Course outline

Welcome to the module Principles of Design 3. The content of this module will equip students with theoretical thinking, analytical skills and contemporary design approaches and processes. Projects will develop incrementally during the year, from conceptual toward more complex arrangement of spaces, materials and multi-use programmes. Preparing for exit level at the completion of the National Diploma in Architectural Technology.

Principles of Design 3 aims to generate relevant approaches to architectural design, with a focus on the technical making of architecture, in specific contexts with a variance in scale and complexity, resulting in appropriate architectural languages that engage the environment and user on a critical level - and demonstrate an understanding of contemporary architectural theory and the application of contemporary design tools – producing relevant, contextual and resolved architectural responses in a connected urban fabric,To develop an approach to contemporary design with an understanding of relevant spatial and architectural theory – utilizing a process driven methodology that enables focused design intent specific to a particular context – investigating architectural and urban issues with a critical stance aiming to generate architectural projects that are appropriately contextual and user specific.

OUTCOMES:

SACAPAt the end of this module the student should have the:

Knowledge of the principles and terminology applicable to architectural design.

Understanding of the fundamentals of the design process.

Ability to do thorough, appropriate planning.

Understanding of problem analysis on a basic level.

Knowledge of social and environmental issues.

Awareness of the environmental design issues

Knowledge of critical urban issues.

Awareness of and sensitivity to urban aspects when designing individual buildings.

MODULE

Identify the aims and objectives of the design project using architectural terminology and  link it to the relevant design principles

Analyse the programme in context of the design problem

Formulate an appropriate response to Disabled in architectural design concepts

Apply design processes to develop the concept into the design proposal

Present design proposal using industry standard software packages

Relate/link all outcomes mentioned above, to relevant environmental and urban issues

CONTENT

The following components will be investigated and developed in an incremental accumulative progression through each semester. More detailed requirements related to course content will be clarified in each brief handout/instruction.

Theory

1st semester:

Each student is required to present a seminar investigation a particular architectural word (from the book: ARCHISPEAK: an illustrated guide to architectural terms. Porter T. 2004). Words (related to the current design brief) are selected from the book. Students’ presentations must demonstrate a critical investigation of the current design brief, their own city (Johannesburg) and the brief’s requirements. Discussion and debate are encouraged after each individual presentation. The aim of the ‘archispeak’ seminars is to generate a discourse and understanding of contemporary architectural and urban approaches and to develop design and analysis tools that can be applied in design projects.

2nd semester:

Following on from the ‘archispeak’ theme, theory lectures will be presented as seminars where the students are encouraged to engage debate and discussion. Content for the 2nd semester series is particular to and supportive of the current design brief at the time.

Practical

[concept through context to response]

Streamlining the relationship of mapping-understanding-communication-design-resolution- construction.

The course aims to generate a culture of considering the processes of mapping, design, resolution and making as parallels that inform each other through the process and processes of projects. These “parallels” will be tested in specific contexts and communities. Designs should be informed by conversations and collaborations within these contexts where architectural/design schemes emerge as a response to the reality of the experience and community within specific contexts.

The project scope will develop exponentially with each project – project 1 will form an introduction to the course theme while stating the first “parallel” (topography/topology) to be incorporated into already familiar approaches to analysis and design. Students are encouraged to consider these “parallels” as catalysts for new ways of thinking/representing/responding/making architecture.

With the introduction to each new project, additional ‘parallels’ will be added – building on those of the previous project – aiming to cultivate a thorough and vast pallet of design tools and responses by the end of the course.
A narrative driven approach with a focus on parallel components as stages that grow together and combine toward process generated goal - approach to mapping, reading, translating, design and making within any given context executed as a response to realities and relevance.

Typical design briefs, which also form the basis for the coordinated year program followed by other subjects (e.g. Studio Work, Constructions and Detailing, Landscape and Survey):

1st Semester

Project 1 - topography/topology

Project 2 - networks/connections

Project 3 - history/meaning

2nd Semester

Project 4 - fabric/observations + perceptions/fringes (INFORMAL STUDIO)

Project 5 - response

ASSESSMENT
Continuous assessment for the duration of the course.
(This semester average is a performance indicator for exam entry.)

Formative assessment through critiques of at least 3 design projects during the semester.

Summative assessment at semester final portfolio exam.
At the Final portfolio exam the semester average may be adjusted by the moderator and internal examiner.

NOTE: An average of 40% must be achieved for all submissions that make up the portfolio.

If a project is failed the student may submit a re-worked submission prior to final portfolio exam date NB – NO NEW WORK will be assessed at final portfolio exam.
Re-worked projects will only be eligible for a maximum grade of 50%.
It is compulsory for students to attend ALL crit sessions and a minimum 80% attendance in studio sessions.
Portfolio exam attendance and submission are compulsory and no late pine-ups will be tolerated. If an exam slot is missed (or late attendance) the student will be awarded 0% for the exam grade. Unless a detailed medical certificate or affidavit clearly stating why the student was late or not present is provided.

A note on Teaching and Learning strategy
An integrated teaching and learning approach is followed in this module.  This means that learning is facilitated by more than one support resource, e.g., face-to-face contact, in studio group crits and individual effort to expand knowledge base and contemporary references. 

- Essential information will be presented in lectures, and through studio sessions requiring participation, and independent reading (e.g., site visits, self study, skills practice etc.).

- The most important teaching is done by discussing and critiquing student submissions (application of knowledge) in a class context.

- Students are encouraged to participate in class activities designed to facilitate learning and to apply the knowledge gained in design and skills oriented exercises.

- Projects of increase incrementally with focus and complexity. Students must be aware of the developing nature of the briefs and deliver an appropriate response.