SylabUZ
| Nazwa przedmiotu | Elementary design |
| Kod przedmiotu | 02.1--M-ED-S23 |
| Wydział | Wydział Nauk Inżynieryjno-Technicznych |
| Kierunek | WBAiIŚ Architektura - oferta ERASMUS |
| Profil | - |
| Rodzaj studiów | Program Erasmus |
| Semestr rozpoczęcia | semestr zimowy 2023/2024 |
| Semestr | 1 |
| Liczba punktów ECTS do zdobycia | 4 |
| Typ przedmiotu | obowiązkowy |
| Język nauczania | angielski |
| Sylabus opracował |
|
| Forma zajęć | Liczba godzin w semestrze (stacjonarne) | Liczba godzin w tygodniu (stacjonarne) | Liczba godzin w semestrze (niestacjonarne) | Liczba godzin w tygodniu (niestacjonarne) | Forma zaliczenia |
| Projekt | 45 | 3 | - | - | Zaliczenie na ocenę |
Knowledge:
Understanding the fundamentals of shaping architectural space, encompassing the theory of its elements and characteristics, as well as the practice of creating new spatial qualities. Proficiency in the theory, principles of design, design workshops, and interdisciplinary aspects of architectural design.
Skills:
Developing skills in using Polish and foreign literature, selecting, assessing, and studying examples. Proficiency in using design workshops, including digital tools for architectural design, BIM technology, and the ability to assess technical and non-technical issues related to the impact of design decisions on the material and immaterial environment and humans.
Attitudes:
Cultivating imagination, intuition, a creative attitude, and independent thinking in the pursuit of architectural solutions. Presenting one's own architectural ideas and design concepts, expressing opinions on interdisciplinary aspects of architectural design, and fostering an awareness of the need for collaboration with specialists at all stages of the design process.
No prerequisites.
The central theme of the course is the organization of space in the landscape or urban environment, incorporating elements of small architecture and spatial form – architectural structures of simple design with primary utility functions, such as providing information or symbolism.
In the theoretical segment, the instructor elucidates the project implementation methodology, the extent of legal standardization, and the parameterization of project components. They present examples of completed projects, and students engage in discussions regarding the defining characteristics of engineering structures, small architectural elements, sculptural pieces, and informational elements within open, historical, and urban landscapes in relation to existing natural and cultural resources. Students also explore the features that public spaces should possess in open and urban landscapes in connection with existing natural and cultural resources. The interactions between humans and architecture, as well as between architecture and its surrounding environment, are explored, emphasizing the need to adapt architecture to human needs and a human scale.
In the design phase, students tackle partial projects rooted in ideological, universal, and humanistic conceptual thinking. Subsequently, they proceed to arrange small multifunctional spaces within open landscapes and urban public spaces, primarily designed for pedestrian traffic, and include elements of small architecture. In this phase, students work on projects such as signage and location-based informational elements. They then advance to design small structures like information kiosks at national park entrances, open-air museums, kiosks, pavilions, bus stops, canopies, pergolas, shelters, urban sculptures, weekend houses, and observation towers. The quest for innovative technological solutions, including 3D printed structures, pneumatic designs, and sustainable solutions from recycled materials, plays a significant role. Students explore conceptual sub-projects using freehand sketches or collages and develop their final projects.
Each student independently develops their own projects, and the foundation of the classes is built upon individual and group critiques. Students present their solutions and the materials they have collected during their work.
delivery methods – conventional, problem-based, conversational, informational
searching methods - design classes and laboratory classes - interdisciplinary education, developing a creative attitude, searching for design ideas and new forms, discussion, individual and group work carried out according to a detailed schedule of classes
| Opis efektu | Symbole efektów | Metody weryfikacji | Forma zajęć |
Partial Assessments of Individual Stages of Project Development: Students will be evaluated through partial assessments at various stages of project development. These assessments will consist of defined tasks, and the outcome will be categorized as either "passed" or "not passed."
Final Project Evaluation: The final project will be assessed on a scale from 2 to 5, with 5 being the highest score.
Overall Student Evaluation: Students will be evaluated comprehensively, taking into account their overall performance, attendance, participation, engagement, and consistency in their work. The evaluation will cover the entire duration of the course. Students will receive a grade on a scale from 2 to 5 based on these criteria.
De Botton A., The Architecture of Happiness, Knopf Doubleday Publishing Group, 2008
Daecher, M., 101 Things I Learned In Architecture School., MIT Press, 2016
Krier L., Drawing for architecture, MIT Press, 2009
Lynch, K., The image of the city. MIT Press, 1960
Fawcett P.A., ARCHITECTURE: DESIGN NOTEBOOK., Architectural Press, 1998
Neufert, E., Neufert, P., Kister, J., Sturge, D. Architects' data. Chichester: Wiley Blackwell, 2012.
Rasmussen, S.E., Experiencing Architecture. M. I. T. Press, 1962.
Zumthor, P., Thinking Architecture, Princeton Architectural Press, 1998
Makstutis G., Design Process in Architecture. From Concept to Completion, Laurence King Publishing, 2018
Eekhout,M., Verheijen, F. , Visser, R., Research in Architectural Engineering Series, Cardboard in Architecture, IOS Press, 2008
Corbusier, L., The modulor: a harmonious measure to the human scale universally applicable to architecture and mechanics. Cambridge, 1954
Lawson B., How Designers Think. The Design Process, Demystified-Architectural Press, 2005
Millis C., Designing with Models. A Studio Guide to Architectural Process Models., John Wiley & Sons, Inc., 2011
Roth L.M., Roth Clark A. C., Understanding Architecture. Its Elements, History, and Meaning, Routledge Westview Press, 2018
Kuhl I., 50 buildings you should know, Prestel Publishing, 2007
Gehl, J., Life between Buildings, Island Press, 2011
Norberg-Schulz Ch., Genius Loci. Towards a Phenomenology of Architecture, Rizzoli, 1979
Ott, S., Glasner, B., Wonder wood. A favorite material for design, architecture, and art, Birkhäuser, 2013
Pallasmaa, J., The eyes of the skin, John Wiley & Sons
A lecture hall with the option of dimming should be equipped with audiovisual equipment and boards for writing and presenting project boards.
A design room with the option of dimming should be equipped with project tables, audiovisual equipment, and boards for writing and presenting project boards.
A laboratory room should be equipped with design software specified by the instructor at the beginning of the semester.
Zmodyfikowane przez dr Nimet Pinar Özgüner Gülhan (ostatnia modyfikacja: 16-12-2023 19:24)
