• Offered for Year: 2024/25

• Module Leader(s): Mrs Armelle Tardiveau
• Other Staff: Dr Usue Ruiz Arana, Miss Anna Cumberland, Miss Bryony Simcox, Mr Daniel Mallo

• 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

The module builds on the knowledge and skills introduced in ARC1007 (Architectural Design) module. Students will develop explorative, cognitive, creative representational skills and techniques through a project that will encompass components including:

•       reading and writing the landscape of an urban area
•       representing the research and narrative of an urban area using a variety of mapping techniques.
•       articulating / organising a site through the use of nature-based solutions such as landscape green / blue infrastructures and other sustainable urban design techniques.
•       designing a small-scale building facility.

The aims of the module are:

1 – to introduce knowledge of landscape architecture, urban design, planning and the skills involved in the planning process (ARB GC4) focusing on a relational approach to space that enables an understanding of place through recording, observing and representing characteristics of a place including spatial, physical, social, environmental, cultural, temporal or political considerations (ARB GC5, GC6).
2 - to articulate a design brief that catalyses change, emerges from the mapping and draws from the potentialities of the surrounding landscape and built environment (ARB GC7).
3 - to unfold potential and allow multi-scalar thinking through drawing and mapping that demonstrates knowledge and understanding of relevant architectural tradition, theory and history, and related arts which inform the architectural, landscape and urban design process (ARB GC2, GC3).
4 - to consolidate and improve representational skills methods related to the fine arts introduced in Stage 1 and introduce basic to advanced computing skills in the context of mapping, landscape, urban design and architectural design representation (GC1, GC3).
6 - to develop explorative, cognitive and creative design skills via a design project at a variety of scales and increased complexity ranging from neighbourhood scale to architectural scale (GC1).
7 - to design and technically consider sustainable principles for site organisation (masterplan) as well as the ability to make informed choices about scale, material and basic structural requirements for a small-scale architectural intervention (ARB GC1, GC8).
8 - to engage with academic and professional practitioners through the supporting design lecture series introducing theories, practices and technologies related to architecture, landscape and related arts (ARB GC2, GC3).

Outline Of Syllabus

This design module introduces mapping as a method of investigation and representation technique that brings together a multitude of readings of place which inform a design brief and underpins a design response (ARB GC1, GC7). The module delivers project-based learning through a series of landscape and architectural design projects requiring critical thinking, problem solving, collaboration, and the application of various techniques of communication and representation. Through the module, students engage in neighbourhood design through the application of landscape and urban design methods as well as design the design of a small-scale building part of the masterplan design.

Students work for a large part of the project individually, however the module also offers opportunities to share and collaborate through peer learning and group work in the initial mapping phase of the project, thus capitalising on each other’s skills and understanding of the social and spatial context of the design. The module requires students to develop a self-reflective approach to research integrating knowledge of histories and theories of architecture and cities, related arts, and planning that influence place-making and the quality of design (ARB GC2, GC3, GC4). The learning is supported by mapping and design methods introduced through the critical review of precedents that underpin the investigation and preparation of an urban strategy and design brief which focuses on climate responses and takes into consideration the needs and aspiration of users as well as the relation with the wider context (ARB GC1, GC6, GC7). Students are expected to document their learning process evidencing the exploration of how the ideas emerged through sketches / models.

Weekly tutorials and design reviews support the development of the design projects, together with integrated representational workshops that equip students with relevant skills to support the visual communication of their ideas and consolidate representational techniques introduced in Stage 1. In addition, weekly design lectures introduce: relational practice and mapping as visual research tool to explore multitude of layers in the built environment and allow speculative urban visions relevant to everyday practice; strategies for climate responsive urban solutions and the principles of sustainable place-making and design (ARB GC5); urban design and planning principles (ARB GC4); constructional principles relevant to a small-scale building (ARB GC8).

The module prepares for APL2006, APL3008, and APL3011 through the opportunity to create meaningful places for people and non-human while engaging critically with a considered climate response.

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

The scheduled learning and teaching activity hours are weighted towards Design modules. This is a reflection of a) design studio pedagogy, which is centred on a dialogic and responsive approach to students’ own research and creative work and b) student feedback and high student attendance at weekly design tutorials and briefings Design pedagogy is reliant on a high proportion of independent learning to support the design process. The MOF hours are consistent with this approach.

Should the public health situation not allow for present in person teaching, the lectures will be delivered in an online format and the module will revert to the 2020/21 outline.

Assessment Methods

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

Other Assessment

Assessment Rationale And Relationship

The module enables students to increase transferable skills such as mapping, designing at neighbourhood and architectural scale and representing spatial proposal relevant to a particular urban context dealing with a specific socio-spatial network and taking climate challenges into account. The module comprises a series of interconnected mapping and design exercises that are compiled in a coherent narrative and assessed through a portfolio document submitted at the end of semester together with a critical reflection on the design proposal as well as the choice of representation techniques.

Mapping and design exercises are reviewed weekly and provisionally marked at the end of each project phase. Individual performance is discussed as the semester progresses. The assessment criteria are based on the learning outcomes and assessment criteria outlined in the project briefs. The criteria will integrate the following aspects:

•       Ability to use mapping techniques as vehicle of revealing a diversity of the socio-spatial networks in the built environment that inform a design brief and underpin a design response (ARB GC1, GC7).
•       Ability to use visual, verbal and written communication methods and media to test, appraise and represent ideas and design – in particular the appropriate application of precedents and representational techniques drawn from arts and creative practices to studio design, both for mapping and urban and small architectural intervention (ARB GC3).
•       Ability to integrate knowledge of landscape architecture, urban design, planning and the skills involved in the planning process (ARB GC4) focusing on a relational approach to space that enables an understanding of place through recording, observing and representing characteristics of a place including spatial, physical, social, environmental, cultural, temporal or political considerations (ARB GC5, GC6).
•       Ability to design and consider sustainable principles for site organisation (masterplan) as well as the ability to make informed choices about scale, material and basic structural requirements for a small-scale architectural intervention (ARB GC1, GC8).
•       Ability to create and present a design at a variety of scales ranging from neighbourhood scale to architectural scale, which critically synthesise social, ecological, and environmental concerns and satisfy technical, aesthetic, and regulatory requirements (ARB GC1, GFLS, GES / RIBA T&V5)
•       Ability to apply theoretical concepts to design demonstrating a reflective and critical approach, evidencing the exploration process of how the ideas emerged through sketches / models (ARB GC1, GC2, GC3)

Reading Lists

• APL2015's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• APL2015's Timetable