ARC3001 : Architectural Design 3
- Offered for Year: 2024/25
- Module Leader(s): Dr Stella Mygdali
- 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.
| Semester 1 Credit Value: | 15 |
| Semester 2 Credit Value: | 45 |
| ECTS Credits: | 30.0 |
| European Credit Transfer System | |
Aims
This module aims to enable students to research ideas and develop coherent architectural designs while integrating knowledge and understanding of the thematic areas of the syllabus and mastering the skills in architectural design whereby these ideas will find expression.
The module builds upon the foundation of architectural knowledge established in Stages 1 and 2.
In particular, the module objectives are that the student will be able to demonstrate through architectural design:
• Awareness, knowledge, and understanding of the disciplines which inform architectural design (design principles, technology and environment, cultural context, histories and theories of architecture, professional practice and management, and communication skills) appropriate to moderately complex, coherent, architectural designs.
• Knowledge and understanding of the interdependence of architectural studies in the context of architectural design – core bodies of knowledge, most important contexts, and principles and applications.
• The ability to produce coherent architectural design up to the level of a moderately complex building with the ability to integrate knowledge and understanding of the social and aesthetic requirements, building technologies, environmental design, and construction methods.
• Related awareness, knowledge, and understanding of the experiential and tectonic qualities of architecture appropriate to these levels of complexity.
• A personal philosophical and ethical approach as a basis for thinking about design. An awareness of different ways of practicing architecture and how this relates to their values.
• An awareness of the architect's responsibility to consider safety, inclusive design, wellbeing, end-user needs. and the climate crisis in design propositions.
• An ability in using appropriate visual, verbal, and written communication methods to test, appraise, and represent ideas and designs up to the scale of a moderately complex building.
• An awareness of the importance of working with others (clients, communities, colleagues) and the development of appropriate personal 'professional' skills such as honesty, integrity, and time management.
Outline Of Syllabus
A year-long studio project comprising a number of discrete stages. Aspects of the studio project are used for reference and illustration in the related module ARC3016. Students are allocated one studio for the year from a range of studios – each with their own distinct approach to architecture.
Throughout the year, at cross-studio reviews, students are made aware of other studios’ methods and outputs to contextualise their own practice.
ARC3001 Architectural Design 3 builds upon the learning and skills developed in Stages 1 and 2 through an increased complexity in architectural design. The module builds upon the idea of integrated production introduced in Stage 2, requiring students to synthesise multiple aspects of architectural design, ranging from social contexts, construction and materiality, professional and ethical concerns, including climate aware design, and fire and life safety regulatory frameworks.
The module also seeks to enhance students’ use of visual, verbal, and written communication, to both test and represent appropriate design ideas and strategies.
Time is spent considering design method and students are expected to reference historic and contemporary precedents in this regard and be reflective of their practice.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 5:00 | 5:00 | Framing Exhibition set up |
| Guided Independent Study | Assessment preparation and completion | 1 | 6:00 | 6:00 | Theory into Practice - final stage of preparation in reference to design work and developing practice |
| Guided Independent Study | Assessment preparation and completion | 1 | 30:00 | 30:00 | Academic portfolio - preparation of the portfolio |
| Structured Guided Learning | Lecture materials | 2 | 1:00 | 2:00 | Design Lectures - synchronous live online workshops covering the application and integration of knowledge for key considerations of design thinking and development |
| Structured Guided Learning | Academic skills activities | 1 | 5:00 | 5:00 | Field Trip Preparation - non-synchronous learning material focused on the field trip |
| Structured Guided Learning | Academic skills activities | 1 | 150:00 | 150:00 | Design Studio Work - project related exercises and tasks as discussed in tutorials |
| Structured Guided Learning | Academic skills activities | 3 | 0:20 | 1:00 | Tools for Design - non-synchronous learning material, including technical and digital skills |
| Scheduled Learning And Teaching Activities | Small group teaching | 1 | 4:00 | 4:00 | Peer Review - presenting own work to other students and reviewing the work of others |
| Structured Guided Learning | Structured research and reading activities | 1 | 115:00 | 115:00 | Design Studio Work - specific research relating to the design project |
| Scheduled Learning And Teaching Activities | Small group teaching | 3 | 4:00 | 12:00 | Review Days - presenting own work and attending presentations |
| Scheduled Learning And Teaching Activities | Small group teaching | 2 | 1:00 | 2:00 | Teaching and learning activities aiming to critically explore, understand, and reflect on the context of the design work as well as the means by which you represent the key ideas of your work in practice |
| Scheduled Learning And Teaching Activities | Small group teaching | 18 | 2:00 | 36:00 | Group Tutorials |
| Guided Independent Study | Project work | 1 | 150:00 | 150:00 | Design studio work - non-synchronous individual activity related to project development and synthesis |
| Scheduled Learning And Teaching Activities | Workshops | 4 | 1:00 | 4:00 | Tools for Design - synchronous skills workshops |
| Scheduled Learning And Teaching Activities | Fieldwork | 1 | 20:00 | 20:00 | Field Trip |
| Guided Independent Study | Reflective learning activity | 1 | 32:00 | 32:00 | Academic Portfolio - directed work of a reflective nature related to the project portfolio |
| Scheduled Learning And Teaching Activities | Fieldwork | 2 | 4:00 | 8:00 | Project Site Visits - analysis of sites relating to the design project |
| Scheduled Learning And Teaching Activities | Module talk | 16 | 1:00 | 16:00 | Module Talks - including introduction to module stages, Q&A sessions, practitioner talks, and lectures on key subjects and themes |
| Guided Independent Study | Distance Learning Advance Preparation | 1 | 2:00 | 2:00 | Academic portfolio - reflective exercise |
| Total | 600:00 |
Jointly Taught With
| Code | Title |
|---|---|
| ARC3016 | Architectural Technology 3: Integrated Construction and Practice |
Teaching Rationale And Relationship
Architectural Design 3 aims to consolidate, develop, and expand on the key design skills gained during Stages 1 and 2.
The module consists of one, year-long, design project organised into discrete stages. The project is delivered through a studio model. Studios offer a range of design contexts and pedagogies all culminating in a building of similar scale and complexity. Each studio adheres to the same overall year structure and milestones designed to meet the learning outcomes of the module. The projects are developed to encourage critical and reflective thinking at all scales of design, from conceptual through to material and tectonic declarations of intent.
At key points throughout each Semester the student is expected to declare both process and outcomes and an emphasis will be placed on the effective communication of ideas in a variety of formats. Students are given guided flexibility within each studio to develop their own aspects of the brief or site selection. Each of the studios entails a variety of group and individual tasks. Students are encouraged to share their studio’s methodologies and outputs through stage reviews and cross-studio presentations. Peer learning is also encouraged through studio exercises and student participation in reviews and seminars. The participation in a lively and vibrant studio culture that fosters a culture of debate and develops both oral and graphic confidence is a key part of the student learning experience.
SYNCHRONOUS AND NON-SYNCHRONOUS HOURS
While there is both synchronous and non-synchronous learning and teaching activity for all modules across the programme, structured guided learning is weighted towards non-design modules and scheduled learning and teaching activity hours are weighted towards Architectural Design modules. The latter is a reflection of:
- A design studio pedagogy which is centred on a dialogic and responsive approach to students' own research and creative work.
- Student feedback and high student attendance at weekly online Architectural Design Stage briefings (module talks) during the period of remote teaching in 2020.
- Architectural pedagogy is reliant on a high proportion of independent learning to support the design process and the MOF hours are consistent with this approach.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Portfolio | 2 | M | 90 | A design portfolio assessment. To pass the ARC3001 module a student is required to pass at a minimum this individual assessment. |
| Design/Creative proj | 1 | M | 5 | Group work will be assessed based on research output, critical analysis and proposition in the format of a curated exhibition and oral presentation. |
| Report | 2 | M | 5 | Individual student performance is assessed by a short illustrated reflective report which asks students to reflect on the theory and methods that inform their developing practice. |
Zero Weighted Pass/Fail Assessments
| Description | When Set | Comment |
|---|---|---|
| Prof skill assessmnt | A | Pass/Fail. The submitted portfolio must achieve a passing mark for every technical learning outcome due to accreditation purposes. |
Assessment Rationale And Relationship
TEAMWORK – Exhibition (5% of final mark):
Working collectively in studio groups, students will develop an exhibition that responds to key themes from their chosen studio brief. Any students that do not contribute to, or have fallen short of, the prescribed scope and criteria of teamwork, will fail the assessment of this component.
INDIVIDUAL WORK – Theory Into Practice Reflective Report (5% of final mark):
This assessment asks students to develop written reflections on the theory, ideas, and methods that inform their developing design work and practice.
INDIVIDUAL WORK – Design Portfolio (90% of final mark)
Individual design projects are formatively assessed at key stages throughout the academic year and are given a progress mark. The summative assessment of individual design project work will take place at the end of Semester 2, assessed holistically as a portfolio and awarded a final mark (%). This allows students to reflect, amend and develop individual design project work before the final portfolio submission at the end of Semester 2. The assessment criteria will integrate the aspects detailed below along with an additional studio specific marking criteria that will be assigned by individual studios.
Criteria for assessment:
Design Process: assesses the quality, depth, and rigour of students’ development of their design ideas. Students are expected to demonstrate evidence of rigorous, detailed research, set out a clear design brief, select appropriate methods for iterating design ideas, and reference relevant design precedents and methods;
Design Proposition: assesses the quality, relevance, control, articulation and functionality of the overall architectural design proposal. Students are expected to evidence an appropriate and controlled design solution that articulates the balance of user needs, contextual integration, spatial articulation, spatial quality, experiential considerations, and a clear response to the climate crisis. Students are expected to evidence how their design proposals developed from their process work, the consequences of their design decisions and how they respond to a project and studio specific ethical framework;
Ethical framework (studio specific): assesses students’ critical response and judgement of important relational contexts connected to their studio brief. Students are expected to demonstrate ability in developing and structuring a clear line of inquiry for their projects, drawing on appropriate precedents and making reference to social, political, cultural, historical, environmental, material, and professional contexts;
Communication and representation: assesses the control, accuracy, composition, clarity and detail within a student’s representation of their design project work. The communication needs to be relevant to the projects line of enquiry and evidence atmosphere, inhabitation and response to context;
Construction and Material: assesses students’ research, judgement and integration of construction, material, and environmental thinking within the design proposal. Students are expected to demonstrate an understanding of material, constructional, and environmental design principles and evidence the appropriateness of these principles in relation to their overall design project. In addition, and in support of ARB FLSD-ES criteria, students will also be expected to evidence:
1. FA3. The significance of maintaining competence, and challenging the competence of others.
2. FB1. The principles of risk management.
3. SB1. The relationships between buildings, settlements, communities and a changing climate, and approaches to designing low and zero carbon buildings.
For accreditation purposes, all technical learning outcomes must be passed. Where a passing mark in ARC3001 is obstructed by a fail on certain technical learning outcomes, these aspects of the work may be resubmitted and the rest of the ARC3001 module mark will not be capped.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- ARC3001's Timetable