Description
Objectives
Skills development for the practice of profession trough an exercise of simulation of reality. An intervention in the city through architectural programs on historic and new buildings with different uses and functions. Understanding the complexity of architectural practice required by researching functional, constructive, environmental and economic components. The organisation of the architectural form and articulation with different specialities that accompany the architectural project. Simulation of the creative process of design, rehearsal and decision. Development of architectural design, from the preliminary design phase to the execution design phase, with a focus on construction material solutions. Development of graphic, written and oral skills, need for teamwork, integration of technical information and communication to the work.
Syllabus
1- Critical interpretation of the architecture project intervention program. Registration, survey and analysis of the context of the site. Programmatic formulation. Conceptual proposal of the architectural object in the aspects, functional, spatial, formal and constructive of the execution project. 2 - Elaboration of the preliminary design phase of the architectural proposal until the execution project phase. Project investigation reporting: program; uses; urban and built space; the conformation of public and private space; characterisation of the relationship with the exterior, transition and interior environments; morphology, typology and discourse. Intervention areas: Esc 1: 200 to 1: 2. 3 - Development of the proposal in the execution project and communication phase. 4 - Buildings Rehabilitation Module - Pathology and Rehabilitation of Buildings.
Cross Competence Component
The UC, due to its objectives and program, develops the integration of transversal skills that are very wide, given the synthesis result that the project promotes. Among the competencies identified as an integral part of UC, activities are the exercise of criticising the project program resulting from introspection in a project room environment (LAB) and the contribution to teamwork, generated at random, with evidence conditions in reaching consensus and resolving conflicts and respecting the rules and deadlines in operation. The teams are organised with an indication among the members of a leader with responsibility for ensuring the functioning of the team and the achievement of objectives in each of the activities of the project exercise. Oral presentation and discussion of the tasks as well as their public communication, be part of the functioning of the UC. The percentage of transversal components in the evaluation by 20%.
Laboratorial Component
Laboratory components involves the practical work developed at the design studio. Students are initiated into the design work and are encouraged to actively draw from the knowledge they have acquired in seminars. Laboratory activity (design studio) are concerned with: the understanding of architectural meanings, content and main problems; tepresentation of ideas and forms, acquired by the practice of drawing, observation and use of visual communication technologies (VCT); practical knowledge of the construction process, in terms of technical, economical and procedural aspects; development of routines of collaborative and multidisciplinary work.
Programming And Computing Component
Explain the computation and programming skills in 1st cycle UCs, as defined by the Computing and ProgThe UC incorporates computing skills through the computer-assisted production of three-dimensional drawings and models to support three-dimensional digitisation. In implementing these skills, students develop activities similar to parametric design, geometry in a computational environment, grammars of form and programming of architectural styles. They also exercise the export and integration of digital models in different performance simulation systems in project environments. The contribution of this component for the UC is 20% of the student's autonomous work time.
Ethical Principles
All members of a group are responsible for the group's work. In any assessment, every students shall honestly disclose any help received and sources used. In an oral assessment, every students shall be able to present and answer questions about the entire assignment and solution.