscape Design (T); Environmental and landscape assessment; as well as, environmental impact remedial studies (T).Adequate knowledge and understanding of ecology, sustainability and energy saving principles.

Proficiencies and Abilities: Environmental Adequacy (A12): Aptness or competence in environmental and landscape studies, and proposal of environmental impact remedial procedures. Open space projects ( A13.) Aptness or competence in designing urban layouts, landscape and urbanization, up to construction detail. Artistic bases (B8): Knowledge and understanding of Art and Applied Arts history and theory, related to landscape design. Sustainability (B14): Awareness and understanding of an architect’s responsibility in respect to basic principles in ecology, sustainability and natural resource conservation in buildings, urban layouts and landscape design Environmental Sciences (B16) Knowledge and understanding of basic: climatology; geomorphology; geology; hydrology and soil science; to elaborate regional, urban and landscape studies. Principles in horticultural and garden design (B18) Knowledge and understanding in the principles of botanic, horticulture, floriculture and arboriculture for the analysis and design of: garden, landscape and urban public space.

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3- CONTENTS

The module combines practical workshop clases with seminars and technical clases.

The subject main objectives are: 1. Promote organization, analysis and development of conceptual ideas through team work and

collaboration. Includes defining project management planning sheets.2. Tightly scheduled, intense, short workshop promotes a fast thinking, decision making

climate, where conceptual analytical thinking and solutions are encouraged as well as thedevelopment of fast graphic schematic presentation techniques.

3. Through a practical local and accessible project, introduce to the students environmentalissues and potentials at a regional and city scale.

4. Work at two very diverse scales 1. At a Regional Scale: based on an environmental andlandscape analysis develop a strategic landscape master plan. 2) Detail scale- of selectedarea within the masterplan.

5. Through complementary lectures, introduces students to current debates related to HumanEcology, and Environmental Perception.

6. Through complementary lectures introduce the students to the field and practice of theLandscape Architectural profession.

Resources needed: 1. Lecture Room2. Workshop Room3. Exhibition area

IT Resources: Google Earth, Autocad (y/o microsation), Adobe (Acrobat, Indesign, Photoshop), Sketch up

SESSIONS 1-6 Presentation of the Alternative Practice: Landscape and the Environment Presentation of project and site visit.

SESSION 7 Seminar: Landscape Strategy and Analysis and Reading the Landscape SESSION 8-9 Workshop: Team work / individual work development in class with continuous crit from professor

SESSION 10 Seminar: Balancing out sustainability and Greenways SESSION 11-12 Workshop: Team work / individual work development in class with continuous crit from professor

SESSION 13 Seminar: Green Open Spaces Seminar: comment and debate on specific readings.

SESSIONS 14-15 Workshop: Team work / individual work development in class with continuous crit from professor

SESSIONS 16-18 Intermediate hand in: Mid- crit Workshop: Team work / individual work development in class with continuous crit from professor

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SESSIONS 19-20 Seminar: Landscape Design Seminar: Vegetation and Bio-engineering techniques

SESSIONS 21 Workshop: Team work / individual work development in class with continuous crit from professor

SESSIONS 22-23 Seminar: Perceptions of Nature 1 Seminar: Perceptions of Nature 2

SESSIONS 24 Workshop: Team work / individual work development in class with continuous crit from professor

SESSIONS 25- 26 Seminar: Landscape Architecture as a Profession. Seminar: comment and debate on specific readings.

SESSIONS 26-27 Workshop: Team work / individual work development in class with continuous crit from professor

SESSIONS 28-30 Final Presentation and Public Crit

4- METHODOLOGY Y ECTS LOAD APLICATION AND DISTRIBUTION

4.1. TEACHING METHODOLOGY

TRAINING PERIODS

The teaching methodology applied during teaching hours will include:

Theoretical classes: Theoretical classes will include: introduction to basic analysis, composition, design and construction of a landscape; as well as the main environmental issues to consider and incorporate within the design process. Videos or films might be shown as complementary to the subject area studied.

Practical workshops: The main aim is through a project based workshop, encourage the students to put in practices concepts acquired in theory classes; and provide landscape design and environmental solutions. The spirit of the planning and design exercise is experimental and exploratory, where the analytical and creative process has an equal value to the final outcome. The workshops have a strong teamwork component.

Seminars / Lectures: Seminars with a clear monographic theme, aim to introduce the students to contemporary concepts, trends and debates on landscape design, human ecology, and perceptions on nature.

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Site visits: Group site visit, which aim is to: introduce on site, the reading of a landscape, and the elements to record and analysis.

Tutorials/ Reviews: Periodical group and individual reviews of work. Intermediate reviews are seen as an opportunity to expand and encourage the student´s abilities and ideas.

Students are expected to cover during their hours of independent studies the following:

Individual studies: to read and summarize impressions of obligatory bibliography. Preparation of project: To develop as a class team a regional landscape planning masterplan scheme, and within a reduced group, a landscape design of a selected area. Preparation work will involve site visit, analysis, representation material and proposals.

4.2. ECTS LOAD APLICATION AND DISTRIBUTION

6 ECTS credits= 6 x 25 h/credit = 150 h of workload for students.

Activities Sessions Porcentage Estimated Students hours

Theoretical classes (6,7)% 10 hours

Debates (3,3)% 5 hours

Practical Workshops (60)% 90 hours

Site Visit and Team work (30)% 45 hours

Otros (0)% 0 hours

TOTAL 100% 150 horas

CLASS ELECTRONIC REQUIREMENTS:

We highly recommend the use of a laptop in class, WiFi connection needed. In any case, the use of WiFi for activities not related to this class will hinder your grade on participation.

5- EVALUATION SYSTEM

5.1. GENERAL CONSIDERATIONS

The evaluation system is continuous, therefore the student´s work and effort throughout the entire length of the Alternative Practice Module is considered. Active student participation during the workshops and in the debates and writings on specific readings will also be assessed.

All projects must be handed in on the dates specified. Work handed in past the specified dates will only be accepted under justified conditions, and where possible with ample warning.

The main elements that will be assessed are: 1. TEAM WORK: -team organization, to elaborate a working plan layout, recorded internal

critics and debates, group dynamics. 2. LANDSCAPE ANALYSIS AND ASSESMENT: Capacity and ability to analysis, synthesis

and graphically represent the main issues / and or singularities of the landscaped under study. Introductory use of the SWOT analysis use in environmental planning.

3. USE AND UNDERSTANDING OF THE DIVERSE SCALE REPRESENTATION WITHIN ALANDSCAPE PROPOSAL: Use of two diverse scales: Regional and cityscape detail scale. Ability to adapt solution, information, design and graphical representation.

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4. APLICATION OF ACQUIRED KNOWLEDGE: Knowledge acquired and applied, throughtheoretical classes, bibliography and individual research; to the process of assessing anddesigning a landscape scheme.

5. PRESENTATION SKILLS: Student´s ability in graphic, written and oral presentation ofproposals will be evaluated.

5.2. EVALUATION CRITERIA

FIRST EVALUATION

Class assistance, readings writings , debates participation and general team work.

Active participation from student in theoretical classes, Project review sessions, in team dynamics and other programmed activities will be evaluated.

Observation, teacher´s

recordings and notes

25%

Research, analysis and assessment.

Capacity and ability to analysis, synthesis and graphically represent the main issues / and or singularities of the landscaped under study.

Observation and teacher´s notes.

Mid and final project reviews.. 20%

Application of acquired knowledge to design process and proposals.

At the end of the workshop, the student must be able to demonstrate a clear understanding and use of basic landscape design and sustainable principles and tools.;

Mid and final project reviews..

40%

Presentation skills.

Capacity and ability to synthesis and communicate with clarity: analysis, concepts and proposals.


15%

Método de evaluación:

SECOND EVALUATION: For the second evaluation, the student will be asked to present a more reduced and individualized piece of work base on the weaker aspects of the initial proposal.

Research, analysis and assessment.

Capacity and ability to analysis, synthesis and graphically represent the main issues / and or singularities of the landscaped under study.

Observation and teacher´s notes.

Mid and final project reviews.. 15%

Application of acquired knowledge to design process and proposals.

At the end of the workshop, the student must be able to demonstrate a clear understanding and use of basic landscape design and sustainable principles and tools.;


50%

Presentation skills. Capacity and ability to synthesis and communicate with clarity: analysis, concepts and proposals.


15%

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THIRD AND FOURTH EVALUATION: The student will be asked to produce a written work of approximately 4 A4s which must cover the most significant elements and concepts introduced during the three week workshop.

GRADING AND ATTENDANCE NOTES: 1. Students have access to a total of four enrollments, in two consecutive academic years2. Students must attend at least 70% of all class sessions. Students who do not meet this


3. Grading of students in the extraordinary enrollments will follow the following guidelines:Students that have failed the subject in first enrollment pass to the second enrollment, except

those who do not meet the minimum attendance percentage, and that therefore pass directly to the third enrollment.

4. The maximum grade that a student may achieve in second enrollment is an 8.

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6- BIBLIOGRAPHY

6.1. MANDATORY

INTERVIEWS TO LANDSCAPE ARCHITECTS AND URBAN DESIGNERS ABOUT SPECIFIC PROJECTS, PROJECTS PROCESS AND/ OR GENERAL WORK.

New York Example of multidisciplinary charrette + community work Good example of multidisciplinary team work, conceptual drawing +sketching: A Vision for the East Side Waterfront

London Olympics – Environmental Design Park Land: John Hopkins Going for Green - Parkland in the Olympic Park

Gustafson Guthrie Nichol Millennium Park Chicago

Nelson Bryd Woltz Landscape Architects- A New Civic Landscape Adriaan Geuze Building Our New Blue Edge: Central Waterfront

Peter Walker Memorial Plaza at the World Trade Center Site

Barangaroo Development Sydney

Ken Smith New York 55 Water Street Plaza

Green Roofs/ Vertical farming Patrick Blanc

http://www.youtube.com/watch?v=Nl4QZgTIhIk&feature=related

http://www.youtube.com/watch?v=4_V-NB2v6zI&feature=related

http://www.thefutureschannel.com/dockets/hands-on_math/landscape_architects/

http://www.youtube.com/watch?v=b1JKk15SaDQ

http://www.youtube.com/watch?v=9Hr-ujDmrMk

http://www.youtube.com/watch?v=H6VasfOoQz0

http://www.youtube.com/watch?v=IphFqyLWCcw&feature=related

http://www.google.com/search?sourceid=navclient&ie=UTF-8&rlz=1T4GGIE_esES429ES430&q=Dezeen+Screen+video+Archive+Reflecting+Absence+by+Michael+Arad+and+Peter+Walker.mp4



http://www.youtube.com/watch?v=Pjw8z6omBJM&feature=related

http://www.youtube.com/watch?v=pQHTOdxbzP0&feature=related

http://www.youtube.com/watch?v=BqRBkqYdrVs

http://www.youtube.com/watch?v=63D2UkkTtBQ

http://www.calacademy.org/academy/building/the_living_roof/

http://www.youtube.com/watch?v=Ft9I7l0bmUA


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MANAGEMENT AND ENTREPRENEURSHIP


DEGREE COURSE YEAR: FIRST SECOND THIRD FOURTH FIFTH SEMESTER: 1º SEMESTER 2º SEMESTER CATEGORY: BASIC COMPULSORY OPTIONAL NO. OF CREDITS (ECTS): 6 3 LANGUAGE: ENGLISH SPANISH TUTORIALS: FORMAT: PREREQUISITES:

1- COURSE DESCRIPTION

The main objective in this Program will be to create an environment in which students can experience some of the typical issues that they will face in their professional life’s.

In the other hand, we will work on the interpersonal skills that will help them to be more successful; using a very practical approach, based in how to apply them to ‘real life’.

The Program will be based in the creation of a small Companies working in teams, each one of them will need to create the Organization, deal with clients and providers and design and fabricate a product.

This subject does not require the use of a laptop in class; nevertheless, if you want to bring your laptop, please contact your professor.

2- OBJETIVES AND COMPETENCIES

2.1. Generic Objectives and Competencies (ORDEN ECI/3856/2007.BOE 312). RD 1393/2007

“Business creation and management policies adapted to the special characteristics of an architecture office.” We pretend that the student acquire an adequate level of: Management tools used for the basic establishment of a basic business structure, containing a management and

design team.

“Administration and organizational business models for Design Sector.” We pretend that the student acquire an adequate level of: Successful models for design, architecture, publicity and graphic design PyMES

“Business strategies to attract customers.” We pretend that students acquire a basic level of: Basic communication and marketing tools

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“Accounting principles.” We pretend that students acquire a basic level of: Control and business economic forecasting tools, according to the current National Chart of Accounts.

“The most relevant business models that we can apply to architecture studios.” We pretend that the student acquire an adequate level of: The tools that we need to elaborate a Business Plan for PyMES.

2.2. Objectives and Specific Competencies

Create and manage a Company Company structure and organization Company’s strategies to get clients Marketing principles Communicating Managing information Organizing contents Organizing others work Role distribution Creating trust Managing diversity Making a follow up of the work Teambuilding Collaborating with others Making decisions Being creative Delegating Coaching Giving feedback Managing changes Having a personal strategy Being proactive Planning Prioritizing Managing my time Being flexible Marketing yourself Developing yourself

After completion of the module the student will be able to: Have the basic knowledge to be able to create a small company. Apply a methodology to identify and solve problems. Know the key elements for an effective communication. Define the process to make a good presentation to a client. Pun into practice the elements that a group of people needs to become a team, identify the

principal practical barriers that a team needs to break when working together in a specificproject.

Put into practice the use of 1:1 dynamics with colleagues: coaching and feedback. Stop and reflect about our life’s objectives. Share ideas, experiences and questions. Take action and change what we needs to change. Prepare a Personal Plan.

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3- CONTENT

DAY 1: Sessions 1-5

SESSION 1 Introduction

Objectives and grand rules. Contents. Tasks to be done in the Program.

SESSIONS 2-3 Create the Company

Mission Vision Objectives Rules and values Name Logo Business Plan

SESSIONS 4-5 Identify the main competencies for an architect. Self-assessment. Team feedback. Create the Company’s structure and make a role assignment based in the competencies

profiles.

Personal homework: Elaborate personal Journal. Identify the competency that you will work on with your coach along the Program.

Team homework: Create the Office. Prepare the group presentation.

DAY 2: Sessions 6-10

SESSION 6 Introduction to coaching. First coaching session.

SESSIONS 7-8 Solving Problems Model:

Introduction to the Model Analyzing the Problem: Ishikawa tool Getting data Brainstorming solutions Analyzing solutions: criteria and analysis Action Plan

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SESSIONS 9-10 Tools that we need to manage to get a job:

CV Contact with companies Interviews

First client contact.

Personal homework: Elaborate personal Journal. Work on personal competency.

Team homework: Work on client’s ideas. Create Business Plan. Create Company’s Web Site. Prepare other’s team activity.


SESSION 11 Team presentation: Teamwork.

SESSIONS 12-13 Practice of team competencies:

Planning and team organization Teamwork abilities Diversity

SESSIONS 14-15 Create a spot for the Company:

Idea for the spot Storyboard Creating the spot Editing the spot

Marketing Presentation.


Team homework: Create client prototypes. Prepare client meeting.


SESSION 16 Team presentation: Leadership.

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SESSIONS 17-18 Practice of leadership competencies:

Leadership styles: Blanchard Model Creating trust in collaborators Being able to adapt to collaborators

SESSIONS 19-20 Client meeting:

Preparation Presenting our ideas Managing client information Putting feedback into practice

Business Plan feedback.

Personal homework: Elaborate personal Journal. Work on personal competency. Elaborate Personal Plan.

Team homework: Create clients product.


SESSION 21 Team presentation: Communication.

SESSIONS 22-24 Practice of communication competencies: Communication abilities: looking at the audience, managing your voice, managing your

body Improvisation Being able to transmit our message Communicate using emotions Selling our ideas

SESSION 25 Client presentation rehearsal: Preparation Presentation Feedback


Team homework: Prepare final presentation.

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SESSION 26 Team presentation: Personal Strategy.

SESSIONS 27-28 Practice of personal strategy competencies:

Personal Brand Dealing with obstacles Change Management Coaching results

SESSIONS 29-30 Client Final Presentation. Program final messages.

Personal homework: Finish personal Journal.

4- METHODOLOGY AND DISTRIBUTION OF ECTS LOAD

4.1. TEACHING METHOD

The workshop uses a combination of techniques and concepts, to enhance personal and group learning through: Videos Personal experiences Games Role-plays Group discussions Questionnaires Share best practices Activities Instruction Etc.

4.2. STUDENT LEARNING METHOD/DISTRIBUTION OF ECTS LOAD

To get all the benefits of the program, it’s very important to bring to the sessions an open mind and a participative attitude.

We will work in 1,5 hours sessions, 10 sessions / week (2 full days).

It's critical to make a practical approach, where participants will experience and practice the tools and behaviors.

Between sessions, participants will practice the behaviors in their personal lives and will work to identify their best practices and areas for development. And the teams will continue working together.

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Teaching Methodology Percentage Estimated Student Time Committment

Lectures (10)% 15 hours Discussions (10)% 15 hours Exercises (10)% 15 hours Group work (outside the class) (60)% 90 hours Other Individual studying (10)% 15 hours

TOTAL 100% 150 hours


A. This subject does not require the use of a laptop in class; nevertheless, if you want to bring your laptop, please contact your professor.

5- EVALUATION CRITERIA


Assistance to the classes is mandatory, taking into account the general considerations of IE University.

Students that are not able to pass the Program after the second attempt will have to do the Program again in the next course. They will not participate in the sessions, but will do some specific activities that the teacher will prepare for them.

Exercises: All individual homework’s will be sent to the teacher in one document: ‘Personal Journal’ at the end of the program.

Tests: There are no tests in this Program.

Final Exam: There is no final exam in this Program.

5.2. EVALUATION CRITERIA AND WEIGHTING

Item Criteria Instrument Weight

Attendance and participation

- Active participation in class - Participation in the group

assignment

Notes of the professor 35%

Presentation - Presentation abilities - Creativity - Content

Evaluation of the professor and class mates

30%

Assignments - Personal Journal: summary of the sessions and how to apply

learning to real life

Evaluation of the professor 35%

Second Enrollment (extraordinary): An essay to be agreed with the teacher.

Third and Fourth Enrollments An essay to be agreed with the teacher.

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GRADING AND ATTENDANCE NOTES:

1. Students have access to a total of four enrollments, in two consecutive academic years2. Students must attend at least 70% of all class sessions. Students who do not meet this


3. Grading of students in the extraordinary enrollments will follow the following guidelines:Students that have failed the subject in first enrollment pass to the second enrollment, except

those who do not meet the minimum attendance percentage, and that therefore pass directly to the third enrollment.

4. The maximum grade that a student may achieve in second enrollment is an 8.


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ALTERNATIVE PRACTICES: DESIGN


DEGREE COURSE YEAR: FIRST SECOND THIRD FOURTH FIFTH SEMESTER: 1º SEMESTER 2º SEMESTER CATEGORY: BASIC COMPULSORY OPTIONAL NO. OF CREDITS (ECTS): 6 3 LANGUAGE: ENGLISH SPANISH TUTORIALS: FORMAT: WORKSHOP PREREQUISITES:

1- COURSE DESCRIPTION

“Alternative Practices: Design” is the last of a workshop series entitled “Alternative Practices” that are taken by the students of fifth year of Architecture studies. These workshops aim to bring the students closer to several fields, which are tangentially related (perhaps almost in a semi-secant way, nowadays) with the their future professional practices. In the case of “Alternative Practices: Design” it is through the presentation of lectures and the teaching of theoretical and practical tools, that the student will be able to widen his view range and improve his professional preparation. The specific program of this subject has as starting point the analysis around the relationship of these two distinct professional practices: Design and Architecture, and it sets (from our position of architects and talking about Design) two basic questions: Is it that far from us? Is it so close?

Is it that far from us? It seems pretty obvious that matters of study of both disciplines are apparently different and perhaps from a shallow and uneducated point of view we may defend the supremacy of Architecture on account of its noble dedication to the creation of habitable environments, against the merely aesthetical vision of Design. But, what is Design? Etymologically it comes from a Latin root that means “to draw”. And drawing, either we do it with a pen and a computer or if we just picture it in our heads, is a necessary process to preconceive everything we create. We must realize that every single object from our surrounding that doesn’t have a pure natural origin has been “created”, though it has been “designed". And this includes any architecture. So if we try to be strictly correct, the answer to the question about if we (architects) are that far away from Design must be no. Not just that we are not, but that we actually are embraced by Design (acknowledging ourselves as a specific kind of designers). However, that distant feeling that we share about Design has its foundation in the concrete nature of our tools and references: we understand the behavior of materials, but just of those used in construction; we can compose, but just three dimensional habitable volumes; we studied about iconic figures and great geniuses, but just those that dedicated their lives to Architecture. Along this course the professor will present 5 lectures and will teach 5 theoretical and practical lessons that will extend the students knowledge outside the specific boundaries of

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Architecture, talking about the history of relevant non-architect designers and about tools and elements of non-constructive design.

Is it so close? Nevertheless, if we have such a large lack of knowledge to be designers, why do we always have the feeling that we can succeed in the design process of a chair or a billboard? Even when we are aware of our ignorance in the specific tools and elements necessaries to design, i.e. a lamp, we feel ourselves to be able to achieve it and this is because we’ve got certain control about the creative process. This process is the one that properly applied can culminate in the creation of both a building and a lamp (or maybe even an artistic work). From the beginning of the subject, the professor will state a detailed design problem that the student will have to develop and present progressively (as he does with architectural project assignments). It is essential to point out that, in spite of the importance and evaluation of the quality of the developed project by the student, the main goals of this kind of exercise are: 1. Serve as testing ground for the new thoughts, elements and techniques acquired along the

course.2. Improve the student control in non-linear creative methods that shall apply for both design

and architectural future projects.

How to sell a project Finally, and overlapped to all of above, the actual and future professional practice has to be undeniable that: professional. And this forces us to understand Architecture in particular and Design in general as services within a market system. Services that as such must be sold. This harsh visualization of the commercial component, against what some romantic or naïve visions (o even commercially competitive ones) have tried to make us think, has to be included in a proper way within the creative process as another one of the inputs that will guarantee its success. The program detailed bellow will try to imbue the students with this approach about their own processes through the optimization of their documenting systems, the global conception of the project from its early stages and the reflection and improvement of their levels of self-criticism.

2- OBJECTIVES AND COMPETENCES

2.1. General Competences and Objectives (Order ECI/3856/2007.BOE 312). 1. To know: Theory of Shape and visual perception laws.2. Usage of persuasive techniques, client confrontation and time as a factor.3. General theories about shape, composition and architectural types.4. Study methods about symbol procedures, practical functions and ergonomics.5. Aesthetics, fine arts and applied arts theory and history.6. To Identify relationships between architecture and its neighbor disciplines.7. To understand experimentation and research as working methodologies.

2.2. Objectives and Specific Competences 1. Ability to use and include the new design techniques and elements within the project

process.2. Basic knowledge of Design history through the study of representative professionals of the

last century.3. Thought and personal opinion on the relevance and the methods to incorporate market

parameters in the creative process.4. Ability to conceive a project as a whole from its first states, allowing the designer to present it

anytime.5. Ability to optimize individual own creative processes, through the use of

non–linear systems, fuzziness and multilayered methods, allowing the autonomousevolutions of the project itself.

6. Thought and personal opinion on Design as discipline, its relation with beauty and itsposition within the actual socio-cultural system.

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3- CONTENTS

This workshop contents share its theoretical and practical load on four blocks: Great Designers (lectures) x5 Thoughts (group discussions) x5 Design Elements (lessons) x5 The Game / The Exercise (project)

3.1. Great Designers (lectures) - GD For five sessions throughout the subject, the professor will give a lecture about life and work of great designers from the 20th and 21st centuries.

The forecast for the content of each one of the sessions is the following one: 1. Munari / Eames2. Paul Rand / MM Paris3. Jacobsen4. Dieter Rams / Wonderwall Inc.5. Bouroullec / Tom Dixon / Catalán de Ocón

3.2. Thoughts (group discussions) - TH For five sessions throughout the subject, the professor will raise a discussion about contemporary topics related with Design and creative processes. Videos and parts of documentaries will be projected in order to be analyzed by the class group. A list of related bibliography will be provided in advance so students will be able to read, comment an get prepared for the discussion. The discussion topics of each one of the sessions will be:

1. about Art and Design Fairs.2. about Message and Media.3. about Role Engaging and Expertization.4. about Distortion.5. about Design Process.

3.3. Design Elements (lessons) - ELEMENTS For ten sessions throughout the subject (two sessions per theme), the professor will teach lessons for the learning and improvement of design specific elements and techniques. Each one of these themes will consist of a first theoretical sessions and a micro workshop after it that will serve to consolidate the abilities acquired. The content of each one of the themes will be:

1. Typography.2. Color.3. Pattern Design.4. Composition and Layout.5. Basic Production Techniques.

3.4. The Game / The Exercise (project) - PJ All through the subject the student will develop a design project according to a specific statement. This project will start the first day with the professor statement of the project rules, schedule and goals; and will last till the very last day when every student will present their proposals and work processes. This project is mean to be the guiding thread where the student must apply and test the techniques and thoughts acquired and developed along the subject. As a foretaste of the project (which full statement will be presented within the first session) we will make clear that a global understanding of the project as a whole and from the very beginning is one of the main abilities that the student must develop. Each student will present in four occasions his project according to four different states of the process. These presentations will change in their duration but all of them should talk about the whole project. The durations of each presentation will be:

I. Concept / 10 seconds

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II. Story / 40 secondsIII. Applied Design / 160 secondsIV. Developed Design / 640 seconds

3.5. Sessions Schedule The forecast for the content distribution along the subject schedule within the teaching hours available is the following one:

DAY.01 S.01 - Subject Introduction / PJ Statement S.02 - TH: about Art and Design Fairs S.03 - GD: Munari / Eames S.04 - ELEMENTS: Typography S.05 - EL.WORKSHOP: Trace the Type

DAY.02 S.06 - PJ-I presentation: Concept / Logo Contest S.07 - TH: about Message and Media S.08 - GD: Paul Rand / MM Paris S.09 - ELEMENTS: Color S.10 - EL. WORKSHOP: Color Palette

DAY.03 S.11 - PJ-II presentation: Story S.12 - TH: about Role Engaging and Expertization S.13 - GD: Jacobsen S.14 - ELEMENTS: Pattern Design S.15 - EL. WORKSHOP: Wallpaper

DAY.04 S.16 - PJ-III presentation: Applied Design S.17 - TH: about Distortion S.18 - GD: Dieter Rams / Wonderwall Inc. S.19 - ELEMENTS: Composition and Layout S.20 - EL. WORKSHOP: Billboard

DAY.05 S.21 - PJ individual checking S.22 - TH: about Design Process S.23 - GD: Bouroullec / Tom Dixon / Catalán de Ocón S.24 - ELEMENTS: Basic Production Techniques S.25 - EL. WORKSHOP: Billboard Holder

DAY.06 S.26 - PJ-IV presentation: Developed Design S.27 - PJ group checking S.28 - PJ group checking S.29 - TH: about everything from above S.30 - TH: about Designer Coherence

4- METHODOLOGY AND DISTRIBUTION OF ECTS LOAD

4.1. Teaching Method

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The Professor will resort within the TEACHING HOURS and according mentioned competences to a combination of:

Great Designers (lectures) – GD Sessions 3/8/13/18/23 Lecture about life and work of great designers from the 20th and 21st centuries.

Thoughts (group discussions) – TH Sessions 2/7/12/17/22/(29-30) Discussions about contemporary topics related with Design and creative processes. Videos and parts of documentaries will be projected in order to be analyzed by the class group. A list of related bibliography will be provided in advance so students will be able to read, comment an get prepared for the discussion.

Design Elements (lessons) – ELEMENTS Sessions 4-5/9-10/14-15/19-20/24-25 Lessons for the learning and improvement of design specific elements and techniques. Each one of these themes will consist of a first theoretical sessions and a micro workshop after it that will serve to consolidate the abilities acquired.

The Game / The Exercise (project) - PJ Sessions 6/11/16/21/26-28 Statement, monitoring and group checking of the main project development. Each student will work on this project mainly on his own work hours keeping teaching hours for presentations and checking.

Each student will use, according to the mentioned competences, his OWN WORK HOURS to:

Great Designers (lectures) - GD Along with the students the professor will create design blog that will be populated with a weekly article per student. These articles will be based on a specific design piece decided by the student and must show a critical and analytical perspective. A personal positioning about discussions topics must also be expressed on the article.

Thoughts (group discussions) – TH Each student will use some time to a thoughtful studying of the recommended readings (or to the viewing of the recommended audiovisual pieces, if that is the case). This is necessary in order to form a personal opinion of each topics firm enough to guarantee a healthy discussion in the corresponding session.

Design Elements (lessons) – ELEMENTS The tasks stemmed from the ELEMENTS lessons will be developed in the associated workshop. Never the less, the student must include the new techniques to the rest of the assignments and documents of the main project.

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The Game / The Exercise (project) - PJ During this workshop the student is considered to be dedicating the 100% of his potential, time and energy to the main project development. Everything he reads, learns and discovers must be reflected on the main project. Accordingly, the work volume expected is large. The student will work in this project with intensity and keeping clear documentation system that would allow to make revisions livelier.

4.2. Student Learning Method / Distribution of ECTS Load

This subject has 6 ECTS credits, corresponding to 150 work hours that the students has to dedicate to different duties reflected in this chart:

Teaching Methodology Percentage Estimated Student Time Commitment

Lessons (FACE-TO-FACE) (5,0)% 7,5 hours Work on Lessons (10,0)% 15,0 hours Workshops (FACE-TO-FACE) (5,0)% 7,5 hours Work on Workshops (12,4)% 18,7 hours Lectures (FACE-TO-FACE) (5,0)% 7,5 hours Work on lectures (7,6)% 11,3 hours Discussion Sessions (FACE-TO-FACE) (7,0)% 10,5 hours Readings and discussion research (14,0)% 21 hours Course Introduction (FACE-TO-FACE) (1,0)% 1,5 hours Group Revisions – PY (FACE-TO-FACE)

(6,0)% 9,0 hours

Team Work – PY (22,2)% 33,3 hours Individual Revisions – PY (FACE-TO-FACE)

(1,0)% 1,5 hours

Individual Work – PY (3,8)% 5,7 hours Exams (FACE-TO-FACE) (0)% 0 hours

TOTAL 100% 150 hours


We highly recommend the use of a laptop in class, WiFi connection needed. In any case, the use of WiFi for activities not related to this class will hinder your grade on participation.

5- EVALUATION CRITERIA

5.1. General Considerations

This subject introduces the student to a professional field different from the architectural and aims to enlarge his horizons. Based on this a research attitude from the student and the ability to include the new techniques and thought will be highly valued. Each student will be evaluated individually despite the fact that some assignments might be presented in groups. This subject is eminently practical and the amount of work developed by the student is expected to respond to this condition. It is mandatory to follow the course, to participate in each one of the teaching blocks and to assist and participate actively to each one of the four project presentations. Attendance criteria will be the one marked in the Regulations of IE University. Every exercise will be evaluated after its submission. It will not possible to modify any of them after that. Assignments submitted out of time or shape will be evaluated as zero.

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5.2. Evaluation and Weighting Criteria

Final course grade will be calculated according to the following system:

GD – Articles on the Design Blog (min. 3 articles) 10%

TH – Participation on Group Discussions 10%

EL.WORKSHOP – Practices on Design Elements 10%

ELEMENTS – New techniques experimentation and usage within the main project 10%

PJ-I – Concept Presentation 10%

PJ-II – Story Presentation 10%

PJ-III – Applied Design Presentation 10%

PJ-IV – Developed Design Presentation 20%

Student progress along the course 10%

5.3. Exam Periods

Each student has the right to 4 exam periods per course within two consecutive years. Attendance is mandatory at least for a 70% of the sessions. The student that doesn’t keep that percentage will lose 1st and 2nd exam periods passing directly to the 3rd. Maximum grade for a student on the 2nd exam period will be 8.

5.4. Evaluation System for the 2nd Exam Period

In the 2nd Exam Period the evaluation system will be the same as in the first one. The student will keep partial grades from discussion, class work and participation assignments and will complement them with a new set of submission corresponding the four PJ presentations. These set of four presentations is the only one that can be repeated.

5.5. Evaluation System for the 3rd and 4th Exam Period

For the 3rd and 4th exam periods the student will repeat the set of PJ presentations and will complement it with new assignment that the professor will state if that time comes.


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ALTERNATIVE PRACTICES: DIGITAL STUDIES

PROFESSOR: SERGIO IRIGOYEN

DEGREE: BACHELOR IN ARCHITECTURE ACADEMIC YEAR: 2014-2015 DEGREE COURSE YEAR: FIRST SECOND THIRD FOURTH FIFTH SEMESTER: 1º SEMESTER 2º SEMESTER CATEGORY: BASIC COMPULSORY OPTIONAL NO. OF CREDITS (ECTS): 6 3 LANGUAGE: ENGLISH SPANISH TUTORIALS: FORMAT: PREREQUISITES: IT IS MANDATORY FOR THE STUDENT TO HAVE BASIC KNOWLEDGE IN:

THREE-DIMENSIONAL MODELLING PROGRAMS (3DSMAX, MAYA, RHINO ...)

IMAGE MANIPULATION PROGRAMS (PHOTOSHOP, GIMP)IT IS RECOMMENDED THAT THE STUDENT HAS BASIC KNOWLEDGE IN:

VIDEO EDITING PROGRAMS (PREMIERE, FINAL CUT)

PROGRAMMING AND SCRIPTING.TO HAVE ACQUIRED THE COMPETENCES RELATED TO THE PROPREDEUTIC MODULE.

1 – COURSE DESCRIPTION

Digital Studies is an introduction to the practical application of software and tools used on the entertainment industry in architecture field. Mainly video game engines. Being video game industry nowadays the biggest and more profitable within the entertainment industry, new software and new hardware are being developed oriented to video games. Having the knowledge to use those tools starts to be important within architecture practice, either to do visualization, physical simulations in real time, lighting calculations, iterative design, design applications or parametric design. Digital studies will provide the student with a set of techniques and tools that will facilitate and speed up their design methods, calculations, visualization and rendering techniques as well as simulations. Being the pioneers in this growing industry and master the techniques and tools for use in the field of architecture or any other field should place the student in a very advantageous position. The importance of knowing the various video game engines and exploit the advantages of each one of them will be a determining factor in the development of the subject and the future professional work.

The course will teach how to use video game engines and game development techniques applied to architecture visualization and other architecture fields within the design process. Students will learn how to create real time assets, how to implement them in the engine, set up movement controllers in first and third person, how to program events and actions, how to create cinematic sequences with the application and how to deploy to different platforms ( IOS, Android, Web, PC...)

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2- OBJECTIVES AND COMPETENCES

2.1. Generic Objectives and Competencies (ORDEN ECI/3856/2007.BOE 312). RD 1393/2007

PROJECTS MODULE: (Composition, Projects and Planning)

·Ability to: Develop functional programs for buildings and urban spaces; Intervene to preserve, restore and rehabilitate the built heritage (T) Remove architectural barriers (T); exercise architectural criticism; Solving the passive environmental conditioning, including thermal and acoustic insulation, climate control, energy efficiency and natural lighting (T) Classify the built heritage and urban planning and to plan protection. [Competences A4, A5, A8, A9, A10, A12, A22 from Architecture White Paper, ANECA]

·Adequate knowledge of: general theories of form, composition and architectural types; [B9 Competence from Architecture White Paper, ANECA]

Adequate knowledge of: general history of architecture; study methods of the processes ofsymbolization, practical functions and ergonomics; study methods of social needs, qualityof life, habitability and basic housing programs. [Competences B1, B2, B3, B10, B11, B15from Architecture White Paper, ANECA]

Adequate knowledge of: Aesthetics and the theory and history of fine arts and applied arts;The relationship between cultural patterns and social responsibilities of the architect; Thebasis of vernacular architecture, sociology, theory, urban economics and history .[Competences B2, B8, B11, B12 from Architecture White Paper, ANECA]

PRACTICES ITINERARY

"To know and develop: The usual procedures of professional practice through experiencesclose to reality." It is intended that students get a good level: Prove their acquired knowledgeand his approach to use the normal procedures of professional practice through experiencesclose to reality.

"To know and intervene in: The process of research in architecture and related disciplines."It is intended for students to get to a remarkable degree:

Demonstrate knowledge of methods and work processes in research and field work inarchitecture and related disciplines, capacity for study and possible scientific approach to thedesign or management.

INTEGRATION "The ability to recognize the complexity of the processes in architecture. "Through practical

exercises, it is intended that the student is able to integrate and understand the interactionsbetween the different areas that define a project and, in general, the professional activity ofthe architect, enough knowledge from the matters of technical modules and projects.Specially what the responsibility of the facilities, structures, projects, construction andaesthetics.

"Identify the relationship between architecture and adjacent disciplines." Through practicalexercises, are intended for students to get a general knowledge of the common areasbetween disciplines that enrich and influence the framework of the architect (especiallypainting, photography and literature).

"Understanding the research and experimentation as working methods." It is intended thatthe student gets, with a sufficient degree the ability to be able to delve into specific issuesthrough testimonials, bibliographies and field studies related to their areas of interestproposing original conclusions.

"The ability to integrate knowledge ofdifferent areas of the discipline of architecture."Through practical exercises, it is intended that the student will be able to integrate therequisite knowledge from the matters of technical and project modules. Specially theresponsibility of the installations, structures, projects, construction and aesthetics.

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2.2. Objectives and Specific Competencies

Digital studies aims to equip students with the following general competences: Ability to create architectural designs that satisfy the aesthetic and technical requirements; Knowledge of the fine arts as an influence on the quality of architectural design; -Ability to understand the relationships between people and buildings and between them

and their environment, and the need to relate buildings and the spaces between themdepending on the needs and human scale;

-Knowledge of research methods and preparation of construction projects; -Understanding of structural design problems, construction and engineering problems

associated with building design; -Adequate knowledge of physical problems and the various technologies, and function of

buildings so as to provide them with internal conditions of comfort and protection from theelements;

3-CONTENT Digital studies program requires specific software to it development. In any case freeware or student versions will be used. Every student must have to have installed in their computers at the beginning of the program the following applications:

Autodesk 3D Studio Max Mudbox

Pixiologic Sculptris

Unity3d

Unity3d

Unreal engine

Unreal development kit UDK

Fraps

Fraps It is recommended to have the following applications in addition to the previous ones.

Pixiologic Zbrush (Demo version Free)

Crytek Cryengine

Act3D Quest3D

Adobe

Adobe premiere

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DAY 1 Video game engines UDK Unity Cryengine Quest3D Video game engines for architecture

The goal is to understand the different game engines, identify the potential of each one of them and know how to choose one or the other depending on the type of project or platform.

DAY 2 Real time architectural visualization 3D and 2,5D realtime archviz

The goal is to understand the different types of architectural visualization in real time and identify which is most suitable for each type of project, known architecture offices using these techniques, how and for what purpose.

DAY 3 Photography and traditional film making Computer graphic film making Narrative Camera movements Hardware (Cameras,DSLR, Lenses)

The goal is to get the knowledge of traditional systems of representation of architecture as a basis for better understanding of new techniques and systems.

DAY 4 Cinematic sequences Machinima Video editing with game engines. Real time post production effectsMain software: UDK,Unity3D

The goal is to get the capacity to manipulate CG cameras and post production effects within the engine in order to create a narrative cinematic sequence.

DAY 5 Camera types First person cameras Third person cameras Orthographic cameras Cinematic camerasMain software: Unity3D

The goal is to get to know different types of cameras and movement controllers, choose when to use one or the other and be able to implement on an aplication.

DAY 6 Real time assets creation High polygon modelling Low polygon modelling Texture Baking Materials and shadersMain software: 3DS Max

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The goal is to be able to do a complete real time asset work flow and engine implementation.

DAY 7 Lighting for real time applications Light maps Dynamic lights ShadowsMain software: Unity3D, UDK, Cryengine

The goals is understanding of the different types of real-time lighting and its differences with the pre-computed lighting, as well as the process of creating Lightmaps.

DAY 8 ScriptingMain software: Unity3D

DAY 9 Deploy to different devices, PC, Mac, Mobile … New hardware and new input devices ( Mobile Devices , Kinnect, Touch screens …)Main software: Unity3D

The goal is to acquire the capacity to deploy the applications to different platforms and devices , PC, WEB, mobile devices ...

4-METHODOLOGY AND DISTRIBUTION OF ECTS LOAD

4.1. TEACHING METHOD

TRAINING ACTIVITIES

Professor will use teaching hours according to the competences mentioned with a combination of:

Lectures: Sessions 1/2/3/6/7/14/15/21/22

Development of theoretical questions about representation and design process systems, traditional and new. Development of specific theoretical questions of program and the various techniques and tools. Books, manuals, videos and video games related to the program will be used.

Practical exercises: Sessions 4/5/8/9/10/11/17/18/24/25/27/28/29

Report (1) to present the fundamental ideas of reference analysis and definition of the intentions of the final exercise. Series of small exercises to develop each one of the individual techniques in the process of creating an interactive application in real time. Final exercise, development of a real-time interactive application that collects all the knowledge acquired during the program. Report (2) that includes report (1), design and development process and result.

Seminars: Session 30

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Group presentations of each general topic proposed. Students will present an interactive application and or video in addition to written report, to be followed by review and debate. Student will use, according to the mention competences, their work hours to:

Preparation of works: Individual development of drawing work and critical written reports (graphic and written test) of the proposed themes in class, in order to develop the skills necessary to present an argument in a clear and concise manner through written and graphical tools.

Tutorials: Regular meetings for individual or group consultation, problems and doubts.

Individual Study (2-4 credits).

Given the technical nature of the program will require further individual study on specific techniques and methodologies used during the program. Study of selected texts from bibliography provided and critical analysis of them. Practice techniques and tools presented in class.

Practical work: Making a report containing analysis of the references, consistent with the project narrative, statement of intent, design process, development process and results. Development of a real-time interactive application that collects all the knowledge acquired during the program.

4.2. STUDENT LEARNING METHOD / DISTRIBUTION OF ECTS LOADS


We highly recommend the use of a laptop in class, Wi‐Fi connection needed. In any case, the use of Wi‐Fi for activities not related to this class will hinder your grade on participation.

5-EVALUATION CRITERIA


Students will be evaluated continuously over the course of the semester, taking into account attendance and student commitment and participation in class, especially during discussions and debate, as well as the completion of written and graphic assignments as assigned per the syllabus.

At the conclusion of the semester, the final grade will be determined by a comprehensive exam including graphic and written material, as well as the production of a digital book which will encompass an edited, curated summary of the student’s work over the course of the semester.

Special consideration will be made for students’ commitment to and engagement with the material, their participation in the discussion and debate sessions, as well as their initiative and creativity in their personal investigation.

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5.2. EVALUATION CRITERIA AND WEIGHTS

Students have access to a total of four enrolments , in two consecutive academic years Students must attend at least 70% of all class sessions. Students who don not meet this

minimum percentage automatically fail both first and second enrolments , and pass directlyto the third enrolment.

Grading of students in the extraordinary enrolments will follow the following guidelines:Students that have fail the subject in first enrolment pass to the second enrolment, exceptthose who don not meet the minimum attendance percentage, and that therefore passdirectly to the third enrolment.

The maximum grade that a student may achieve in second enrolment is an 8.

The form of assessment will be based on:

Item Criteria Instrument Weight

Attendance and participation

Active student participation in lectures, sessions, reviews and other scheduled activities.

Observation and professor notes.

10.00%

Research and process

Presentation of pre-submission and student oral presentation on topics related to the case being studied at all times.

Observation and professor notes.

40.00%

Concepts At the end of the course students should demonstrate a clear knowledge and control on the concepts used throughout the course. Final theoretical submission

Final theoretical submission

15.00%

Final practical submission

35.00%

The form of assessment for the 3rd and 4th enrolment will be as an exercise consisting of a development of a real-time interactive application that collects all the knowledge acquired during the program and a written report that includes design and development process and result.