Titular Professors
Having realized enough projects during the degree to be able to build this document, as well as the ability of graphic expression with traditional media (drawing, models) and computer media; and the capacity for self-reflection. Having completed the subject of fourth-year Projects.
Following the types of portfolio of Learning, Evaluation and Presentation, we structure by objectives, mainstreaming the different types:
- Provide the student with tools that allow a teaching based on feedback, based on the self-reflection of what and how it is learned. This means developing reflection: the critical and reflexive review of learning processes:
-Select the result of the work done.
In this selection process there is the first phase of reflection.
-Classify the result of the work done.
In this selection process there is the second phase of reflection.
-Associate the selected and classified elements by drawing a personal line of work.
-Review of this process, with a public part to the network.
- Provide students with tools to contextualize their learning with that of their fellow students and the thematic bibliography
- Link not the project, but the classification and reflections with the classification and public reflections of the other students.
-Associate the projects and exercises with thematic bibliographical references, which allow to create a contextualized teaching.
- Provide the students with the last course and through the Portafoli subject with the tools to select the focus of the portfolio that opens the professional doors, as well as make a reflexive closure of the learning process of the career.
A. Specific competences (knowledge and skills):
The subject contributes that the student acquires this basic knowledge in the academic and professional fields of architecture:
- Graphic ideation
- A knowledge of design and visual communication integrated in the processes of architectural conception and representation.
-a training that allows you to produce a document that demonstrates personal and professional objectives, and that meets both the aesthetic and technical representation requirements.
B. General Competencies:
INSTRUMENTAL COMPETENCES:
-Capacity for analysis and synthesis
-General basic knowledge about the study area
-Basic knowledge of the profession
-Oral and written communication in their own language
- Basic computer management skills
-Ability to manage information (ability to search and analyze information from various sources)
-Basic and fundamental knowledge of the field of training
INTERPERSONAL COMPETENCES:
-Critical and self-critical ability
-Capacity to communicate with people not experts in the subject
-Appreciation of diversity and multiculturalism
-Able to work in an international context
SYSTEMIC COMPETENCES:
-Ability to apply knowledge in practice
-Search skills
-Capacity of learning
-Capacity for adapting to new situations
-Capacity to generate new ideas (creativity)
-Ability to work autonomously
-Initiative and entrepreneurial spirit
-Concern for quality and continuous improvement
-Motivation to achieve new challenges
5. Thematic blocks in which the contents of the subject are organized:
The content is divided into three large blocks that at the same time organize different areas of work and learning:
AMBIT.
The first approach to a portfolio is self-definition, which is capable and can be offered. This first part builds the base on which the portfolio will be based.
TOOLS
The learning of the tools of selection, comparison, composition and articulation will allow to build the Portfolio, following the guidelines determined to the SCOPE
FINAL PROJECT
This part developed as a workshop will complete and deliver the portfolio
6. Methodological approach of teaching / learning to achieve the objectives:
The classes are divided into a theoretical block (lectures) and a practical one (work sessions). Alternatively, each week there is one of the two blocks. At the teaching hours will be given the theoretical and practical basis to perform the work that will be done outside of school hours.
The adopted pedagogical model is constructivist, in the sense that knowledge is built jointly between teachers and students, from the materials provided in the classes, and from the knowledge that is discovered during the realization of the exercises.
The course is developed in person, with a series of deliveries with specific content and essential to follow the course.
The final delivery will be accompanied by a public exhibition of the work, in order to assess the capacity of speech construction.
The typology and distribution of activities is the following:
SCOPE Day 1 Inaugural conference and round table by three invited architects:
the architect of tomorrow Work at home:
How do you define yourself? Day 2 Working day: Correction of the proposals and public presentations of the profile
Day 3 Talk: The labor market and professional opportunities Work at home:
What can you offer?
Differential shots Day 4 Working day: correction of proposals and reorientation of profiles
TOOLS Day 5 Talk: Graphic design, composition, colors and typographies. Work at home:
Define the graphic profile Day 6 Working day: correction of proposals. Definition of the first layout
Day 7 Festive: Saint Josep Day 8 Festive: Holy Week
Day 9 1st Delivery:
1st Layout and Concept Work at home:
Selection of works Day 10 Working day: correction of proposals and public exhibition of the most relevant works
Day 11 Talk: image and photography Work at home: selection and preparation of new images Day 12 Working day: correction of proposals.
Day 13 Talk: internationalization and online formats Work at home: 2nd layout Day 14 2nd Delivery:
Layout and presentation with guests
FINAL PROJECT Day 15 1st layout workshop and preparation of final document Day 16 2nd layout workshop and preparation of final document
Day 17 FINAL DELIVERY Work at home: printing and panels exhibition FINAL EXHIBITION
- PRESENTIAL (22%) Includes assistance in lectures, practice classes and exercise corrections. The objective is to expose and explain the fundamental theoretical concepts that students have to know to carry out the final document of the portfolio.
- AUTONOMOUS (78%). It includes the development of the exercises after school hours. The exercises are conceived as an extension of the theoretical classes and phased development of the final document.
Dedication to the subject 3 credits at 26 hours / credit = 78 hours
Annual dedication 19 weeks (17 lectures + 2 exams)
CONCEPT Total hours
Lecture hours of theory (0.5 weekly x 17 weeks) 8.5
Practice hours (0.5 weekly x 17 weeks) 8.5
Total teaching hours 22% 17
Total hours of work (non-teaching) 78% 61
TOTAL COURSE DEDICATION 78
7. Evaluation of the level of achievement of the objectives:
1 . Students must have acquired the capacity for self-reflection and self-definition about one's work.
The degree of comprehension of the theoretical contents and the result in the different deliveries is valued.
2 . The student has to demonstrate their ability to select and compare in reference to the line they have decided.
The ability to select and compare is valued, building a discourse.
3 . The student has to demonstrate his capacity for expression by combining the different media, to explain the exercises and the discursive line.
The capacity of expression and layout in the different deliveries is valued.
4. The student has to demonstrate the ability to learn and work autonomously.
The capacity of the portfolio's proposals is assessed, and the student's ability to overcome the difficulties they themselves face.
5 . The student must have acquired the ability to integrate the knowledge of the various disciplines that make up the course.
The degree of comprehension of the theoretical contents with the deliveries is valued.
6 The student has to demonstrate his ability to express and communicate ideas and projects, effectively.
It is valued in the presentations of the exercises in class, the ability of the student to transmit an idea, using effectively the representation techniques more