UNIT TITLE Projects 03 Unit Code CARC5001 Location Canterbury Level 5 Duration (number of weeks) 12 Weeks Credit Value 30 Total Learning Hours for Unit 300 Date of approval of this version 15/02/2012

CONTENT This Unit is comprised of two themes: Urban (a) Terrain (b) In Projects 03 the content focuses on the ways that architecture can establish social, political, physical and environmental dialogues with wider, as well as immediate, conditions. The importance of identifying and then developing or suppressing these relationships consciously through the design of external space is interrogated. Urban considers the spaces of and between an architectural intervention and settlement and Terrain the space between architectural intervention and conditioned landscape. Urban introduces the discussion of urban and natural landscapes in the course. Building on the analysis and research methods learned in Stage 1, students prepare a design based on a concurrent analysis of location and inhabitants; through this they gain understanding of how the physical form of human settlement is related to its social, temporal and cultural uses. The project also progresses the student’s understanding of various methodologies in the shaping of a design, its technical resolution and effective presentation. The design will be located in an urban environment which provides this rich setting. The brief will include public use, giving students the opportunity to relate the design of exterior and interior public space. Students will undertake an urban analysis of the location and the ways that current conditions affect current users. They will propose spatial ideas for the design of a building intervention and public open space, showing how the analysis has informed the design and the predicted experiences of its anticipated use. The resolution of the design refines the student’s understanding of technical issues, particularly the choice of a structural strategy and the choice of appropriate materials developed in Stage 1. Presentation skills are developed through exploring a wider range of techniques and of Fine Art practices (film, drawing, graphic design, texts etc.).

Terrain also addresses the concurrent analysis of location and inhabitants, on this occasion addressing the design of a small building within a surrounding landscape. It is wider ranging in scale and materials than the first theme. It also picks up the theme of sustainability by addressing the ecologies and strategies of a landscape as a mediator of social and physical setting. A study of the history and theory of landscape design and urban planning brings a wide cultural perspective to the design work.

Developing the experience of relating analysis of a place to the formulation of design in Terrain students apply their research skills to a landscape setting with different human uses

and histories (provoking different social and political issues), and which is formed from different kinds of material than an urban environment. The design of the intervention also draws on and extends knowledge and skills, learned in Stage 1, that focus on the experience of users.

Sessions on the technology of landscape are presented by a specialist; these include material about plants and geology, as a background, as well as material about forming a design (for instance: designing with water, materials and techniques for reshaping the ground, providing routes, etc.). Students explore the relationship between the scale of a macro landscape setting and the much smaller scale of a building intervention as well as the relationship between interior and exterior spaces. Precedents used will include landscape art practice as well as the work of landscape and urban designers.

AIMS The aims of this unit are to: A1 gain knowledge and understanding of the relationship between a building and its

physical (built/natural) and cultural context A2 explore issues and strategies related to the design of urban space A3 design and present a built environment in a specific location A4 investigate a site both in terms of its human uses and of its natural ecology A5 gain knowledge of the technology of landscape design. LEARNING OUTCOMES On satisfactory completion of the unit you will be able to: LO1 research a project set in an existing urban context, record the nature of the location,

make an analysis (A1, A2) LO2 use the specifics of place to inform the design of form for a building (A1, A2, A3) LO3 select considered technical strategies for structure and materials (A4, A5) LO4 understand the main factors that have influenced the design of landscape as a setting

for building (A4) LO5 use research, analysis and understanding to prepare a brief (A1, A2, A4) LO6 design a building with particular reference to its social context and to its

sustainability (A3, A4) LO7 use knowledge of the materials and techniques used for landscape and building

design (A5) LO8 develop the ability to present the design of a building project and its physical setting

using techniques derived from a wide range of Fine Art practice (A3).

INDICATIVE TEACHING & LEARNING METHODS

No. of hours of scheduled activity 100 No. of hours of independent activity 200 No. of hours of placement activity This will comprise:

Tutorials Lectures Practical and workshops.

ASSESSMENT REQUIREMENTS Table A1- Assessment Components

Assessment Component

List all separate components

Weighting (%)

Typical Indicative Assessment tasks

Where the component

comprises more than one assessment task

Assessment Type For each component

double click in the box to see options. The

options equate to the assessment types in

table A2

Word Count Approx word count where

applicable Portfolio 85% Cultural Position

Project Proposals Technology Integration of Communication

Portfolio

Communication

15% Specific communication task

Portfolio

Table A2 – KIS Categories for Assessment

Assessment Type % of assessment Category

Written exam Written

Set exercise (under exam conditions but not testing practical skills) Written

Written assignment, including essay Coursework

Report Coursework

Dissertation Coursework

Portfolio 100% Coursework

Project output (other than dissertation) Coursework

Set exercise (not under exam conditions, e.g. critiques)

Coursework

Oral assessment and presentation Practical

Practical skills assessment (including production of an artefact)

Practical

Set exercise testing practical skills Practical

Table A3 – Summary KIS data

Assessment Category Total % for Unit Written Coursework 100% Practical

Table A4 – Assessment Criteria

CRITERION

MAPS TO LEARNING OUTCOME

Quality and analysis of research into location and precedents that inform design and development of a brief

LO1, LO4

Strategies that are appropriate for the design of the project in the set context, including various ecologies of the natural and man-made landscape

LO2, LO6

Ability to plan a small building and landscape with appropriate choice of technologies, structure and materials

LO3, LO7

Development of a brief

LO5

Effectiveness, clarity and appropriate scope of final presentation of the design

LO4, LO8

REFERENCE MATERIAL Essential Corner, J. (2000) Recovering Landscape; Essays in Contemporary Landscape Theory, New York; Princeton Architectural Press Wallis, B (2005 & 2007) Land and Environmental Art, London: Phaidon a&t,Strategy Series (2010- ) vol 35-36, 37,38, Spain; a&t Architecture Publishers Recommended

As appropriate to your independent study Studio Units

UNIT TITLE Projects 04 Unit Code CARC5002 Location Canterbury Level 5 Duration (number of weeks) 17 Weeks Credit Value 30 Total Learning Hours for Unit 300 Date of approval of this version 15/02/2012

CONTENT This Unit is comprised of two themes: Intelligent Skin (a) Synoptic (b) In Projects 04 the student focuses on design in relation to the influence and resolution of technology and environment. At this point in the course the technology and environment specialism has become familiar to students. Technology and environment are confirmed here initially as crucial starting positions in the design process and then tested as a focus amongst other project and specialism influences. All projects from this point forwards in the course integrate technology and environment fully. Intelligent Skin This part of the Unit introduces students to a design methodology with a technology focus. It provides students with the opportunity to use technology as a generator for an engagement with cultural objectives, contextual study and communication through design development. Students are guided to consider and analyse biological processes and to use analogy to develop a building skin. This will engage the interface between inside and outside and generate varied experiences for users. Environmental analysis and building performance criteria also inform the design. Synoptic Students undertake a synoptic project where the main emphasis is on the integration of different design preoccupations and resolving these together to present a well-considered outcome. Typically the project set will be concerned with a manufacturing process of current social or aesthetic concern or interest. The student’s attention is drawn to the formation of a design that pays attention to the experience of the building’s users and to the development of their own personal approach to design. Emphasis on the technical realisation of the project is reinforced by concern to produce a sustainable design as introduced in Technology 3 and further supported throughout this Unit.

Students develop their design strategies in relation to a careful consideration of the nature of the site and of the requirements of the brief. The design is refined and developed in relation to continuing research into precedent relevant to the design and to its technical realisation. Stress is also placed on student’s refinement of their ability to communicate well in different media in the final presentation

AIMS The aims of this unit are to: A1 introduce some impact assessment methods for materials and components and

techniques for evaluating their in-service performance A2 develop an understanding of the role of the building interface as an environmental

moderator and an awareness of the technologies associated with that role A3 develop the skills associated with the use of technology as a design generator A4 give students the opportunity to clarify and to deepen their own individual approach

to architectural design A5 develop an understanding of the relationship between building form and technical

resolution A6 explore the cultural context of a design and to develop communication techniques for

the presentation of a project with particular reference to Fine Art practices A7 design a building with emphasis on the experience of the users A8 further develop appropriate communication skills to make an effective presentation. LEARNING OUTCOMES On satisfactory completion of the unit you will be able to: LO1 demonstrate an understanding of the role of building envelope in the environmental/

functional performance of the building through façade technology and its environmental performance (A1, A2)

LO2 demonstrate the use of technology as a design generator (A3) LO3 develop a bold and experimental approach to the design of a building that is well

considered in relation to its context and which works well from the point of view of the experience of its users (A4)

LO4 employ appropriate strategies for the technical resolution of a design including an

approach to sustainability and construction (A5, A7) LO5 demonstrate a working method using both conventional media and Fine Art practice

and present a project clearly using appropriate media (A6, A8).

INDICATIVE TEACHING & LEARNING METHODS

No. of hours of scheduled activity 100 No. of hours of independent activity 200 No. of hours of placement activity This will comprise:

Site investigation Group & 1:1 tutorials Lectures and workshops.

ASSESSMENT REQUIREMENTS Table A1- Assessment Components

Assessment Component

List all separate

components

Weighting (%)

Typical Indicative Assessment tasks

Where the component

comprises more than one assessment task

Assessment Type For each component

double click in the box to see options. The options equate to the assessment types in table A2

Word Count Approx

word count where

applicable

Portfolio 85% Cultural Position Project Proposals Communication Integration of Technology

Portfolio

Technology

15% Technical drawings and their notation

Portfolio

Table A2 – KIS Categories for Assessment

Assessment Type % of assessment Category

Written exam Written

Set exercise (under exam conditions but not testing practical skills) Written

Written assignment, including essay Coursework

Report Coursework

Dissertation Coursework

Portfolio 100% Coursework

Project output (other than dissertation) Coursework

Set exercise (not under exam conditions, e.g. critiques)

Coursework

Oral assessment and presentation Practical

Practical skills assessment (including production of an artefact)

Practical

Set exercise testing practical skills Practical

Table A3 – Summary KIS data

Assessment Category Total % for Unit Written Coursework 100% Practical

Table A4 – Assessment Criteria

CRITERION

MAPS TO LEARNING OUTCOME

Evaluation of performance and impact of materials/components selected

LO1, LO2

Integrative relationship between the façade technology used and the environmental performance of the building

LO1, LO2

The use of technology to generate concepts that can be developed to respond to a self-generated design programme

LO2, LO4

The extent to which the student’s experience, knowledge gained from research and artistic understanding inform the design

LO3, LO5

Design strategies which are derived from a developed understanding of context

LO3

Ability to design interior spaces appropriate for the experience of the users

LO1, LO3

Demonstration of understanding principles of structure and environmental design appropriate to the design

LO3, LO4

Clarity of presentation, made with skill and using appropriate media

LO5

REFERENCE MATERIAL Essential D. Leatherbarrow, M. Mostafavi, Surface Architecture, MIT Press, 2004 J. Till, Architecture Depends, MIT Press, 2009 Forty, Words and Buildings, Thames & Hudson, 2004 OMA, R Koolhaas, B. Mau S,M.L.XL, The Monacelli Press, 1998 Recommended As appropriate to your independent study Studio Units

UNIT TITLE Technology 02 Unit Code CARC5005 Location Canterbury Level 5 Duration (number of weeks) 12 Weeks Credit Value 10 Total Learning Hours for Unit 100 Date of approval of this version January 2012

CONTENT This unit will build on the coverage of building materials and methods of construction introduced at Stage 1 and will introduce low energy design strategies as a vehicle to discussing sustainability in the built environment. The relationship between the context (site and climatic conditions) and the environmental performance of the building will drive the discussion of both low energy/impact approaches and design of envelopes for buildings of increasing scale and complexity than domestic ones introduced in Technology 01. The unit will be organised around the theme of medium span buildings. The contents of the unit will be as follows:

Low impact design strategies for both heating and cooling requirements

Construction systems and components for medium size buildings (foundations, floors, roofs etc..) and associated constructional processes

Structural systems for multi-storey buildings

AIMS The aims of the unit are to:

A1 introduce sustainable design strategies and their application A2 review some of the constructional systems associated with building envelope and

their impact on the building’s performance in use A3 develop the skills for integrative design approaches for medium span buildings. LEARNING OUTCOMES On successful completion of the unit you will be able to: LO1 recognise the impact of the site and climatic conditions on the design of buildings (A1) LO2 recognise and describe design strategies that demonstrate the potential for low

energy, low impact design (A1, A2) LO3 demonstrate, through case study, the integrative nature of the relationship between

climate, building fabric and its performance (A3).

INDICATIVE TEACHING & LEARNING METHODS

No. of hours of scheduled activity 25 No. of hours of independent activity 75 No. of hours of placement activity

ASSESSMENT REQUIREMENTS Table A1- Assessment Components

Assessment Component

List all separate components

Weighting (%)

Typical Indicative Assessment tasks

Where the component

comprises more than one assessment task

Assessment Type For each component

double click in the box to see options. The options equate to the assessment types in table A2

Word Count Approx

word count where

applicable

REPORT

100%

Report

Table A2 – KIS Categories for Assessment

Assessment Type % of assessment Category

Written exam Written

Set exercise (under exam conditions but not testing practical skills)

Written

Written assignment, including essay Coursework

Report 100% Coursework

Dissertation Coursework

Portfolio Coursework

Project output (other than dissertation) Coursework

Set exercise (not under exam conditions, e.g. critiques)

Coursework

Oral assessment and presentation Practical

Practical skills assessment (including production of an artefact)

Practical

Set exercise testing practical skills Practical Table A3 – Summary KIS data

Assessment Category Total % for Unit Written Coursework 100% Practical

Table A4 – Assessment Criteria

CRITERION

MAPS TO LEARNING OUTCOME

Knowledge of site environmental data and its representation

LO1

Recognition, from design precedents, of the effect environmental strategies on building design

LO2

Ability to identify the relationship between climatic condition, building fabric and its performance

LO1, LO3

REFERENCE MATERIAL Essential Bougdah, H., Sharples, S (2010) Environment Technology and Sustainability, Abingdon: Taylor and Francis Chudley, R & Greeno, R (2008) Building Construction Handbook, Amsterdam, London: Butterworth-Heinemann Recommended

Thomas, R (ed.) (1999) Environmental Design: An Introduction For Architects And Engineers, London: E & FN Spon Gauld, B J B (1995) Structures for Architects, Harlow: Pearson Education Garrison, P (2005) Basic structures for Engineers and Architects, Oxford: Blackwell Publishing

UNIT TITLE Cultural Context 02 Unit Code CARC 5003 Location Canterbury Level 5 Duration (number of weeks) 9 weeks Credit Value 20 Total Learning Hours for Unit 200 Date of approval of this version March 2013

CONTENT This unit is concerned with theory - specifically the ways in which (design) theories have been made operational through (design) propositions. Key, recurring concerns in architectural and spatial design discourse are considered: space and time, form and language, systems and technologies, representation and media, programmatics and usership, politics and the city and nature and ecology. Each lecture takes specific spatial acts including buildings and installations, texts and manifestos and performances and actions and examines them in relation to theories and ideas from within the disciplines of architecture and design and adjacently from the related arts, natural and social sciences and humanities. Research the work of a particular designer or design group, exploring the specific ways that they have employed theory in their work. This unit provides both an introduction to the heterogeneous landscape of spatial design theory and a platform for your own design activities, enabling you to situate your work in the context of the various traditions of critical spatial practice. AIMS The aims of this unit are to: A1 provide an introduction to spatial design theories as they relate to the history of

architecture and spatial design and the traditions of knowledge production in the related arts, natural and social sciences and humanities

A2 provide the basis for the critical evaluation of the works of architects and spatial

designers including their buildings, texts and spatial acts A3 develop conceptual skills including the evaluation of complex ideas as they relate to

architectural and spatial design and to present these in an extended written form.

LEARNING OUTCOMES On satisfactory completion of the unit you will be able to: LO1 situate works of architecture and design in the wider context of spatial design and

other theories (A1) LO2 critically evaluate the works of architects and spatial designers including their

buildings, texts and spatial acts (A2) LO3 present your research in through an extended illustrated essay respecting academic

conventions (A3). INDICATIVE TEACHING & LEARNING METHODS

No. of hours of scheduled activity 20 No. of hours of independent activity 180 No. of hours of placement activity 0 This will comprise:

Lectures Seminars Self-directed study (principally reading and researching) Learning materials provided via myUCA

ASSESSMENT REQUIREMENTS Table A1- Assessment Components

Assessment Component

List all separate components

Weighting (%)

Typical Indicative Assessment tasks

Where the component

comprises more than one assessment task

Assessment Type For each component

double click in the box to see options. The

options equate to the assessment types in

table A2

Word Count Approx word count where

applicable Essay

100%

Essay

Written assignment

3000

Table A2 – KIS Categories for Assessment

Assessment Type % of assessment Category

Written exam Written

Set exercise (under exam conditions but not testing practical skills)

Written

Written assignment, including essay 100% Coursework

Report Coursework

Dissertation Coursework

Portfolio Coursework

Project output (other than dissertation) Coursework

Set exercise (not under exam conditions, e.g. critiques)

Coursework

Oral assessment and presentation Practical

Practical skills assessment (including production of an artefact)

Practical

Set exercise testing practical skills Practical Table A3 – Summary KIS data

Assessment Category Total % for Unit Written 0% Coursework 100% Practical 0%

Table A4 – Assessment Criteria

CRITERION

MAPS TO LEARNING OUTCOME

Knowledge of: Spatial design theories and their relationship to the associated arts, natural and social sciences and humanities

LO1

Understanding of: Ways in which individual designers and/ or design groups have employed theory in their buildings, texts and spatial acts

LO2

Technical and applied skills through: The presentation of research in a structured, illustrated form and an extended essay

LO3

REFERENCE MATERIAL Essential

Félix Guattari (2000 – first published 1989) The Three Ecologies, Athlone Press, pp. 27–35 Jane Rendell ‘Doing it, (Un)Doing it, (Over)Doing it Yourself: Rhetorics of Architectural Abuse’, in Jonathan Hill (ed) (1998) Occupying Architecture: Between the Architect and the User, Routledge, pp.229-246 Adrian Forty (2000) Words and Buildings: A Vocabulary of Modern Architecture, Thames and Hudson, pp.18-27 and 256-275 Gilbert Lupfer, Jürgen Paul, Paul Sigel (2011) Architectural Theory, Vol. 2, Taschen, pp. 790-823 Juhani Pallasmaa, ‘An Architecture of the Seven Senses’, in Lois Weinthal (ed) (2011) Toward a New Interior: An Anthology of Interior Design Theory, Princeton Architectural Press, pp. 40-9

Recommended

Uta Brandes (2006) Non-intentional Design, DAAB Marco Frascari, Jonathan Hale, Bradley Starkey (eds) (2007) From Models to Drawing, Routledge Adrian Forty (2000) Words and Buildings: A Vocabulary of Modern Architecture, Thames and Hudson Hale, Jonathan (2000) Building Ideas: An Introduction To Architectural Theory. Wiley, London Michael Hays (ed) (1998) Architecture Theory Since 1968, Columbia Books of Architecture Charles Jencks and Nathan Silver (1972) Adhocism: The Case for Improvisation, Secker and Warburg Bernard Leupen, René Heinje, Jasper van Zwol (2005) Towards Time-Based Architecture, 010, pp. 12-21 Neil Leach (ed) (1997) Rethinking Architecture: A Reader in Architectural Theory, Routledge Miwon Kwon (2004) One Place After Another, MIT Lechte (2003) Key Contemporary Concepts, Sage Francis Mallgrave (ed) (2011) Architectural Theory (2 volumes), Blackwell Juhani Pallasmaa (2005) Eyes of the Skin: Architecture and the Senses, Wiley David Pinder (2005) Visions of the City, Edinburgh UP

UNIT TITLE Communication 02 Unit Code CARC5004 Location Canterbury Level 5 Duration (number of weeks) 12 Weeks Credit Value 20 Total Learning Hours for Unit 200 Date of approval of this version January 2012

CONTENT The possibilities afforded by the computer to allow working at a variety of resolutions and modes simultaneously will be exploited. Preceding project work or new material as appropriate will be produced and developed in three dimensions so as to engage with a tectonics of scale and surface articulation. The surface of the object as both metaphor and spectacular site will be engaged: students will consider the nature of display in architecture, its place within both the event space of design and that of the project presentation. The temporal dimension of the subject/object in motion will be addressed, together with an opportunity for speculations on architectures, which might depend on, or from and have existences in hyper textual or multidimensional space. This unit also introduces parametric digital design through two key strands; generative geometry, which can be based on utilising systems to generate structures that incorporate space-form and force-form relations. The morphology to be studied or animated can also be based on networks whose topography is in interaction with topologically connected entities; generative perception, which can be based on time-based material effects, performing on pre-defined geometries. In this case the morphologies are revealed over time by animating objects, systems or networks. The unit content will include:

temporality and event: design process as time based activities explored in theories and practices

an introduction to processes, techniques and cultural contexts of 3D digital design and its importance for architects

dynamics: forces and their effects

inverse kinematics: joint systems as parametric constructions

flows and fluid dynamics in architectural design

algorithmic design systems as form finding process.

AIMS The aims of this unit are to: A1 provide an introduction to time based media and 3D design in theoretical and

practical contexts A2 extend understanding of themes of process and non-linear production in digital

environments A3 use technology as a source of inspiration from the initial stages of projects, to

develop technological skills appropriate to architectural practice, to be aware of the influences of digital technologies

A4 provide an introduction to parametric design and morphogenic approaches to

architectural production A5 promote study of current practices and future directions in systems based

morphogenic approaches within cultural and artistic contexts in order to develop knowledge and understanding.

LEARNING OUTCOMES On satisfactory completion of the unit you will be able to: LO1 create three dimensional design and design development representation in a range of

media contributing to an ability to produce spatial designs that satisfy both aesthetic and technical requirements (A1, A3)

LO2 understand recent histories and theories of design, with particular relation to:

visual cultures in design development and representation; or the development and critical analysis of parametric morphologies (A2, A4,

A5) LO3 outline knowledge of contemporary fine arts, particularly film, video and media arts

as influences on design (A1, A5) LO4 create parametric design and design development models contributing to an ability

to produce spatial designs that satisfy both aesthetic and technical requirements (A1, A4).

INDICATIVE TEACHING & LEARNING METHODS

No. of hours of scheduled activity 50 No. of hours of independent activity 150 No. of hours of placement activity This will comprise:

Lectures Seminars Workshops Guided Independent study

ASSESSMENT REQUIREMENTS Table A1- Assessment Components

Assessment Component

List all separate components

Weighting (%)

Typical Indicative Assessment tasks

Where the component

comprises more than one assessment task

Assessment Type For each component

double click in the box to see options. The

options equate to the assessment types in

table A2

Word Count Approx word count where

applicable Flux

100%

Animation Design document Fabricated models

Set Exercise Testing Practical Skills

Table A2 – KIS Categories for Assessment

Assessment Type % of assessment Category

Written exam Written

Set exercise (under exam conditions but not testing practical skills) Written

Written assignment, including essay Coursework

Report Coursework

Dissertation Coursework

Portfolio Coursework

Project output (other than dissertation) Coursework

Set exercise (not under exam conditions, e.g. critiques)

Coursework

Oral assessment and presentation Practical

Practical skills assessment (including production of an artefact)

Practical

Set exercise testing practical skills 100% Practical

Table A3 – Summary KIS data

Assessment Category Total % for Unit Written Coursework Practical 100%

Table A4 – Assessment Criteria

Media and Communications Project

CRITERION

MAPS TO LEARNING OUTCOME

Three dimensional design and design development representation in a range of media

LO1

An outline understanding of recent histories and theories of architecture and the related arts

LO2, LO3

Application of parametric three dimensional design and design development representation in a time based process and form

LO1, LO2, LO4

Technical and applied skills through appropriate use of techniques and technologies

LO2, LO3, LO4

REFERENCE MATERIAL Essential Deleuze, G (1986) The Movement Image. London: Athlone Press Deleuze, G (2005) The Time Image. London: Continuum Thompson, D’arcy Wentworth (1992) On Growth and Form, Cambridge: CUP Hensel, Michael (2006) Morpho Ecologies, London: Architectural Association Recommended Thompson, R (1993) The Grammar of The Edit. Oxford: Focal Press Weeks, J (2001) The Shape of Space. New York: Marcel Dekker Monastyrsky, M (1999) Riemann, Topology and Physic, Basel: Birkhauser Huxley, J (1993) Problems of Relative Growth, Baltimore: John Hopkins University Press Deleuze, G (1994) Difference and Repetition, London: Continuum Hofstadter, D.R (2000) Godel, Escher, Bach. London: Penguin

UNIT TITLE CREATIVE PRACTICE 01 Unit Code CARC5008 Location Canterbury Level 5 Duration (number of weeks) 10 Weeks Credit Value 10 Total Learning Hours for Unit 100 Date of approval of this version January 2012

CONTENT This unit, ‘Creative Practice 1’, is designed to provoke experimentation, risk-taking, exploratory and playful work following the rigours of professional practice and the creative industries. These characteristics will be reinforced in tutorials, and valued at assessment. The unit shall explore the idea of ‘Practising’. The ‘verb’ of practice, ‘practising’, explores the application of practice, with the exploration of alternative and varied strategies and tactics. The unit is concerned with ‘Arts based’ research methodologies and means of creativity applying these to the 12 components, listed below, in defining and understanding individual practice and that of others. The unit outlines the roles and responsibilities of the architect and other professionals within the construction industry and introduces the student to the design process and the legislative requirements. It also enhances self-management and verbal and written presentation skills as well as team co-ordination and communication skills. This unit also focuses on management techniques developed through a knowledge and understanding of the principles of teamwork, communication and co-ordination skills and through active participation in simulated exercises. It provides an overview of the multidisciplinary approach to design; the roles and relationships of the various consultants involved in the process. The basic skills needed to administer projects in an effective and efficient manner are introduced. The unit will include:

reflection on personal attributes and production of a CV

research and analysis of websites relating to the profession

creation of a company identity in collaboration with others

analysis of exemplar practices in related fields

definition of company inspirations and aspirations

definition of roles within the proposed company

consideration of needs and creation of a critical overview

establishment of business, ethical and general philosophies

analysis of business plan precedents

creation of a draft business plan

research and drafting of a Project Execution Plans (PEP’s)

a market analysis of the proposed company is carried out and successful and failed companies researched and analysed.

AIMS The aims of this unit are to: A1 develop an understanding of the professional practice of architecture including the

development and implementation of team skills (EC A8) (Course Aims A8; LO6) A2 provide an awareness of the principles of business management and how a small

business operates (ARB) (Course Aims A8; LO10; LO11) A3 prepare for work experience in architectural practice (Course Aims A1; A8; LO6;

LO10; LO11). LEARNING OUTCOMES On satisfactory completion of the unit you will be able to: LO1 understand the nature of the architectural profession in the UK at a basic level (A1) LO2 understand the principles and procedures of design practice in the UK at a basic level

(A1, A2) LO3 manage and appraise your own working practices, whether working independently or

in a team (A1) LO4 use tools that will assist you in gaining employment in architectural practice (A3). INDICATIVE TEACHING & LEARNING METHODS

No. of hours of scheduled activity 25 No. of hours of independent activity 75 No. of hours of placement activity 0 This will comprise:

Lectures Seminars Workshops Preparation for summer work placement/case study Studio/workshop time Tutorials (group) Guided independent study (including research).

ASSESSMENT REQUIREMENTS Table A1- Assessment Components

Assessment Component

List all separate components

Weighting (%)

Typical Indicative Assessment tasks

Where the component

comprises more than one assessment task

Assessment Type For each component

double click in the box to see options. The

options equate to the assessment types in

table A2

Word Count Approx word count where

applicable Report

80%

Report

Oral assessment and presentation

20%

Oral Presentation

Table A2 – KIS Categories for Assessment

Assessment Type % of assessment Category

Written exam Written

Set exercise (under exam conditions but not testing practical skills) Written

Written assignment, including essay Coursework

Report 80% Coursework

Dissertation Coursework

Portfolio Coursework

Project output (other than dissertation) Coursework

Set exercise (not under exam conditions, e.g. critiques)

Coursework

Oral assessment and presentation 20% Practical

Practical skills assessment (including production of an artefact)

Practical

Set exercise testing practical skills Practical Table A3 – Summary KIS data

Assessment Category Total % for Unit Written Coursework 80% Practical 20%

Table A4 – Assessment Criteria

CRITERION

MAPS TO LEARNING OUTCOME

Knowledge and demonstration of team skills LO3

Knowledge, analysis and presentation of successful and unsuccessful design practice forming procedures and processes

LO1, LO2

Understand creative and inspirational design practice formation and its successful communication

LO1, LO3

Knowledge of personal objectives and attributes and how these might successfully be communicated

LO3, LO4

REFERENCE MATERIAL Essential Schon, Donald. A (1987) The Reflective Practitioner: How Professionals Think In Action San Francisco: Jossey Bass Recommended

As appropriate to your independent study