Architecture Project 3:2, 5 Credits

Contents

The course examines how the existing context can be seen as a resource that includes community structures, social sustainability, locally available materials, local tectonics, local expertise and programmatic elements. These elements will be developed and supplemented where necessary to produce strategies for possible interventions to both the urban scale and the building scale.

Theo course contains two modules

1. Architectural strategies and contextual resources, 3 credits
2. Strategies for construction methods and material resources, 2 credits

Expected learning outcomes

Upon sucessful completion of this course, the student should be able to:

Competence and skill

• Identify exitisting resources witin a given context and analyse their inherent potential.
• Identify methods of construction and the required material resources in relation to an architectural design. 

Judgement and approach

• Develop an innovative architectural strategy based on the resouces of a given context.
• Critically assess  the material resources of a construction method from the point of sustainability.

Required Knowledge

5AR300: Architecture Project 3:1 (15 hp)
5AR301: Urban Planning 2 (3 hp)
5AR302: History of Archtecture 3 (4 hp)
5AR313: Theory of Architecture 3:1 (8 hp)z

Form of instruction

The teaching consists of lectures, seminars and case studies, as well as individual and group project assignments consisting of analytical exercises, practical exercises, individual tutorials and group discussions.
The students right to teaching and supervision at the course that they are registered for is only valid from the onset of the course to the end of the course.

Examination modes

Examinations of this course will be oral presentations supported by diagrams, drawings, models and other relevant visual material prepared individually and in groups. The outcomes will be assessed through assignments, oral presentations of the own work and evaluation of the documentation of the own work process and results.

Supplementary re-examination is individually adjusted based on the goal or goals that the student has not reached and takes place at the earliest two weeks after the students have received their results and at the latest two months after the regular examination. Only students who have not received a passing grade are eligible to make revisions in order to pass the exam. Revisions are not allowed for those who have already received a passing grade. Students who have obtained a passing grade on an examination may not undergo a re-examination.
 
Grade for the course will be assigned when the submitted report is approved. The possible grades are 'Fail', 'Pass' or 'Pass with distinction'. For the grades 'Pass' and 'Pass with distinction' the quality of the written report needs to be high and very high respectively. Students are entitled to rewrite the same examination five times. Students who do not pass the regular examination should be provided an opportunity for further examination according to the University's "Regulations for tests and examinations at the undergraduate and graduate levels." A student who has failed two tests for a course or a part of a course, is entitled to have another examiner appointed, unless there are specific reasons against it (HF 6 Chap. 22 §). Requests for new examiners are made to the head of the department. Students have the right to be tested on the same curriculum as the regular examination at least two occasions up to two years after the first registration.
 
Deviations from the form of examination in the syllabus can be made for a student who has pedagogical support due to disabilities. Individual adjustments of the examination form are determined based on the student's needs. The examination form is adjusted within the framework of the expected learning outcomes of the syllabus. After a request from the student the course leader shall contact the examiner, who promptly decides on the adjusted form of examination. The decision is then to be reported to the student.

Deviations from the form of examination in the syllabus can be made for a student who has pedagogical support due to disabilities. Individual adjustments of the examination form are determined based on the student's needs. The examination form is adjusted within the framework of the expected learning outcomes of the syllabus. After a request from the student the course leader shall contact the examiner, who promptly decides on the adjusted form of examination. The decision is then to be reported to the student.