EPOKA UNIVERSITY
FACULTY OF ARCHITECTURE AND ENGINEERING
DEPARTMENT OF ARCHITECTURE
COURSE SYLLABUS
COURSE INFORMATIONCourse Title: ARCHITECTURAL DESIGN II |
| Code | Course Type | Regular Semester | Theory | Practice | Lab | Credits | ECTS |
|---|---|---|---|---|---|---|---|
| ARCH 202 | B | 4 | 4 | 4 | 0 | 6 | 10 |
| Academic staff member responsible for the design of the course syllabus (name, surname, academic title/scientific degree, email address and signature) | NA |
| Lecturer (name, surname, academic title/scientific degree, email address and signature) and Office Hours: | Artemis Hasa , Tuesday, 14:30-15:30; Friday, 15:30-16:30 |
| Second Lecturer(s) (name, surname, academic title/scientific degree, email address and signature) and Office Hours: | NA |
| Teaching Assistant(s) and Office Hours: | NA |
| Language: | English |
| Compulsory/Elective: | Compulsory |
| Classroom and Meeting Time: | StudioII |
| Course Description: | Design problems that enable to develop the ability to use environmental conditions as data for design approaches; design problems that enable to discuss structure, construction and details; design problems that require inquiry in various levels of detail; experiencing of less complicated building groups; integration of technical data into design processes; investigation and research into all design fields trough seminars; field trips to allow a fruitful discussion of the contemporary architectural scene of Tirana. |
| Course Objectives: | The main objective of the course is to make students able to develop a conceptual design [CONCEPT] based on a thorough analysis of the project site [CONTEXT] and the required program [CONTENT]. At the end of this studio the candidate architect should have learned at least the basic issues of a social building design [school, community center, social center, etc] |
|
COURSE OUTLINE
|
| Week | Topics |
| 1 | Introduction to Arch202/ “Open Vocational High School in Tirana” project intro/ Discussion on site analysis |
| 2 | Site Visit and Site Analysis / Site Visit & Discussions on Site Analysis |
| 3 | Site & Case study Analysis/ Presentation and Discussion of Site Analysis / New Task: Case study analysis Presentation and Discussion of Case study Analysis |
| 4 | Concept Design- Scenario Development / Group Discussion on Concept Design / Scenario Development |
| 5 | Concept Design- Scenario Development / Panel Discussion on Concept Design / Scenario Development [sketches + models |
| 6 | Concept Design- Project Development / Individual Critique on Project Development (plans, sections) |
| 7 | Midterm Week / Individual Critique up to request |
| 8 | 1st Preliminary Jury / CONCEPT [1/500] / Preliminary- jury |
| 9 | Architectural Design – Project Development / Individual Critique on Project Development (plans, sections, elevations ) |
| 10 | Architectural Design – Project Development / Individual Critique on Project Development (plans, sections, elevations ) |
| 11 | 2nd Preliminary Jury / (plans, sections, elevations ) [1/200] |
| 12 | Architectural Design – Project Development/ Individual critiques on complete projects drawing (plans, sections, elevations, detailing) |
| 13 | Architectural Design – Project Development/ Individual critiques on complete projects drawing / models set Representation Techniques (critiques on Final drawings) |
| 14 | 3rd Preliminary Jury [1/100 & 1/50] / Jury Session |
| Prerequisite(s): | NA |
| Textbook: | 1. Dudek, M. (2000). Architecture of Schools: The New Learning Environments. New York: Routledge. 2. Nair, P., & Fielding, R. (2005). The Language of School Design: Design Patterns for 21st Century Schools. DesignShare. |
| Other References: | Neufert, E., Neufert, P., Baiche, B., & Walliman, N. (2002). Architects' Data. (3, Ed.) Wiley. |
| Laboratory Work: | Yes |
| Computer Usage: | Optional |
| Others: | No |
|
COURSE LEARNING OUTCOMES
|
| 1 | ability to analyze the potential of an urban/periurban context |
| 2 | ability to analyze and handle a complex program for a public facility building |
| 3 | ability to develop a conceptual architectural idea based on the Context and Content analysis |
| 4 | ability to perform a helpful case study analysis |
| 5 | ability to express the ideas into graphical sketches and drawings |
| 6 | ability to express conceptual ideas in paper models |
| 7 | ability to present and defend the project proposal in front of a jury panel |
| 8 | ability to collaborate and interact with other students in order to learn by sharing |
| 9 | Learning the basics of the School program, and the educational-training spaces |
|
COURSE CONTRIBUTION TO... PROGRAM COMPETENCIES
(Blank : no contribution, 1: least contribution ... 5: highest contribution) |
| No | Program Competencies | Cont. |
| Integrated second cycle study program in Architecture (5 years) Program | ||
| 1 | Speaking and Writing Skills Ability to read, write, listen, and speak effectively | |
| 2 | Critical Thinking Skills Ability to raise clear and precise questions, use abstract ideas to interpret information, consider diverse points of view, reach well-reasoned conclusions, and test them against relevant criteria and standards | |
| 3 | Graphics Skills Ability to use appropriate representational media, including freehand drawing and computer technology, to convey essential formal elements at each stage of the programming and design process | |
| 4 | Research Skills Ability to gather, assess, record, and apply relevant information in architectural course work | |
| 5 | Formal Ordering Systems Understanding of the fundamentals of visual perception and the principles and systems of order that inform two- and three-dimensional design, architectural composition, and urban design | |
| 6 | Fundamental Design Skills Ability to use basic architectural principles in the design of buildings, interior spaces, and sites | |
| 7 | Collaborative Skills Ability to recognize the varied talent found in interdisciplinary design project teams in professional practice and work in collaboration with other students as members of a design team | |
| 8 | International Traditions Understanding of the International architectural canons and traditions in architecture, landscape and urban design, as well as the climatic, technological, culture-economic, and other cultural factors that have shaped and sustained them | |
| 9 | National and Regional Traditions Understanding of national traditions and the local regional heritage in architecture, landscape design and urban design, including the vernacular tradition | |
| 10 | Use of Precedents Ability to incorporate relevant precedents into architecture and urban design projects | |
| 11 | Conservation and Restoration of Historical Districts Knowledge on historical districts and the gain of conservation consciousness documentation of historical buildings and the understanding the techniques which are needed to prepare restoration projects. | |
| 12 | Human Behavior Understanding of the theories and methods of inquiry that seek to clarify the relationship between human behavior and the physical environment | |
| 13 | Human Diversity Understanding of the diverse needs, values, behavioral norms, physical ability, and social and spatial patterns that characterize different cultures and individuals and the implication of this diversity for the societal roles and responsibilities of architects | |
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COURSE EVALUATION METHOD
|
| Method | Quantity | Percentage |
| Presentation |
3
|
15
|
| Project |
1
|
45
|
| Other |
1
|
10
|
| Total Percent: | 100% |
|
ECTS (ALLOCATED BASED ON STUDENT WORKLOAD)
|
| Activities | Quantity | Duration(Hours) | Total Workload(Hours) |
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 8 | 128 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 4 | 64 |
| Mid-terms | 0 | ||
| Assignments | 2 | 11 | 22 |
| Final examination | 1 | 36 | 36 |
| Other | 0 | ||
|
Total Work Load:
|
250 | ||
|
Total Work Load/25(h):
|
10 | ||
|
ECTS Credit of the Course:
|
10 | ||