Titular Professors
SDR, Architectural Analysis and Project Fundamentals. Sufficient knowledge of spoken and written English
The Learning Outcomes of this subject are:
RA.01 Expansion and specialization of knowledge that can influence the quality of architectural and urban design
RA.02 Ability to understand the responsibility of the architect with respect to the basic principles of the right to the city and sustainability (social, economic, environmental) in the production processes of the contemporary (urban, architectural) habitat
RA.03 Ability to develop architectural and urban planning programs considering the requirements of the users, developing the needs programs in close collaboration with them.
RA.04 Ability to analyze the precedents and location conditions that must be taken into account in projects, on an architectural and urban scale.
RA.05 Ability to analyze urban projects morphologically, socially, psychosocially, culturally and historically. Classify and characterize them.
RA.06 Ability to represent and communicate ideas using digital media in an intercultural and participative work environment.
The topics that are addressed in the work sessions address the various factors that affect the contemporary urban and architectural project:
- Existential: the relationship between building, inhabiting and thinking, according to Martin Heidegger
- Domestic: definition of the basic activities that are carried out in the domestic space; the objects and functions that characterize the domestic space; the difference between privacy and privacy (José Luis Pardo); inhabit spaces without function (Georges Perec)
- Anthropological: the dissolution of social and family structures and their impact on the ways of living; loss of collective identity: the liquid individual in liquid society (Zygmunt Bauman); a "liquid" home for a `liquid 'society.
- Social: immigration and multiculturalism as determinants of the forms of housing and the city; intergenerational cohabitation in shared domestic spaces; participation of the inhabitants in the design processes of the domestic space (Habraken, Kroll, Friedman); the sense of belonging to the place (Alison / Peter Smithson) legislation and regulations as descriptions of the consensus models of the way of living.
- Architectural: design of neutral spaces, flexible, versatile, versatile; autonomy of the rooms; self-sufficient buildings energetically; types of housing; the link between the architectural program and contemporary social needs.
- Technological: industrialization in housing construction; open systems; mass customization; efficient housing vs. Effective housing.
- Economic: housing as a commodity (commodity); minimum housing, micropisos; Housing models determined by economic criteria: value of land, available space.
- Urban: models of diffuse and compact city; sustainable communities, self-sufficient neighborhoods; integration of various scales and functions in urban renewal projects.
Face-to-face work sessions take place weekly, in 3-hour sessions. In addition, the students develop the exercises outside of school hours. In the work sessions, teachers and students present the topics of reflection that give rise to a debate in the class. In these sessions, the students present the work done between sessions, which are commented on and discussed among all the seminar participants.
The methodology adopted is constructivist, in the sense that knowledge is built together between teachers and students, based on the materials provided in the classes, and the knowledge that is discovered during the exercises (learning by doing).
With regard to the case study, an active teaching and learning methodology focused on the realization of projects is applied. This methodology helps students to develop strategies and skills necessary for the realization of the urban and architectural project. In this way, they learn and develop skills similar to those that will be used in the professional field.
The pedagogical model is based on blended learning, a learning model that combines face-to-face activities with work done in the virtual space facilitated by the Arclass platform. The works are developed in the form of sequences, which are linked to each other, and students and professors from the participating institutions in the program participate in the design and implementation.
The students present the exercises in class, and in the computer environment. In this way, they can develop their communication skills, combining personal expression with computerized media
The evaluation of the results is carried out jointly by teachers and students (self-evaluation, peer-evaluation) using a rubric that describes the learning results for each of the tasks carried out.
Depending on the different tasks, the following criteria will be assessed:
1. Simultaneously consider the multiple factors that affect the contemporary architectural and urban project: anthropological, social, cultural, historical, psychosocial, technological, and economic.
It is assessed in the analysis and classification of precedents, in the case studies documented in the course repository.
2. Develop the ability to critically assess the precedents of urban projects, paying attention simultaneously to their technological, social and economic characteristics.
The student's ability to make their own judgment based on the sources analyzed in the analysis of precedents is assessed.
3. Develop the ability to critically assess the integration of the different spatial dimensions in the architectural and urban project: domestic, social, community, psychosocial, cultural, etc.
It is assessed in the reflections carried out by the student himself around the case studies, as well as in the comments and evaluations of the housing projects carried out by other students, from other institutions.
4. Know how to integrate into the project the knowledge provided by the future residents, and to design strategies that allow their participation in the process of giving shape to living.
It is valued in the activities specifically designed to promote dialogue and the participation of the inhabitants: work meetings, communication strategies, design of methods and strategies that favor participation.
5. Acquire a broad base of multidisciplinary knowledge where they can continue to develop in other subjects of the higher courses, particularly in those of projects, urban planning and composition.
It is valued in the activities carried out in the joint workshops, where urban and architectural projects are carried out.
6. Develop the capacity for expression and communication by combining media considered traditional (drawing, models, photography, video) with computers.
The ability to synthesize ideas and communicate them effectively to professionals and non-professionals is valued in the works presented on the virtual campus.
7. Develop the ability to learn and work independently.
The appropriate use of bibliographic sources, their originality and the ability to assess their relevance and pertinence to the topic under investigation is assessed.
8. Develop the ability to work creatively in collaboration, using information technology to work remotely and in teams.
The use of various digital media is valued, to carry out a collective work process, from the formulation of a problem to the presentation of the results.
9. Get to express and communicate ideas and projects, effectively, through the use of information technologies.
The use of digital techniques) as well as graphic composition, drawing and modeling programs is valued, to adequately represent the analysis of a case study and the development of an architectural and/or urban project.
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