• Offered for Year: 2024/25

• Module Leader(s): Dr Christos Kakalis
• Other Staff: Professor Adam Sharr, Professor Neveen Hamza, Dr Neil Burford, Professor Graham Farmer, Professor Ben Bridgens, Professor David Burn, Miss Anna Czigler, Dr Nathaniel Coleman, Mr David Boyd, Mr John Kinsley, Dr Juliet Odgers

• Owning School: Architecture, Planning & Landscape
• Teaching Location: Newcastle City Campus

Semesters

Your programme is made up of credits, the total differs on programme to programme.

Aims

In relation to the general programme aims, the specific aims of the module are to develop:

-       an ability to develop design research related to the generation of complex design proposals showing understanding of current architectural and urban design issues, originality in the application of subject knowledge and, where appropriate, to test new hypotheses and speculations;

-       an ability to evaluate and apply a comprehensive range of visual, oral and written media to test, analyse, critically appraise and explain design research;

-       problem-solving skills, professional judgment, and ability to take the initiative and make appropriate decisions in complex and unpredictable circumstances; and

-       an ability to identify individual learning needs and understand the personal responsibility required to prepare for qualification as an architect.

Outline Of Syllabus

The module comprises a single, year-long Design Thesis: a comprehensive research-led architectural enquiry/proposition, undertaken within a brief and structure provided by year-long thematic design studios. It is an opportunity for students to develop their design skills to an advanced level through researching, defining, advancing and resolving a complex architectural project.

The module synthesizes the different components of design process, such as aesthetic rigour, integrated technology and ecological ethics.

The Design Thesis addresses both the development of core skills (presentation and communication, critical and creative thinking, brief and design development, contextual analysis through sophisticated mapping strategies and techniques), as well as providing the opportunity for them to explore and research in greater depth those particular aspects of architecture which are of special interest to them. In this way, students are required to independently research, select, and define an architectural design thesis project by way of a declared Line of Enquiry, Thematic Framework, Functional Programme, Theoretical & Physical Context, Technological Interest and set of Precedent studies.

Students are required to design and detail a convincing and rigorous architectural design proposition to a high level of resolution, as appropriate to the line of enquiry followed. This resolved architectural project will be presented and communicated through appropriate media, including films, drawings, models, experiments, and written work, and presented as a coherent portfolio of work.

Teaching Methods

Teaching Activities

Jointly Taught With

Teaching Rationale And Relationship

Individual design projects allow students to demonstrate their intellectual and practical skills in the synthesis and critical appraisal of relevant information through group or individual work over the duration of the assignment.

Group projects allow students to demonstrate their understanding and application theoretical concepts and the practice of key skills. Group presentations at reviews will be used to assess key skills (teamwork, visual and oral presentation) as well as students’ understanding of the main themes of the module. Group work is suggested but not obligatory, depending on the brief given to the students. Joint thesis projects are also given as an opportunity to further develop team work skills.

Key skills in written and visual communication (the ability to read critically, analyse and interpret precedents and existing conditions, and convey observations, conclusions, and proposals in various formats) will be assessed through these projects.

The module is taught through a series of weekly design studios, including individual and group tutorials – which provide regular, personalised feedback – supporting seminars and/or lectures, and a field trip appropriate to the studio. Regular design reviews are held throughout the year with internal staff and external critics to monitor the development of the project through research, brief development, thesis outline, technical/engineering studies, detailed and final proposals. Individual and/or group Technology/Engineering tutorials are arranged with specialist practitioners at appropriate design stages. Technical/ materially focused workshops are organised to further develop studio inquiry and aid students personal technical study and integration with design project.

The emphasis is on guided independent learning. Teaching methods are designed to support individual development and reflection alongside an iterative design process. Individual learning needs identified through Entry Interviews inform brief development towards demonstration of comprehensive knowledge and skills in the Academic Portfolio.

Tutorials and reviews and small-group seminars are intended to be delivered in person on campus. These different formats support the development of all the skills and outcomes described above both in a one-to-one setting and in groups, and allow students the opportunity to test out and develop their ideas in preparation for their final assessment. In the event that in-person teaching is not possible, online and hybrid teaching possibilities have already been successfully tested and are ready to be set in action if needed.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment

Formative Assessments

Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.

Assessment Rationale And Relationship

The whole year’s work is required to be presented in the Design Exam, an exhibition for review by examiners at the end of Semester 2. The exam will usually take place in an exhibition environment in spaces within the Architecture Building (if that is not possible for any reason, an online equivalent will take place assessing the same learning outcomes, which would require the submission of design work as a summative document via Canvas, and exams to take place by video meeting software). A rigorous process of moderation within examination panels and cross-studio is applied subsequent to exams requiring all examiners to reach consensus prior to returning marks to the exam board.

A Technical Ambition Narrative Report (12 A3 pages, up to 1500 words) must be included as part of the project exhibition, documenting technical work conducted through the year and how this relates to the studio brief, the particular focus of the thesis and contemporary issues concerning architectural practice, such as climate emergency, environmental sustainability, fire and life safety, wellbeing, and so forth.

Projects must be presented for assessment at the appointed time.

Students present their projects at various points through the year to receive interim feedback. These presentations provide students an opportunity to articulate their design approach and how it meets the assessment criteria for the module. Students receive feedback after the final review which may be acted upon before the final grading in the Design Exam.

A Thesis Outline document is submitted at the end of semester 1 for formative assessment. This supports the documenting of initial research and early design moves, and provides a point of reflection and feedback on the progress of the thesis in relation to the Entry Interview and module learning outcomes.

Each project is evaluated against a clearly described set of criteria outlined in the project descriptions. The assessment criteria for each project commonly require an understanding of an ability to apply:
-       a particular body of knowledge (related to the project)
-       a particular range of skills and techniques (introduced in the project)

Students choose from one of several studios at the beginning of the module. These studios change every year and each studio has a different emphasis and approach to deliver the above Learning Outcomes. This will be reflected in the weightings attached to the assessment criteria, as well as one criterion developed for the studio itself. These criteria, which are agreed with the module coordinator at the beginning of the year, are shown at the outset to help the student choose studio and will be used throughout the module as the basis of the interim and final review feedback sheets.

Reading Lists

• ARC8087's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• ARC8087's Timetable